Significant (Language) Learning Experiences
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Presented at PAC@PALT2013 in Cebu, Philippines (Dec. 5-7, 2013). Ideas on how Fink's Taxonomy of Significant Learning can be used in content-focused language programs.
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Behavioural training & development
The document promotes a diploma in behavioral training and development from Oscar Murphy International. It discusses helping people recognize their strengths to improve performance and empowering them to break through habits, mindsets, and attitudes. The diploma offers flexible learning, placements, guidance from coaches, projects with organizations, and separate certifications in training delivery and design.
behavioural training
This document discusses understanding human behavior. It explains that human behavior is influenced by both innate human nature and individual experiences and environment. Understanding human behavior requires a scientific approach, and factors like personality, motivation, and communication within organizations are important to consider. Effective management now focuses on treating employees as individuals with feelings that impact their work.
General Methods And Techniques Of Teaching
The document discusses various general methods and techniques of teaching, including direct and experiential approaches. Direct approaches are more teacher-controlled and utilize expository strategies like direct teaching and deductive processes. Experiential approaches involve more student involvement through discovery strategies like inquiry teaching and inductive processes. Specific methods are also outlined, such as deductive teaching, expository methods, demonstration, inductive teaching, discovery learning, problem solving, and laboratory and reflective teaching.
Effective teaching strategies
This document discusses effective teaching strategies for training adult learners. It recommends applying principles of adult learning theory, which recognizes that adults learn best when they are actively engaged. Adults are autonomous, goal-oriented, and draw from life experiences. Effective teaching strategies include involving learners, relating topics to their goals and experiences, and showing relevance to their jobs. A variety of active learning methods, such as group activities, games, role-playing and problem-solving, should be used over traditional lecturing to improve retention.
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The PRINCIPLES of LEARNING (Principles of Teaching 1)
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From syllabus design to curriculum development
6. Classroom activities should be meaningful and involve real communication
New Direction in Syllabus and Curriculum
This chapter discusses new directions in syllabus and curriculum for English language teaching since the 1950s. It covers the growth of English as an international language, needs for new teaching methods, changing needs in Europe, the emergence of Communicative Language Teaching, searches for new syllabus models including the notional and functional syllabus. It also discusses English for Specific Purposes and the importance of needs analysis. The chapter concludes with the emergence of curriculum approaches in language teaching including Tyler's and Nicholls and Nicholls' models.
ICLC 2010 Presentation
My group's panel presentation on teaching techniques for adult ESL students at the Iowa Culture & Language Conference; November 2nd, 2010.
A Discourse Analysis Of College Admissions Essays In English
This document provides an introduction to a thesis titled "A Discourse Analysis of College Admissions Essays in English". The thesis was completed at the University of Danang in Vietnam under the supervision of Ton Nu My Nhat, Ph.D. to partially fulfill requirements for a Master of Arts degree in the English language. The introduction outlines the rationale, aims, objectives, scope, research questions, significance, and organization of the thesis, which analyzes the discourse structure and lexico-grammatical features of 40 accepted English college admissions essays using the theoretical framework of genre analysis.
Complete Guide on IB Subjects Choices.pdf
Every IB school is different, so your own school might not offer all the courses. Although, there are classes that the IB has created a curriculum and tested for.
What are all the IB courses available to take? Here, we will give you the complete list of all SL (Standard Level) and HL (Higher Level) IB classes. Read our blog to have an idea about the same: https://blog.rewiser.in/guide-ib-subjects/
Complete Guide on IB Subjects Choices.pptx
Every IB school is different, so your own school might not offer all the courses. Although, there are classes that the IB has created a curriculum and tested for.
What are all the IB courses available to take? Here, we will give you the complete list of all SL (Standard Level) and HL (Higher Level) IB classes. Read our blog to have an idea about the same: https://blog.rewiser.in/guide-ib-subjects/
Balancing Language and Content in CLIL Contexts (Handout)
As discussed in previous THT talks, content-focused language teaching approaches such as Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL) continue to gain both recognition and credibility. At the same time, we hear of the struggles that teachers have with implementation. In this workshop-style presentation, the presenter shares some
of the challenges he has faced with balancing the content and language sides of CLIL, as well as some of the strategies he and his colleagues have developed to deal with these challenges.
Participants will be asked to share their stories and concerns regarding content-focused language instruction.
English 344 session 1
The document summarizes key points from two sessions of an English language teaching foundations course. It outlines the agenda, course objectives, materials and assignments. Regarding first language acquisition, it discusses the typical developmental stages children progress through, from babbling to one-word sentences and eventually two to three word sentences by ages 3 to 5. It also briefly covers different theories of first language acquisition from behaviorist, innatist and interactionist perspectives.
2 micro plan 1 bachi (1)
This document outlines the microcurricular planning for an English class in Ecuador, including objectives, skills, performance criteria, activities, and evaluation methods to assess students' communication, cultural awareness, reading, writing, and language skills through arts over a 6 week period focusing on the unit "Experience Culture!".
English language for specific purposes
This document discusses English for Specific Purposes (ESP). It defines ESP as teaching English for a particular subject or profession. ESP emerged for three main reasons - changing needs, advances in linguistics focusing on real communication, and prioritizing learners. ESP has specific characteristics, including focusing on learners' needs and disciplines. It uses various teaching methods and technologies and is designed for intermediate or advanced students, especially in professional contexts.
Relc lecture makoto ikeda
This document discusses CLIL (Content and Language Integrated Learning) in Japan. It outlines the status quo of English language teaching in Japan, why CLIL is being promoted, and how CLIL is being diffused. English proficiency in Japan lags countries with historical or economic ties to English. CLIL is being promoted to develop global citizens through content-driven language learning that research shows improves skills like vocabulary and writing. CLIL training and resources are growing to support its diffusion in Japanese schools from primary to university levels.
RBL - Teaching Language Skills 'Speaking' and 'Writing' - 5th Group
This document discusses speaking and writing skills. For speaking skills, it outlines reasons for speaking, characteristics of spoken language, teaching pronunciation, conversation analysis, and activity types to promote speaking in the classroom. For writing skills, it discusses reasons for writing, writing materials, the written product, the writing process, and correcting written work. It provides details on each topic, such as suggesting bottom-up or top-down approaches to teaching pronunciation, distinguishing between motor-receptive and social-interactional speaking skills, and emphasizing feedback, organization, and error correction in writing.
What a CLIL course looks like
2019 Teachers Helping Teachers presentation in Kyrgyzstan, Sept, 2019
CLIL (Content and Integrated Language Learning) is a form of instruction that attempts to emphasize both English language and content to non-native English speakers. It serves as the model of instruction for many courses taught in the liberal arts program of a small college in southern Japan, where the presenter is employed. This presentation explained CLIL through comparison with its cousins: EMI (English Medium Instruction) and CBI (Content Based Instruction). Some of the benefits of the CLIL model will be outlined. An overview of a 15-week freshman political science course meeting twice per week was presented in order to exemplify what a team-taught CLIL course might look like. Participants received a multiple-lesson plan and student materials for one of this course’s 10+ readings to see the how content and language can be integrated, and provided ideas to teachers interested in this instructional model.
Adopting An SFL Approach To Teaching L2 Writing Through The Teaching Learning...
This document summarizes a study that applied a Systemic Functional Linguistics (SFL) model to explore how 27 first-year Japanese university students improved their writing of analytical exposition essays during a 15-week English course using the Teaching Learning Cycle (TLC) approach. The study assessed students' understanding of metafunctions (ideational, experiential, and textual meanings) and linguistic resources in their pre- and post-essays. The results demonstrated that applying an SFL framework for writing assessment can explicitly examine students' improvements in understanding the target genre of essay writing.
B slim presentation
This document describes the B-SLIM method for teaching English as a second language. B-SLIM stands for "Bilash Overview" and involves 6 steps: 1) Planning and Preparation, 2) Giving Instruction, 3) Getting Understanding, 4) Using Language, 5) Proving Learning, and 6) Assessment. It focuses on developing communication skills, language awareness, and learning strategies through comprehensible input, intake activities, output, and evaluation. The document further outlines a developed B-SLIM model involving warm-up, input, intake activities, and output stages to provide practice and assessment of students' writing skills.
B slim presentation
This document describes the B-SLIM method for teaching English as a second language. B-SLIM focuses on communication principles, theory development, and learning through language use. It involves 6 steps: 1) Planning and Preparation, 2) Giving Instruction, 3) Facilitating Understanding, 4) Practicing Language Use, 5) Evaluating Learning, and 6) Assessment. The method provides comprehensible input through various language activities before having students produce output through writing assignments. It aims to develop students' language awareness, pronunciation, vocabulary, grammar and other skills.
B-SLIM Model
This document describes the B-SLIM method for teaching English as a second language. B-SLIM focuses on communication principles, theory development, and learning through language use. It involves 6 steps: 1) Planning and Preparation, 2) Giving Instruction, 3) Facilitating Understanding, 4) Practicing Language Use, 5) Assessing Learning, and 6) Evaluation. The method provides comprehensible input through various language activities before having students produce output through writing assignments. It aims to develop students' language awareness, pronunciation, vocabulary, grammar and other skills.
A1 2009
This document outlines the goals and content of an English language course for students at the B2 level. The course aims to improve students' formal communication skills in English and develop autonomous learning strategies. Key course elements include developing oral and written proficiency, expanding vocabulary, and understanding grammar and pronunciation. Topics of study include daily life, health, the environment, education, work, leisure activities, and social issues. The methodology emphasizes an integrated approach and social interaction. Students will be evaluated based on classwork, tests, and portfolio assignments.
Copy Of 825 Session #1
This document provides an overview and introduction to an ENGL 725/825 graduate course on second language literacy. The summary includes:
- Examining dominant theories in L2 reading and writing pedagogy, current research on L2 literacy acquisition, and how literacy functions in a globalized world.
- Developing understanding of literacies and their importance, critically analyzing ideas, and engaging in scholarly discussion.
- Becoming more aware of critical L2 literacy and seeing diversity as a strength.
- Improving L2 teaching skills in reading, writing, speaking and other media.
Communiticative Language Teaching
This document provides an overview of Communicative Language Teaching (CLT) as an approach to language instruction. It discusses the theoretical foundations and origins of CLT in the 1960s-1970s as a response to prior methods. Key aspects of CLT covered include its focus on developing communicative competence over grammatical rules, use of task-based and interactive activities, emphasis on meaning over form, and the teacher's role as facilitator. The document also examines models of CLT syllabus design and criticisms of its approach.
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This slideshow reports on the initial phase of a qualitative investigation into reflective journaling as a form of professional development (PD) involving EFL teachers at universities in Japan. The research questions were: (1) What shared/differing concerns or challenges are experienced by university EFL teachers in Japan? (2) Is reflective journaling a viable form of professional development for EFL teachers in Japan? Preliminary analysis identified classroom management, questioning of one‟s own perspectives/practices, and classroom community as shared concerns. Also, with appropriate support, reflective journaling appears to be a viable form of PD for in-service teachers of EFL in this context.
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This document summarizes an action research project that explored implementing team-based learning (TBL) in large university classes in Japan. The study involved 56 students taking a culture-focused English course. Key findings from individual and team readiness assurance tests, reflective writing assignments, and peer assessments suggested that TBL had some benefits for learning outcomes, though designing and delivering TBL presented challenges in this context. The presentation concludes by discussing takeaways regarding keeping student groups consistent, mixed results on improved learning, and the viability of applications activities for TBL in large Japanese university classes.
Engaging Language Learners with Team-Based Learning - THT 2020
Brent Jones presented on augmenting project-based learning (PBL) with elements of team-based learning (TBL) in an undergraduate business program in Japan. He conducted an action research study during the 2019 fall semester with 28 students. The study aimed to investigate the effectiveness of incorporating TBL's readiness assurance tests and application steps into an existing PBL curriculum. Results showed that keeping student groups the same throughout the semester and using TBL elements somewhat improved learning outcomes. The presentation concluded by discussing takeaways and encouraging other language teachers to experiment with combining PBL and TBL approaches.
Jones (2020) Engaging learners with team-based learning (TBL)
This document summarizes an action research project that tested augmenting a project-based learning curriculum with elements of team-based learning. The project involved 28 students in a Beer Industry Project class. It describes the key principles and instructional methods of project-based learning and team-based learning. It then provides a week-by-week overview of how the class was structured, including introducing content through videos and readings, having students complete individual and team readiness assurance tests to check their understanding, forming permanent project teams, and having team application activities and discussions. The goal was to improve learner engagement with the out-of-class assignments and address the wide range of student proficiency levels through the team-based learning approach.
Jones PanSIG 2020
Presented at JALT PanSIG 2020 - Augmenting Project-Based Learning (PBL) with Team-Based Learning (TBL) in CLIL Programs.
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Japanese Education System
The document provides an overview of Japan's education system throughout history. It discusses early influences from Buddhism and Confucianism during feudal and Tokugawa periods. It describes the large-scale changes to the education system after the 1868 Meiji Restoration to modernize and catch up to Western countries. Key figures and policies that shaped the current education system are mentioned, including the establishment of the Ministry of Education in 1871. The document also notes stormy issues today such as bullying, school refusal, and "monster parents" while Japan performs well on PISA tests in reading, math and science.
THT 2018 - Engaging Ideas for the L2 Classroom
This document summarizes Brent A. Jones' presentation on engaging ideas for the L2 classroom. It defines engagement as the energy and connection between a person and an activity. Engagement has behavioral, emotional, cognitive, and agentic dimensions. A study examined learner engagement in classes through observations, interviews, and questionnaires. Learner engagement was experienced through peer and instructor interactions, appropriately challenging activities at various levels, and meaningful personal activities. Learner engagement is important for academic achievement and overall well-being.
Handout - Engaging Ideas for the L2 Classroom
The document discusses learner engagement in English language classrooms. It defines engagement and motivation, and identifies three dimensions of engagement commonly found in literature: behavioral, emotional, and cognitive. The document also discusses Self-Determination Theory and its three basic psychological needs relevant to engagement. Finally, it explores instructional strategies, teacher characteristics, and contextual features that can influence learner engagement based on a study, and suggests some strategies teachers could adopt in their own classrooms.
Project-Based Learning Workshop 2017
This interactive presentation was prepared for the faculty of the School of Interdisciplinary Science and Innovation at Kyushu University. The workshop was held December 22-23, 2017.
Sweet Emotions - Slides
This is a follow-up to a talk given last year. Second or foreign language education is often approached as a purely cognitive endeavor. In this interactive talk, the presenter will discuss the design of a qualitative research project together with findings and pedagogical implications. Participants will go away with a list of readings and suggestions for embracing the emotional side of EFL teaching and learning.
Sweet Emotions - Handout
This is a follow-up to a talk given last year. Second or foreign language education is often approached as a purely cognitive endeavor. In this interactive talk, the presenter will discuss the design of a qualitative research project together with findings and pedagogical implications. Participants will go away with a list of readings and suggestions for embracing the emotional side of EFL teaching and learning.
Engagement Slides 2016
The document summarizes a study on learner engagement in university English language classes in Japan. It discusses different types of engagement and introduces research questions on what instructional practices, teacher characteristics, and contextual features influence engagement. Preliminary findings suggest things like difficulty level, locus of control, group work, teacher talk and questioning style can impact engagement. The presentation aims to get audience input on practices that promote engagement and implications for competence, autonomy and relatedness.
Engagement Handout 2016
In this interactive talk, the presenter introduces a study of learner engagement in university EFL contexts in Japan that is being undertaken as part of a doctoral program at the University of Reading in the U.K. Intuitively, as teachers, we can recognize engagement or disengagement in our own learners when we see it. However, it is not clear where this recognition comes from, or whether or not our perceptions align with learner realities. After presenting an outline of the research project and preliminary findings, the presenter will ask participants to collectively work on a list of instructional practices that promote engagement in university EFL classes.
Balancing Language & Content Slides
This is the slideshow that I will use for my workshop at THT 2016 in Kyrgyzstan. The handout can also be found here at SlideShare.
Bridging the High School - University Gaps
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The Expertise Teacher of English as a Foreign Langauge
This is the slide set that I used for my workshop at THT 2015 in Kyrgyzstan. It includes a discussion of what is an expert, what is professionalism, and professional development for teachers.
The Expert Teacher of EFL
The document outlines a workshop on identifying qualities that distinguish expert teachers from novices. It discusses the work of Prof. Andy Goodwyn who researched teacher expertise. The workshop involved defining terms like "highly skilled" and "professional" teacher. It also included an exercise where participants used metaphors to describe teaching. Finally, the document reviewed literature on expertise, professionalism, characteristics of experts, deliberate practice, and supporting novice teachers' development into experts.
Emotional Side of L2 Teaching and Learning - Handout
This document provides an abstract for a presentation on the emotional side of language teaching and learning. The presentation will introduce research showing that approaching language education solely as a cognitive endeavor is incomplete. It will make the case for a more balanced approach that also considers the emotional aspects. The presenter will share initial findings from an ongoing research project, potential analysis, and pedagogical implications. Participants will leave with recommended readings on exploring the emotional dimensions of language teaching and learning.
The emotional side of language teaching & learning
This document discusses the emotional aspects of teaching and learning. It first establishes that teaching involves emotional work and is not just cognitive. It then reviews literature on teacher emotions, including topics like teacher identity and burnout. Several key concepts are discussed, such as emotional intelligence, emotional labor, and emotional geography. The document also describes a study where teachers kept reflective journals on their emotions during a semester. Overall, the document examines the importance of emotions in teaching and learning.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 4
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Chapter 5
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Chapter 6
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Significant (Language) Learning Experiences
- 1. Significant (Language) Learning Experiences Brent A. Jones Konan University, Hirao School of Management
- 2. Where do you start when planning a new course?
- 3. Integrated Course Design (Adopted from Fink, 2003) Learning Goals Feedback and Assessment Teaching and Learning Activities
- 6. Six Categories of SL 1. Foundational Knowledge Basic understanding Necessary for other kinds of learning 2. Application Knowledge and how it’s applied Skills 3. Integration • Making connections (other courses, work, life) Power: the whole - more than the sum of the parts
- 7. Six Categories of SL 4. Human Dimension Human significance of topic Learning about self, others 5. Caring Caring engenders energy for learning Nothing significant happens without caring 6. Learning How to Learn • Learning more effectively Life-long learning
- 8. What the the six categories? F _____________ K _____________ A _____________ I _____________ H _____________ D _____________ C _____________ L _____________ how to L _____________
- 10. Creating SLEs Learning Goals Feedback and Assessment Teaching and Learning Activities
- 11. Learning Goals Backward Design What’s important now & years after the course? What should students do in the course to succeed?
- 12. Feedback and Assessment Forward Looking Assessment Imagine students in a situation where they would use the knowledge and/or skills. Focus learning on realistic, meaningful tasks.
- 13. Instructional Alignment S.A. Cohen (1987) coined the term instructional alignment, i.e. the degree to which intended outcomes, instructional processes and instructional assessment match with efforts to produce the outcomes.
- 14. Alignment Learning Outcomes Students will be able to: (1) (2) (3) Assessment Method As measured by: (1) (2) (3)
- 15. Teaching and Learning Activities Doing Experience Direct: Real doing, in authentic settings Indirect: case studies, simulations, … Observing Experience Direct: seeing the phenomena to be observed Indirect: stories, film, …
- 16. Approaches to Instruction Check your handout (Appendix 1) How many of these do you use?
- 17. Authentic Learning Activities Check your handout (Appendix 2) Which ones are important to you?
- 19. Te xt KONAN CUBE ENGLISH LANGUAGE PROGRAM
- 20. REQUIRED ENGLISH COURSES Semester One Semester Two Semester Three Global Challenges (twice a week) American Studies (twice a week) European Studies Speech & Discussion (twice a week) Discussion & Debate (twice a week) Japan Studies CUBE English I CUBE English II Business Communication TOEIC Preparation
- 21. ELECTIVES (SEMESTERS 4 - 8) Regional Studies Asian Neighbors, Cultural Look at Spain Studies in Literature The Graphic Novel, Sports in Literature Business Skills II Advanced Business, The Auto Industry Media Studies News & the Media, Web 2.0, Film Studies Liberal Arts Knowledge History of European Thought, Socratic Dialogs Communication Skills I Language & Culture of Spain, Cross-Cultural Communication Cross Disciplinary Sustainable Living
- 22. CBI & CLIL . . . AND MANY, MANY MORE • content-based language instruction • content and language integrated learning • content-focused language learning • enhanced language learning • teaching language through content • immersion
- 23. WHAT ARE WE TALKING ABOUT? USE OF SUBJECT MATTER AS A VEHICLE (OR FRAMEWORK) FOR LANGUAGE TEACHING/LEARNING
- 24. Types of CBI Adjunct Model Sheltered Model Theme-Based Model
- 25. Japan Studies Society & Culture Business & The Economy The Environment Government & Politics
- 26. LESSONS LEARNED • Involve students in the choice of topics and activities. • Avoid the Double Whammy. • Keep the focus on language for thinking and school learning. • Offer scaffolding when and where it is needed.
- 27. KEY CONCEPTS • Learning Outcomes (include student voice) • Emphasis on High Frequency Vocabulary • Lots of Comprehensible Input • Reading-Writing Connection (Genre) • “Can Do” Statements • Relevance • Focus on Content (with practice on all 4 skills) • Blended Learning (Flipped Classroom) • Scaffolding (just in time, just enough)
- 28. Good courses are courses that … Challenge students to significant kinds of learning. Use active forms of learning. Have teachers who care about the subject, their students, and about teaching and learning. Have teachers who interact well with students. Have a good system of feedback, assessment, and grading. L. D. Fink