This presentation was prepared for the Learning Media National Seminar (April 2010). It explains how to report against the National Standards (in New Zealand) for English Language Learners' progress.
(c) Learning Media Ltd. (NZ)
Factors affecting the learning of english at secondary 2(2), 95 101Dr.Nasir Ahmad
This study was conducted to investigate the factors affecting the learning of English of the secondary school students in Khyber Pakhtunkhwa. The objectives of the study were (1) To find out the factors affecting the learning of English at secondary level in Khyber Pakhtunkhwa; and (2) To provide a base for improvement of teaching English as a second language at the secondary school level in Pakistan. The population of the study was comprised of all the English teachers of twenty four Provincial government schools, and twenty two Federal government schools located in twenty four districts of Khyber Pakhtunkhwa. Sixteen senior most English teachers were selected for the purpose of interview. The main findings of the study were; the teachers in Provincial government schools were not sufficiently qualified and had not adequate knowledge of teaching methodologies of teaching English. The classes at both type of school system were overcrowded. The Provincial and Federal Government schools lacked audio-visual aids for teaching of English.
Factors affecting the learning of english at secondary 2(2), 95 101Dr.Nasir Ahmad
This study was conducted to investigate the factors affecting the learning of English of the secondary school students in Khyber Pakhtunkhwa. The objectives of the study were (1) To find out the factors affecting the learning of English at secondary level in Khyber Pakhtunkhwa; and (2) To provide a base for improvement of teaching English as a second language at the secondary school level in Pakistan. The population of the study was comprised of all the English teachers of twenty four Provincial government schools, and twenty two Federal government schools located in twenty four districts of Khyber Pakhtunkhwa. Sixteen senior most English teachers were selected for the purpose of interview. The main findings of the study were; the teachers in Provincial government schools were not sufficiently qualified and had not adequate knowledge of teaching methodologies of teaching English. The classes at both type of school system were overcrowded. The Provincial and Federal Government schools lacked audio-visual aids for teaching of English.
This is the ppt I used for a session at the Aomori Pref. ALT Orientation in Aug. 2015. I discussed language learning theories and methods, as well as provided some tips for successful English teaching in Japan.
Instructional Programs for English Language Learners (ELL)Ezr Acelar
Used for PEDA 213 (Language Programs for Secondary Schools)
Includes Introduction to English Language Learner Programs, Phases of EL Instructions, the different types of ELL Programs and discussions for each.
This slideshow explains the Ministry of Education's guidelines and expectations around overall teacher judgements and reporting against the National Standards.
This presentation was prepared for the Learning Media National Seminar for facilitators (April 2010). It explores the guidelines for reporting progress and achievement in relation to the national standards. It also looks at processes and practices to support effective reporting.
This slideshow supports the workshop given at the NZATE English teachers conference in July 2010.
It explores why we use technology, offers a framework for planning and teaching - and explores some teaching ideas.
This presentation was prepared for the Learning Media National Seminar for facilitators (April 2010). It offers guidance in considering what features of a specific text would make texts and tasks easy or difficult for English Language Learners.
(c) Learning Media Ltd., NZ
This is the ppt I used for a session at the Aomori Pref. ALT Orientation in Aug. 2015. I discussed language learning theories and methods, as well as provided some tips for successful English teaching in Japan.
Instructional Programs for English Language Learners (ELL)Ezr Acelar
Used for PEDA 213 (Language Programs for Secondary Schools)
Includes Introduction to English Language Learner Programs, Phases of EL Instructions, the different types of ELL Programs and discussions for each.
This slideshow explains the Ministry of Education's guidelines and expectations around overall teacher judgements and reporting against the National Standards.
This presentation was prepared for the Learning Media National Seminar for facilitators (April 2010). It explores the guidelines for reporting progress and achievement in relation to the national standards. It also looks at processes and practices to support effective reporting.
This slideshow supports the workshop given at the NZATE English teachers conference in July 2010.
It explores why we use technology, offers a framework for planning and teaching - and explores some teaching ideas.
This presentation was prepared for the Learning Media National Seminar for facilitators (April 2010). It offers guidance in considering what features of a specific text would make texts and tasks easy or difficult for English Language Learners.
(c) Learning Media Ltd., NZ
This explores the ESOL resources that are available to support teachers in NZ. This presentation has been developed by Dan Haddock and Janis Maidment who work in the Auckland MOE.
You may find it useful for a range of purposes in your work with schools.
The ultimate guide to maintaining product focusGoSquared
3 key principles for maintaining focus when creating a product in a team of developers and designers. Originally presented at ProductTank in London in May 2014.
AWS re:Invent 2016: Workshop: Adhere to the Principle of Least Privilege by U...Amazon Web Services
AWS IAM and Amazon VPC offer powerful tools that help you adhere to the principle of least privilege in your resource permissions and network security settings. This workshop will start with the fundamentals of IAM and VPC security techniques and will give you hands-on experience in writing, testing, applying, troubleshooting, and auditing progressively more tightly scoped IAM policies. You will also get experience building and monitoring VPC security groups that grant only the access required to perform tasks.
Singapore English Syllabus - Better than what you thinkDavid Yeng
In Singapore, we have a distinct reason to learn English. Although we are from Singapore, a Asian country, our proficiency in English is extremely high. In most non-English speaking systems or International Curriculum, English is used mainly for functional use (Read, Listen, Write, Speak). Singapore's English is much more than that. It is to be developed as a tool of thought, to respond, to critique, to analyse, etc...
An overview of knowledge required by a teacher prior to teaching children of Non English Speaking Background (NESB). A comprehensive overview is provided here.
The aim of this research paper is to identify the the perceptions of teachers of English language about the main challenges in teaching primary stage pupils; and to recognize the challenges that are experienced locally in the five educational areas available in the state of Kuwait. Both qualitative and quantitative methods have been applied because data are supposed to be in the form of numbers. The survey was provided by a hard copy to about (20) teachers of English language in the state of Kuwait. The survey itself consisted of two sections. The first section refers to some sort of a ranking question. That means the teachers ordered the factors that may develop teaching English to young learners according to their point of views. The second section of the survey included an open question as follows: Which aspect do you think the most challenging in teaching young pupils and why? The results revealed that teachers of English are challenged by several factors including lack of training, resources and acknowledge. Most teachers suffered from lack of time to teach; particularly, teaching writing and grammar.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
8. It is important to have the same end goals in sight for all learners, but also focus on the specific language needs of English Language Learners in order to get them to the same proficiency in as short a time frame as possible.
17. What the national standards say: Guidelines for English Language Learners in Years 1 to 4: Students working within Foundation and Stage One of the English Language Learning Progressions may be tracked, monitored and reported on to parents using the English Language Learning Progressions rather than National Standards for a period of up to two years. Guidelines for English Language Learners in Years 5 to 8: Students working within Foundation, Stage One, or Stage Two of the English Language Learning Progressions may be tracked, monitored and reported on to parents using the English Language Learning Progressions rather than National Standards for a period of up to three years.
18.
19. Language Barriers? What can be done to overcome the difficulties with communication that schools and teachers may encounter? Remember the cake!!!
20. What would the schools you are working in this year need to do in order to effectively use the English Language Learning Progressions to report progress and achievement?
21. Mind Map or Ripple task Key Message: ESOL pedagogoy will benefit all learners.
22. How does it all fit together? A suite of resources
25. Fa’afetai lava Vinaka vaka levu Doh Je Dank U Wel Evxaristo Thank you Jane van der Zeyden
Editor's Notes
Welcome/introduction: Our job today is to put the progress of English language learners as the responsibility of every classroom teacher and to see the relevance of these students in a context of key documents (NZC , LLP, ELLP) The session relates to the module ‘Meeting the needs of ELLs’ and drawing on ELLP in particular as we proceed.
Refer to module for first two bullet points. May want to highlight enrolment as an issue - many schools do not have effective procedures in place to identify these students when they enrol - may be linked to who carries out enrolment, where information goes, who gets the information, lack of information in other languages etc. (may also lead to inaccuracy in data collection, identification of specific needs etc..) Full conversation/interview with families/whanau is a useful starting strategy (forms available) 3. Accelerated progress: can represent as a line graph] - draw on whiteboard?
Not homogenous group - extremely diverse Discuss ESOL funded and what it means - I.e the statistics
Discuss implications of this for PD providers - I.e. how will PD providers get access to these schools as many of them will be rural schools and geographically distant from regional providers. Will all teachers in these schools need to be familiar with and use ELLP? In small schools it may only be one person PD providers may need to consider a range of ways to communicate with these schools including use of new technology I.e podcasts, wikis, blogs etc.
Discuss implications of this for PD providers - I.e. how will PD providers get access to these schools as many of them will be rural schools and geographically distant from regional providers. Will all teachers in these schools need to be familiar with and use ELLP? PD providers may need to consider a range of ways to communicate with these schools including use of new technology I.e podcasts, wikis, blogs etc.
The two Progressions documents are companion documents and support the literacy and language skills and knowledge that students need to access the curriculum. Schools need to be making a conscious decision of whether to use LLP or ELLP and when to move from one to the other.
May need to highlight BICS and CALP ideas. The document Literacy Learning Progressions: Meeting the Reading and Writing Demands of the Curriculum (www.literacyprogressions.org.nz) describes the reading and writing competencies learners need in order to be able to progress across all learning areas in The New Zealand Curriculum (http://nzcurriculum.tki.org.nz/). The English Language Learning Progressions sit alongside the Literacy Learning Progressions in that learners from language backgrounds other than English will be working towards proficiency in the same reading and writing competencies as all New Zealand students. However, their pathways and rates of progress will differ from those of speakers of English as a first language. (ESOL Online
Look at this diagram I Introductory booklet - p.12 Alert attendees to the matrices and format of these I.e Year 1-4 booklet only goes to Stage 2, Years 5-8 up to stage 3 and Years9-13 up to stage 4.
Discuss this question in groups and then feed back ideas to whole group. Look at slide of my ideas. Gives much more information about specific English language learning needs. Think about content and language being taught simultaneously for ELLs - adult learners often only need the language not the concepts.
Explicit vocabulary teaching essential. ELLP includes specific information about what words are necessary for ELLS to learn first.
Highlight explicitness of teaching. Also mention: Principles - especially Cultural diversity, Inclusion, Community engagement Value of diversity
Remember that we are not just talking about ESOL funded students - may be useful for special needs students, native speakers of English who have significant language learning needs. Remind about list of students from slide 3.
Show booklets.
All these questions relate to the principle of knowing the learner. Expected progress - comment on NZCER research project
Look at p.3 in Introductory book
These are published in the guidelines not the National Standards booklet because they are a starting point - will be evaluated as schools begin to use the document for time, stages etc.
One of the key decisions schools have to make in the context of NS is around the use of ELLP to track, monitor and report progress and achievement. I’m going to give you some scenarios of students to look at. Have a look. Do you have enough information to make an informed decision on the use of ELLP? Do you need to know more about the Progressions before you can make that decision? In the scenarios answer a first and then b.
Show clip from video?? Translators - older siblings, friends, family, Team Up booklets, community groups, MOE multilingual forms (online), Language Line
Up until now schools have generally not seen a need to use the document. Being used in isolated pockets very well. All of a sudden then see a need. Discuss question in groups Regional workshops, my input, Online modules being written and should be online later in the year. Identify the students!!
These tasks can be found in the facilitation booklet of ELLP. They are particularly useful for building pedagogical knowledge around the most important aspects of second language acquisition.
Show diagram from SELLIPS and look at other resources that align with ELLP.Discuss where they fit. NZC LLP ELLP ESOL PAGS ESOL FAGS Sounds and Words Effective Literacy practice ELIP (Primary and Yrs 7-13) Selections Making Language and Learning Work DVD 3 ESOL Online MOE CD -Roms I.e Plastic Fantastic etc.