SCC2011 - Diversifying your audience - working with deaf groups
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The document summarizes the work of the Science Signs Project in Scotland to develop new British Sign Language (BSL) signs for science vocabulary. The project has created over 700 new signs covering topics up to Intermediate 2 level science. It aims to increase deaf students' access to science education and exams by translating questions and concepts into BSL. The project involves a team of scientists, teachers and linguists and has launched a website to disseminate the new signs.
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References
1. Bybee RW, and Fuchs B. Journal of Research in Science Teaching 43: 349-352, 2006.
2. Farrand K, Kibedi J, Colthorpe K, Good J, and Lluka L. Third National Attributes Graduate Project Symposia. Griffith University, Queensland, Australia: 2009.
3. Farrand-Zimbardi K, Colthorpe K, Good J, and Lluka L. International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference. Liverpool, UK: 2010.
4. Jones S, Yates B, and Kelder J. Learning and Teaching Academic Standards (LTAS) Project Final Report for the Second-Intake Discipline Groups, 2011.
5. Michael J. Advances in Physiology Education 30: 159-167, 2006.
6. Myers MJ, and Burgess AB. Advances in Physiology Education 27: 26-33, 2003.
7. Zimbardi K, Bugarcic A, Colthorpe K, Good JP, and Lluka LJ. Advances in Physiology Education 2013; 37 (4): 303-15.
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Page 1 of 11
Australian Government Higher Education (CRICOS)
Registered Provider number: #00212K
Unit Outline 2013
Faculty of Arts and Design
Unit Title: Language Teaching Methodology G
Unit Number: 8095
Page 2 of 11
Australian Government Higher Education (CRICOS)
Registered Provider number: #00212K
This Unit Outline must be read in conjunction with:
a) UC Student Guide to Policies, which sets out University-wide policies and procedures, including
information on matters such as plagiarism, grade descriptors, moderation, feedback and deferred
exams, and is available at (scroll to bottom of page)
http://www.canberra.edu.au/student-services
b) UC Guide to Student Services, and is available at (scroll to bottom of page)
http://www.canberra.edu.au/student-services
c) Any additional information specified in section 6h.
1: General Information
1a Unit title: Language Teaching Methodology PG
1b Unit number: 8095
1c Teaching period and year offered: Semester 1, 2013
1d Credit point value: 3
1e Unit level: PG
1f Name of Unit Convener and contact details (including telephone and email)
Dr Jeremy F. Jones. Office: 20C6, Ph: +61 2 6201-2907
Email: [email protected]
1g Administrative contact details (including name, location, telephone and email)
Heather Mueller, 20C4, Ph: +61 2 6201-2475, email:
[email protected]
Page 3 of 11
Australian Government Higher Education (CRICOS)
Registered Provider number: #00212K
2: Academic Content
2a Unit description and learning outcomes
This unit is an introduction to the principles of language learning and teaching. The
unit introduces students to different contemporary approaches to language learning. It
engages students in a discussion of the cultural and social contexts of language
learning and teaching. It focuses on the teaching of the macroskills: speaking, writing,
listening and reading, and the sub-skills: functions, grammar, vocabulary and
pronunciation.
On completion of the unit students will have:
(1) developed an understanding of the key concepts and terminology in the field of
language teaching methodology;
(2) achieved important insights into the learning and teaching of the macroskills and
subskills in different teaching contexts; and
(3) developed a range of effective workplace skills including problem-solving, team
work, and lifelong learning.
2b Generic skills
In addition to meeting the specific academic requirements of a particular degree, all
graduates are expected to acquire a range of generic skills or graduate attributes
through their program of study. Employers value these highly, and it is important for
your future career that you are able to identify your generic skills, and point to the
learning experiences that produced them. The table at 5a indicates which of the
generic skills in the University's complete list this unit addresses. The full description
o.
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This document appears to be the cover and contents page of an English language textbook for 11th grade students in Russia. It provides:
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Poster presented at the International Union of Physiological Societies' Quadrennial Conference 2013 (Birmingham, UK).
Abstract:
Calls for reform in science education (1) and physiology education in particular (5), have long argued for an emphasis on the development of key scientific thinking skills to prepare students for the complex, novel problems they will face in the 21st Century workplace. In Australia, these skills have been formalised as a set of national academic standards for scientific thinking (4). Inquiry-based curricula have been shown to facilitate the development of key scientific thinking skills such as experimental design and data interpretation (6). Currently, there is a lack of empirical evidence detailing what students actually do in inquiry-based classes and which aspects of the curricula implementation shape their actions and learning. We have developed a vertically-integrated set of inquiry-based practical curricula for large cohorts (500-900 students) of first and second year physiology students (2). Our findings over three semesters (3, 7) demonstrate that this curricula design facilitates the development of students’ skills in scientific thinking and communication. Video recordings of a 22 students participating in inquiry classes were analysed to determine how students engage with the curricula and discuss their scientific ideas. Students also annotated these videos of themselves to highlight instances of scientific thinking, and described the development of their critical thinking skills in relation to the Australian national academic standards for scientific thinking (4) in interviews. The majority of the scientific thinking events occured during development of the hypotheses and experimental plans, and during analysis and interpretation of the experimental data. In contrast, students rarely demonstrated scientific thinking during the execution of the experiments and collection of the data – an omission that several students lamented in interviews when they later realised inconsistencies in the data that might have been addressed with more timely critical evaluation of the data.
References
1. Bybee RW, and Fuchs B. Journal of Research in Science Teaching 43: 349-352, 2006.
2. Farrand K, Kibedi J, Colthorpe K, Good J, and Lluka L. Third National Attributes Graduate Project Symposia. Griffith University, Queensland, Australia: 2009.
3. Farrand-Zimbardi K, Colthorpe K, Good J, and Lluka L. International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference. Liverpool, UK: 2010.
4. Jones S, Yates B, and Kelder J. Learning and Teaching Academic Standards (LTAS) Project Final Report for the Second-Intake Discipline Groups, 2011.
5. Michael J. Advances in Physiology Education 30: 159-167, 2006.
6. Myers MJ, and Burgess AB. Advances in Physiology Education 27: 26-33, 2003.
7. Zimbardi K, Bugarcic A, Colthorpe K, Good JP, and Lluka LJ. Advances in Physiology Education 2013; 37 (4): 303-15.
10.1.1.116.6326
This document discusses using podcasts to support an undergraduate English language module at Kingston University. Six podcasts were created covering study skills, portfolio development, and presentation skills. Student feedback was collected through focus groups, interviews, and a questionnaire. The podcasts aimed to improve learning and skills through flexible access, conveying tacit knowledge from peers, and an informal learning experience. The research evaluated how well the podcasts achieved these goals and developed a model for integrating podcasts in blended learning contexts based on these features.
investigating the impact of podcasts on listening skills at post graduate lev...
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Ej ppt
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Page 1 of 11 Australian Government Higher Education (CRICOS).docx
Page 1 of 11
Australian Government Higher Education (CRICOS)
Registered Provider number: #00212K
Unit Outline 2013
Faculty of Arts and Design
Unit Title: Language Teaching Methodology G
Unit Number: 8095
Page 2 of 11
Australian Government Higher Education (CRICOS)
Registered Provider number: #00212K
This Unit Outline must be read in conjunction with:
a) UC Student Guide to Policies, which sets out University-wide policies and procedures, including
information on matters such as plagiarism, grade descriptors, moderation, feedback and deferred
exams, and is available at (scroll to bottom of page)
http://www.canberra.edu.au/student-services
b) UC Guide to Student Services, and is available at (scroll to bottom of page)
http://www.canberra.edu.au/student-services
c) Any additional information specified in section 6h.
1: General Information
1a Unit title: Language Teaching Methodology PG
1b Unit number: 8095
1c Teaching period and year offered: Semester 1, 2013
1d Credit point value: 3
1e Unit level: PG
1f Name of Unit Convener and contact details (including telephone and email)
Dr Jeremy F. Jones. Office: 20C6, Ph: +61 2 6201-2907
Email: [email protected]
1g Administrative contact details (including name, location, telephone and email)
Heather Mueller, 20C4, Ph: +61 2 6201-2475, email:
[email protected]
Page 3 of 11
Australian Government Higher Education (CRICOS)
Registered Provider number: #00212K
2: Academic Content
2a Unit description and learning outcomes
This unit is an introduction to the principles of language learning and teaching. The
unit introduces students to different contemporary approaches to language learning. It
engages students in a discussion of the cultural and social contexts of language
learning and teaching. It focuses on the teaching of the macroskills: speaking, writing,
listening and reading, and the sub-skills: functions, grammar, vocabulary and
pronunciation.
On completion of the unit students will have:
(1) developed an understanding of the key concepts and terminology in the field of
language teaching methodology;
(2) achieved important insights into the learning and teaching of the macroskills and
subskills in different teaching contexts; and
(3) developed a range of effective workplace skills including problem-solving, team
work, and lifelong learning.
2b Generic skills
In addition to meeting the specific academic requirements of a particular degree, all
graduates are expected to acquire a range of generic skills or graduate attributes
through their program of study. Employers value these highly, and it is important for
your future career that you are able to identify your generic skills, and point to the
learning experiences that produced them. The table at 5a indicates which of the
generic skills in the University's complete list this unit addresses. The full description
o.
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This document appears to be the cover and contents page of an English language textbook for 11th grade students in Russia. It provides:
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2) An overview of the units and sections covered in the textbook, including the grammar, functions, and vocabulary covered in each.
3) Information about additional materials that are included, such as a teacher's book, workbooks, audio files and an electronic supplement.
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1) Details about the authors and publisher of the textbook.
2) An overview of the units and sections covered in the textbook, including the grammar, functions, and vocabulary topics addressed.
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Curriculum for Excellence and school libraries: the Edinburgh experience
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1) Students found understanding course content, especially lectures, very challenging due to factors like speech rate and technical vocabulary.
2) Students used various strategies to increase comprehension, such as outlining chapters before class and discussing content with peers.
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The results provide guidance for those involved in designing and teaching content courses in a foreign language, especially regarding supporting student comprehension.
Curriculum vitae Peer Timmers (English)
Timmers has extensive experience in research on anaerobic methane oxidation. He received his PhD in 2015 from Wageningen University, where he studied anaerobic methane oxidation coupled to sulfate reduction. He is currently a post-doctoral researcher at Wetsus, researching haloalkaliphilic syntrophic interactions. Timmers has published 6 papers and supervised many thesis students. He is skilled in laboratory techniques including PCR, cultivation of microorganisms, chromatography, and microscopy. In addition to research, Timmers enjoys music and has been a drummer in bands and a DJ.
Syllabus 3161 10
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SCC 2014 - The People, the People, the People: Engaging under-served audiences
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He aha te mea nui o te ao
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Speakers: Mat Hickman (Wellcome Trust), Hema Teji (British Science Association), Laura Fogg Rogers (University of the West of England), Chair: Karen Folkes (BIS)SCC 2014 - Setting content free: How and why you should use open licences in ...
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The session will give some case studies of good practice in this field, but the majority of the hour will be given over to practical exercises covering how, why and when to use open licences. This will be followed by a group discussion in which session participants and the panellists can share experiences and ask questions about the issues raised.
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Scientific research is a journey into the unknown, so teaching science with tried and tested practicals does not prepare students for the excitement and uncertainty of scientific discovery. Undertaking actual scientific research provides considerable learning opportunities for pupils and provides researchers with the opportunity to engage young people with their work in a rich and rewarding manner. Partnerships between researchers and young scientists can contribute to scientific breakthroughs and provide real insights and skills for aspiring young scientists. However, such approaches are not without their challenges. You will be presented with cases studies from space science and plant pathology research followed by the chance to engage in round table discussions with teachers, researchers, funders and science communicators involved in these projects. This will provide you the opportunity to discuss how you can involve schools and young people in research or support them to carry out their own scientific investigations.
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SCC 2014 - How informal science education can better inform STEM education
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Despite considerable agreement that engaging science communication can stimulate interest in formal STEM study and careers; only relatively few providers report these outcomes. Given that insufficient young people are choosing to study STEM subjects and that the profile of those who do pursue STEM careers is too narrow, we are challenging three very different providers of informal science communication to measure the impact of their work. To do this our speakers will consider how science communicators can build sustainable business models that successfully balance impact and values against the need for funding and we will question if the sector is hampered by a perception that the only credible communicators of science are active researchers.
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Public Attitudes to Science 2014 (PAS 2014) is the fifth in the series of studies looking at the UK public’s attitudes to science, scientists and science policy. PAS 2014 mixed survey research with a range of qualitative research strands, one of which was our “Day of Discovery” workshop. The Day of Discovery aimed to get the public themselves to tell us the best ways to engage people with science, and to generate new ideas for scientists, science communicators and policymakers to connect with the public. Based on this event, we have created a toolkit giving tips on how to use the findings from the PAS 2014 survey to start debates about better engagement with science. This session will present the toolkit, and explore how it can be used effectively with different audiences.
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In this session we will share our insights, experiences and learning from some of the unique festival experiences created in 2013 by the Contemporary Science team at the Science Museum. These festivals ranged from narrative driven games to researchers embedded in immersive environments all creating cohesive and memorable experiences. Specific engagement examples will highlight collaborations with research groups, theatre companies and artists. This session is relevant to any organisation, centre or individual looking to engage their audiences through interactive, immersive and theatrical experiences.
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SCC2011 - Diversifying your audience - working with deaf groups
- 1. Diversifying your audience Deaf people Dr Audrey Cameron Gary Quinn Scottish Sensory Centre Science Communication Conference 25 May 2011
- 19. Mass Weight Density Weight = Mass x Gravity Density = Mass / Volume Degree of Iconicity between form and meaning
- 20. Signing Exams in Scotland (SQA) Since 2004, deaf signing children in Scotland are entitled to have their SQA examinations delivered to them in BSL and also to respond in BSL. A teacher or interpreter translate the questions and the answers on behalf of the deaf pupils.
- 30. Thank you for listening/ watching! [email_address] [email_address]