This is a sample instructional design for my capstone thesis project that I completed at the Middlebury Institute of International Studies in Monterey. The design revolves around in-service training for Fulbright English Teaching Assistants in South Korea.
How the syllabus is designing and also which kind of factors must be include int hat, what kind of syllabus is easy for students and many other factors are described here.
How the syllabus is designing and also which kind of factors must be include int hat, what kind of syllabus is easy for students and many other factors are described here.
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Appro...Pakistan
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Approach On Student’s Academic Performance At Elementary Level by Fareeda Sanam and Nadia Thalho
Content based instruction: making the most of authentic materialsPhilip Saxon
This talk was given at an IATEFL-Hungary BESIG "Creative Café" session on Friday, 2nd December. It outlines the Content Based Instruction approach to teaching languages, with a particular focus on the use of authentic texts. The audience is then invited to reflect on alternative ways of implementing the approach.
The article attempts to examine the importance of balancing linguistic competence and teaching performance in learning and teaching English as a foreign language. It explains, how important is for English of a foreign language has good knowledge of grammar and vocabulary (linguistic competence) as well as strategies or methods (performance) to help students in their classroom. To reach this goal, it is suggested that EFL teachers should be continuously in professional development training to develop these skills.
This is the presentation slides from Group 6 for Resource-based Learning Materials Development subject under the topic of Integrated Skills, Groupwork, Pairwork, and the implementation of those in Resource-based Learning context. The group members consist of: Banatul Murtafi'ah, Andyani Larasati, and Fitri Hidayati from Class A.
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Appro...Pakistan
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Approach On Student’s Academic Performance At Elementary Level by Fareeda Sanam and Nadia Thalho
Content based instruction: making the most of authentic materialsPhilip Saxon
This talk was given at an IATEFL-Hungary BESIG "Creative Café" session on Friday, 2nd December. It outlines the Content Based Instruction approach to teaching languages, with a particular focus on the use of authentic texts. The audience is then invited to reflect on alternative ways of implementing the approach.
The article attempts to examine the importance of balancing linguistic competence and teaching performance in learning and teaching English as a foreign language. It explains, how important is for English of a foreign language has good knowledge of grammar and vocabulary (linguistic competence) as well as strategies or methods (performance) to help students in their classroom. To reach this goal, it is suggested that EFL teachers should be continuously in professional development training to develop these skills.
This is the presentation slides from Group 6 for Resource-based Learning Materials Development subject under the topic of Integrated Skills, Groupwork, Pairwork, and the implementation of those in Resource-based Learning context. The group members consist of: Banatul Murtafi'ah, Andyani Larasati, and Fitri Hidayati from Class A.
RBL - Teaching Language Skills 'Reading' and 'Listening' - 4th GroupRBLmadev Class 2018
Presented by Khoirunnisa Isnani / 17716251043 & Pradita Amelia Nugraha Ningtyas / 17716251046 for Resource Based Learning class / Graduate Program of English Education Department / Yogyakarta State University 2018
Kim Boettcher from School District 60 presented this as part of a session on Supervision of Learning/Instruction for Administrators on the topic of Literacy.
Assignment Instructional Practices for Emergent Literacy Learners.docxrock73
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Sectors of the Indian Economy - Class 10 Study Notes pdf
Sample Instructional Framework
1. Sample In-Service Training Syllabus
Instructor
Drew Kunard
and guest teachers
Contact Information
drkunard93@gmail.com
Course Overview
This in-service teacher training plan combines practical
workshops with professional development to provide in-service
English Teaching Assistants (ETAs) with the necessary tools
and support needed to thrive in unique teaching contexts across
South Korea.
Synchronous Interactions
Two synchronous sessions will be facilitated online each month, with minimal time
commitment expected of participants before and after each meeting. Pre-session and post-
session tasks may involve interacting with one or more fellow ETAs. Group sessions will
alternate between informal discussion and relatively more formal professional development
workshops with guest speakers.
Each group session will be crafted around the common obstacles and challenges that
ETAs in South Korea often encounter and will provide clear, implementable strategies. All
sessions are optional, and participants will also have the option of opting for up to two
individual advising sessions with teacher mentors each month to address placement
specific topics.
Asynchronous Interaction
No more than four pre-session and post-session tasks will be encouraged of participants
per month. Task will often involve sharing resources and participating in online discussion.
Participants are strongly encouraged to complete tasks, especially those which help
establish a stronger community between them, mentor teachers, fellow professionals, and
their fellow cohort members.
Etiquette & Expectations
This course was designed with the primary goal of encouraging and aiding in-
service Fulbright ETAs through the means of establishing a healthy, supportive
community of practice. To these aims, this course involves a significant amount of
interaction between ETAs, teacher mentors, and a variety of guest speakers. Everyone is
expected to practice professional-level etiquette while engaging with one another as a
community. Since much of this training will be conducted virtually, everyone is
encouraged to reflect on this in infographic (Arizona State University) to proactively
prepare.
Content
All will be made accessible via Email, Google Drive, Slack, and KaokaoTalk, and other
modes as needed. Everyone is strongly encouraged to devote time for reflecting on the
resources and readings provided.
Supplemental materials will be added based on discussions, individual advising sessions,
and participants’ expressed needs.
2. Course Goals
This in-service training should assist ETAs with the following areas in relation to the
four domains (attitude, awareness, skills, and knowledge) from The Descriptive Model of
Teaching (Freeman, 1989):
- building meaningful communities of practice
- navigating intercultural communication
- strengthening cultural adjustment capabilities
- overcoming stress & isolation
- dealing with low motivation in the classroom
- building confidence in one’s teaching abilities
- utilizing teaching resources
- implementing classroom management strategies
- addressing diverse learner needs
- implementing gamification classroom activities
- navigating co-teaching dynamics
- and more areas as needs are expressed
3. Readings
The following readings were chosen from various sources based on their relevance to
addressing specific needs found in a preliminary needs analysis of in-service Fulbright
Korea ETAs. Considering ETAs high-level of time commitment with regards to teaching
duties, main takeaways have been highlighted within each reading to assist with
reflections.
Reading 1: Omar, C. M. Z. C. (2014). The Need for In-Service Training for Teachers and
It’s Effectiveness In School. International Journal for Innovation Education and
Research, 2(11), 1–9. DOI: 10.31686/ijier.vol2.iss11.261
Reading 2: England, L. (2018). Communities of Practice. In J. I. Liontas (Ed.), The TESOL
encyclopedia of English language teaching. New York: Wiley-Blackwell Publishers.
DOI: https://doi-org.ezproxy-miis.middlebury.edu/10.1002/9781118784235.eelt0396
Reading 3: Kim, Yang Soo. (2008). Communication experiences of American expatriates
in South Korea: A study of cross-cultural adaptation. Human Communication. 11. 505-522.
Reading 4: Carless, David. (2006). Good practices in team teaching in Japan, South Korea
and Hong Kong. System. 34. 341-351. 10.1016/j.system.2006.02.001.
Reading 5: Fairbanks, C., Hinman, T. (2018). Teacher and Institutional Beliefs, Vision,
Belonging, and Identity. In J. I. Liontas (Ed.), The TESOL encyclopedia of English
language teaching. New York: Wiley-Blackwell Publishers. DOI: https://doi-org.ezproxy-
miis.middlebury.edu/10.1002/9781118784235.eelt0141
Reading 6: Core Culture Values and Culture Mapping: Regents of the University of
Minnesota. From the Maximizing Study Abroad series published by the Center for
Advanced Research on Language Acquisition. See: carla.umn.edu/maxsa/guides. “Core
cultural values and culture mapping” can be found on pp. 221–226 in Maximizing study
abroad: An instructional guide to strategies for language and culture learning and use
(2009) by Kappler Mikk, B., Cohen, A.D. & Paige, R.M. (with Chi, J., Lassegard, J.,
Maegher, M. & Weaver, S.), and pp. 63–68 in Maximizing study abroad: A students’ guide
to strategies for language and culture learning and use (2nd ed.) (2006) by Paige R.M.,
Cohen, A.D., Kappler, B., Chi, J. and Lassegard, J.
Reading 7: Park, GP., Lee, HW. The characteristics of effective English teachers as
perceived by high school teachers and students in Korea. Asia Pacific Educ. Rev. 7, 236–
248 (2006). https://doi.org/10.1007/BF03031547
Reading 8: Laura Baecher, Marcus Artigliere, David K. Patterson &
Adrian Spatzer (2012). Differentiated Instruction for English Language Learners as
“Variations on a Theme”, Middle School Journal, 43:3, 14-21, DOI:
10.1080/00940771.2012.11461807
4. Additional Resources
The following resources were selected based on their relevance to either the teaching
context or the overarching challenges that ETAs in Fulbright Korea may encounter.
Fulbright Korea Infusion (Publication)
o A Fulbright Korea alumni run publication
Fulbridge (Networking Site)
o A networking site for connecting with current and past Fulbright ETAs
Dare to Lead with Brené Brown (Podcast)
o A thought-provoking podcast on different approaches to leadership
Talk To Me In Korean (Podcast)
o A self-study tool for language learning
Cultural Atlas: South Korean Culture (Website)
o A resource for better understanding aspects of Korean culture
