shaping2paths 2015
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Muhammad Rakibul Hasan has successfully completed the online course "Shaping the Way We Teach English, 2: Paths to Success in ELT" from the U.S. Department of State and University of Oregon with distinction. The 5-week course introduced English language teaching methods including integrating skills, alternative assessment, individual learner differences, classroom management, and reflective teaching. The statement of accomplishment was signed by the course instructors from the American English Institute and University of Oregon.
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This document discusses classroom interaction and methodology for teaching English. It contains 3 main points:
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Bienvenidos al sitio virtual UNIVERSIDAD MAGISTER que contiene importantes trabajos de investigación de nuestros profesionales. Con estos Mares Azules esperamos cooperar en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Por tener Propiedad Intelectual, queda prohibida su reproducción parcial o total, a excepción de que los compartan como citas de autor o referencias bibliográficas. Esta información quedará a disposición en el portal www.umagister.com. Disfruten de este magno contenido bibliográfico esperando sus amables comentarios, no sin antes agradecer al Ing. Jerry González quien está administrando el sitio. Rectoría, Universidad Magister. – 2019.“A DESCRIPTIVE STUDY ON THE EFFECT OF BULLYING IN THE PROCESS OF TEACHING AND...
“A DESCRIPTIVE STUDY ON THE EFFECT OF BULLYING IN THE PROCESS OF TEACHING AND...UNIVERSIDAD MAGISTER (Sitio Oficial)
Bienvenidos al sitio virtual UNIVERSIDAD MAGISTER que contiene importantes trabajos de investigación de nuestros profesionales. Con estos Mares Azules esperamos cooperar en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Por tener Propiedad Intelectual, queda prohibida su reproducción parcial o total, a excepción de que los compartan como citas de autor o referencias bibliográficas. Esta información quedará a disposición en el portal www.umagister.com. Disfruten de este magno contenido bibliográfico esperando sus amables comentarios, no sin antes agradecer al Ing. Jerry González quien está administrando el sitio. Rectoría, Universidad Magister. – 2019.ACADEMIC-PERFORMANCE-TOWARDS-SPEAKING-ENGLISH.pdf
The document summarizes a study that investigated the attitudes of Grade 12 students toward speaking English. It found that:
1) Students in both the Humanities and Social Sciences (HumSS) and Accountancy, Business, and Management (ABM) strands had positive attitudes overall toward speaking English.
2) However, students admitted they do not speak English well and are worried about making mistakes.
3) Students believe speaking English is important for future jobs.
4) The study found no significant differences in attitudes based on strand or sex. This implies classroom motivation is important to improve students' English speaking attitudes.
ACADEMIC-PERFORMANCE-TOWARDS-SPEAKING-ENGLISH.pdf
The document summarizes a study that investigated the attitudes of senior high school students towards speaking English. It found that:
1) Both Humanities and Social Sciences (HumSS) and Accountancy, Business, and Management (ABM) students had generally positive attitudes towards speaking English and believe it is important.
2) However, students admitted they do not speak English well and are worried about making mistakes when speaking English.
3) Students believe learning to speak English could benefit their future jobs. The study found no significant differences in attitudes based on academic strand or sex. This implies classroom motivation is important to improve students' English speaking attitudes.
comp exam 1
The document discusses ways to modify a classroom environment and curriculum to support five ESOL students in a third grade classroom on the first day of school. It would recommend placing visual aids and using gestures to communicate important information. Interactive strategies like partnering ESOL students with peers and allowing hands-on activities are suggested. It also provides an overview of the stages of language acquisition and how to use leveled questioning appropriately for each student's level. Modifications to the curriculum like scaffolding, building background knowledge, and thematic units are also discussed. The document reviews assessment strategies for ESOL students such as drawings, discussions and portfolios that are less dependent on language. It provides this plan to create a supportive learning environment and ease the transition
21st Century Pedagogy: Teachers as Co-Learners & CSRE Approach- the Launching...
Learner autonomy in the context of 21st century pedagogy needs to be redefined. Today’s learners are tech savvy and knowledge is at their fingertips. Teaching and learning profile has changed dramatically. This paradigm shift has narrowed its focus on learners and learning rather than on teachers and teaching; but it doesn’t reduce the role of teachers. On the contrary, teachers and teaching have tactfully withdrawn to peripheral roles letting the floor for learners to flourish.
A descriptive study on the effects of the personal characteristics of 6th gra...
A descriptive study on the effects of the personal characteristics of 6th gra...UNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.Similar to shaping2paths 2015 (20)
A descriptive study of the strategies used in the oral acquisition process of...
A descriptive study of the strategies used in the oral acquisition process of...
A SURVEY ON THE EFFECTIVENESS OF COOPERATIVE LEARNING IN ENGLISH LANGUAGE TEA...
A SURVEY ON THE EFFECTIVENESS OF COOPERATIVE LEARNING IN ENGLISH LANGUAGE TEA...
“A DESCRIPTIVE STUDY ON THE EFFECT OF BULLYING IN THE PROCESS OF TEACHING AND...
“A DESCRIPTIVE STUDY ON THE EFFECT OF BULLYING IN THE PROCESS OF TEACHING AND...
“A DESCRIPTIVE STUDY ON THE EFFECT OF BULLYING IN THE PROCESS OF TEACHING AND...
“A DESCRIPTIVE STUDY ON THE EFFECT OF BULLYING IN THE PROCESS OF TEACHING AND...
21st Century Pedagogy: Teachers as Co-Learners & CSRE Approach- the Launching...
21st Century Pedagogy: Teachers as Co-Learners & CSRE Approach- the Launching...
A descriptive study on the effects of the personal characteristics of 6th gra...
A descriptive study on the effects of the personal characteristics of 6th gra...
shaping2paths 2015
- 1. coursera.org Statement of Accomplishment WITH DISTINCTION DECEMBER 18, 2015 MUHAMMAD RAKIBUL HASAN HAS SUCCESSFULLY COMPLETED THE U.S. DEPARTMENT OF STATE AND UNIVERSITY OF OREGON'S ONLINE OFFERING OF Shaping the Way We Teach English, 2: Paths to Success in ELT This 5-week online teacher training course (approximately 30 hours of work) introduces English language teaching methods, including the topics of integrating skills, alternative assessment, individual learner differences, classroom management, and reflective teaching. DEBORAH HEALEY, PH.D. AMERICAN ENGLISH INSTITUTE/DEPARTMENT OF LINGUISTICS, UNIVERSITY OF OREGON JEFFREY M. MAGOTO AMERICAN ENGLISH INSTITUTE, UNIVERSITY OF OREGON ELIZABETH HANSON-SMITH, PH.D. AMERICAN ENGLISH INSTITUTE, UNIVERSITY OF OREGON PLEASE NOTE: THE ONLINE OFFERING OF THIS CLASS DOES NOT REFLECT THE ENTIRE CURRICULUM OFFERED TO STUDENTS ENROLLED AT THE UNIVERSITY OF OREGON. THIS STATEMENT DOES NOT AFFIRM THAT THIS STUDENT WAS ENROLLED AS A STUDENT AT THE UNIVERSITY OF OREGON IN ANY WAY. IT DOES NOT CONFER A UNIVERSITY OF OREGON GRADE; IT DOES NOT CONFER UNIVERSITY OF OREGON CREDIT; IT DOES NOT CONFER A UNIVERSITY OF OREGON DEGREE; AND IT DOES NOT VERIFY THE IDENTITY OF THE STUDENT.