The document discusses six types of tasks that can be used in textbooks or adapted from activities:
1) Listing tasks where learners list people, places, things, etc.
2) Ordering and sorting tasks where learners sequence, rank or classify information.
3) Matching tasks where learners match captions, texts, or information.
4) Comparing tasks where learners find similarities and differences.
5) Problem-solving tasks where learners address common problems.
6) Storytelling tasks where learners share personal experiences.
The document also discusses how to build a set of tasks around a theme and ways to stimulate richer learner interaction for more language practice.
These are the WJEC English language writing exam layouts for an article, a report, a letter, a speech and a leaflet (does not include review). Each slide include examples and detail for each part of the layout. I made this because I struggled to find slides that actually showed how the type of writing should look on the paper, so I figured that others would find this helpful too.
This is the powerpoint for a post-convention institute at TESOL 2010 in Boston. It was a very experiential four-hour session, so the ppt conveys a limited portion of the content.
The work focused on the following points;
- brainstorming about the topic of the meeting
- does grammar matter in these days?
- Defining grammar
- approaches to teach grammar
- defining inductive and deductive methods
- comparing and contrasting the both methods
- Pros and Cons of both methods
- combining both inducitve and deductive methods
- PIASP teaching strategy in the Algerian teaching syetem
- Samples of deductive and inductive grammar teaching methods in the Algerian teaching system
By : Mr Samir Bounab ( Teacher trainer at MONE)
Chris Roush presents "Deciding What to Teach" during the annual 2012 Reynolds Business Journalism Seminars, hosted by the Donald W. Reynolds National Center for Business Journalism.
For more information about free training for business journalists, please visit businessjoutnalism.org.
These are the WJEC English language writing exam layouts for an article, a report, a letter, a speech and a leaflet (does not include review). Each slide include examples and detail for each part of the layout. I made this because I struggled to find slides that actually showed how the type of writing should look on the paper, so I figured that others would find this helpful too.
This is the powerpoint for a post-convention institute at TESOL 2010 in Boston. It was a very experiential four-hour session, so the ppt conveys a limited portion of the content.
The work focused on the following points;
- brainstorming about the topic of the meeting
- does grammar matter in these days?
- Defining grammar
- approaches to teach grammar
- defining inductive and deductive methods
- comparing and contrasting the both methods
- Pros and Cons of both methods
- combining both inducitve and deductive methods
- PIASP teaching strategy in the Algerian teaching syetem
- Samples of deductive and inductive grammar teaching methods in the Algerian teaching system
By : Mr Samir Bounab ( Teacher trainer at MONE)
Chris Roush presents "Deciding What to Teach" during the annual 2012 Reynolds Business Journalism Seminars, hosted by the Donald W. Reynolds National Center for Business Journalism.
For more information about free training for business journalists, please visit businessjoutnalism.org.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Mgs. Gina Camacho Minuche
Ciclo: Octavo
Bimestre: Segundo
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Mgs. Gina Camacho Minuche
Ciclo: Octavo
Bimestre: Segundo
In this session, author Angela Peery shares writing strategies that can be used across the curriculum in order to heighten engagement, increase critical thinking, and refine craft.
Chris Roush on 'Deciding what to teach' as a business journalism professor at Reynolds Business Journalism Week, Feb. 4-7, 2011.
Reynolds Center for Business Journalism, BusinessJournalism.org, Arizona State University's Walter Cronkite School of Journalism.
Writing Assignment #4
The Multiple-Source Synthesis Essay:
Literature Review
Summary of assignment
• Task: The multiple-source essay asks you to synthesize the arguments of at least 10
sources
• Length: 2000-3000 words
• Format: APA
• Sources: a total of at least 10 sources, all of which should be from scholarly journals or
credible trade journals. You should find your sources through library searches.
o If you cite sources from websites or popular journals, these sources should be in
addition to the 10 sources you have cited from scholarly or trade journals.
• Topic: Please use the same topic that you used for writing assignment #3. It is
recommended that you focus on or expand on the essay that you wrote for writing
assignment #3. You will continue with the topic you have selected and will conduct
additional searches in the library databases, hopefully focus the topic more, and
determine the 10 or more sources to use in this essay.
• Integration of Sources: At least eight sources must be cited in the body of the essay.
You may cite sources in your introduction to help you define terms, and you may cite
sources in your conclusion to help you direct the reader to further inquiry. However, the
body of the essay should synthesize at least eight sources.
Strategies in Developing the Topic for this Essay
Up to this point in the semester, you have completed an annotated bibliography. You have also
incorporated and synthesized four sources into writing assignment #2 and six sources into
writing assignment #3. The work you have completed for these assignments provides a solid
foundation for writing assignment #4. In this assignment you will synthesize the ideas of at least
10 sources in a synthesis essay, or literature review.
For your annotated bibliography, you selected a topic based on your interests and, possibly, your
major. You constructed a list of five references and summarized and critically analyzed them in
150-200 words each. You then completed the four-source essay and the six-source essay.
Through this process, you may have seen patterns in the scholarly literature in the topic on which
you conducted research. For example, consider the following examples:
•You may have researched studies in criminal justice and found that there are varying
opinions on how to respond to criminal behavior among youth.
•You may have researched studies in psychology and found that counseling strategies
for victims of domestic abuse tend to fall into four categories.
•You may have researched articles on gerontology and found studies that answered
three basic questions on how older adults respond to training for physical performance.
•You may have researched articles on environmental management and found studies
on climate change. You noticed that various demographic factors influence whether
individuals believe in climate change and, if so, whether they believe it is caused b.
Due Date 1159 p.m. EST, Sunday of Unit 1 Points 100 .docxmadlynplamondon
Due Date: 11:59 p.m. EST, Sunday of Unit 1
Points: 100
Overview:
For this assignment you will review the case, Zappos: Facing Competitive Challenges,
and explain how training and development can help this company maintain a “best,
online retailer” status.
Instructions:
After reviewing the Zappos case study (p. 52) and this week's readings, discuss the
following questions:
• How can training and development help Zappos meet the challenges of being the
best online retailer?
• Do you think that employees at Zappos have high levels of
engagement? Explain why or why not.
• Which of Zappos’ ten core values do you believe training and development can
influence the most? The least? Why?
Requirements:
• Include an Introduction to the case study problem.
• All works should be written in proper APA format.
• Your paper should be 2-3 pages with additional cover and reference pages. On
your cover page, include the name of the assignment, your name, date, and the
course.
• Use at least two (2) references to support your work. You may use your textbook
as a resource.
Be sure to read the criteria by which your work will be evaluated before you write
and again after you write.
HRM308 – Training and Development
Unit 1 Assignment: Zappos Case Study
Evaluation Rubric for Zappos Case Study Assignment
CRITERIA Deficient Development Needed Proficient
(0 - 12 Points) (13 - 17 Points) (18 - 20 Points)
Introduction to the
Case Study
Problem
Does not provide an
adequate
introduction or is
missing.
Introduction is presented,
though may not be clear
or complete.
Introduction is clearly
presented and provides
the reader a context for
the rest of the response.
Challenges and
Training and
Development
Solution
s
Challenges are not
listed, and there is no
discussion about how
training and
development can
meet the challenges.
Challenges and training
and development
solutions addressed,
although may be missing
key pieces/opportunities.
Challenges and training
and development
solutions are fully and
appropriately addressed.
Employee
Engagement
Employee
engagement opinion
and why is not
addressed.
Employee engagement
opinion is addressed but
is not fully defended.
Employee engagement
opinion and why is
addressed and fully
defended.
Ten Core Values The most and least
influential core
values have not been
identified and
defended.
The most and least
influential core values
have been identified but
not fully defended.
The most and least
influential core values
have been identified and
fully defended.
(0 - 6 Points) (7 - 8 Points) (9 - 10 Points)
Appropriate
Citations
References and
citations missing or
formatting does not
resemble APA.
At least two (2)
references and citations
are present with some
errors.
At least two (2)
references and citations
are present and near
perfect.
Clear and
Professional
Writing and
Format
Errors impede
profess ...
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
1. Six types of task for TBL<br />This is the second in a series of four articles which will explore how to integrate a task-based approach into a typical textbook to maximise learning opportunities for your learners and to save teacher preparation time. <br />Criteria for identifying tasks for TBL<br />Six types of task for TBL<br />From priming tasks and target tasks to language focus and grammar<br />Making time for tasks and still covering the syllabus <br />In this article we look at different types of task, and see which kinds are most often used in textbooks. I also suggest ways of adjusting them so that they stimulate more opportunities for meaning-focused interaction, and encourage learners to give longer responses. Finally I show how a graded set of tasks can be developed on a theme. <br />Identifying task-like activitiesIn my first article Criteria for identifying tasks for TBL, we looked at six questions that gave us criteria to help us identify tasks and ‘upgrade' potential task-like activities into tasks. So now we can identify activities in a textbook unit that could become tasks and form the basis of a task cycle with; <br />Pre-task activities,<br />Task - Planning - Report cycle, <br />Post-task activities as illustrated in the activity Planning a class night out. <br />However, tasks tend to come in various disguises. Some textbooks contain quite a few task-like activities, but very few use the word ‘task’ to describe them. They often come under section headings like: Speak out! Listening challenge; Think … then compare ideas; Reach a decision; With a partner… In groups… It’s your turn… Questions and answers... Discuss ... Tell your partner… Writing… Reading or even under Grammar or Vocabulary… <br />For example, in ‘Total English’, a text-book for beginners, the activity: ‘Who is your favourite 20th Century icon? Tell your partner about the person.’ comes at the end of a Grammar section on ‘was / were’ which follows a reading activity. <br />There are several ways to turn this into a more rewarding task – as illustrated in Criteria for identifying tasks for TBL and you can also build up a graded set of tasks around this theme - as illustrated below. <br />Three types of taskActivities like the following generally have the potential to become effective tasks: <br />Listing and/or brainstormingYou can list people, places, things, actions, reasons, everyday problems, things to do in various circumstances etc. <br />Examples: <br />(1) In pairs, agree on a list of four or five people who were famous in the 20th century and give at least one reason for including each person; Can you remember your partner’s busiest day? <br />(2) On your own, make a list of all the things he/she did. Then check with your partner. Were there any things you forgot? <br />Ordering and sortingThis can be sequencing, ranking, or classifying. <br />Examples: <br />(3) In pairs, look at your list of famous people. Which people are most likely to remain popular and become 20th century icons? Rank them from most popular to least popular, and be prepared to justify your order to another pair. <br />(4) Look at the four pictures. They are mixed up. Work in pairs. Put the four pictures in a sequence so that they tell a story. Prepare to tell your story to another pair. <br />MatchingYou can match captions / texts / recorded extracts to pictures; short notes or headlines to longer texts, e.g. news items. <br />Examples: <br />(5) Read the texts – each is about a famous person but the person is not named - and look at the photos. Match each text to a photo. Then talk to your partner, and say how you were able to match them. Prepare to tell the class how you did it.<br />(6) Read the four headlines A to D. Match two pieces of information (given in 1-8 below) to each headline. Explain to your partner how you did this. What clues did you find? Did you both use the same clues? <br />Do you have any tasks like these in your textbooks? Sometimes textbooks use Listing, Ordering and Matching activities at the beginnings of units, to introduce or revise useful words and phrases to prepare for the main topics. The outcomes are usually clear (e.g. a completed list, a set of matched information). But although they give valuable exposure to relevant topic-based language in the form of reading texts or recordings, they rarely stimulate much learner interaction as they stand. <br />Stimulating more interactionAll the examples I have given above are based on activities from real text books, but in each case I have added a further step or two to stimulate additional meaning-focused language use. <br />In 1 and 3 learners are asked to give reasons for or justify their decision<br />In 2, 5 and 6 they do the tasks individually then explain to their partner how they did them<br />In 3, 4 and 5 they are asked to prepare to explain how they did the task or tell their story to another pair or to the whole class. <br />Three more type tasks <br />Comparing: finding similarities and differencesComparison tasks can be based on two quite similar texts or pictures (a classic example is ‘Spot the Differences’) or places or events etc that learners have experience of. Learners can also compare their own work with that of another learner or another pair or group. <br />Examples: <br />Compare your list of possible 20th century icons with your partner’s list. Did you have any people in common? Tell each other why you chose them. How many reasons did you both think of? Finally, combine your two lists, but keep it to five people.<br />Tell your picture story to another pair and listen to theirs. Compare stories – make a list of the main similarities and differences. <br />You will by now have noticed that many of these tasks carry on the same themes as in previous tasks. It is possible to build up ‘a set of tasks’ on the same theme, each one arising out of the previous one. This is an excellent way to build learner’s confidence – once they are familiar with the basic vocabulary for the topic, they can then do a range of activities recycling the topic language and using it for different purposes in a set of tasks. <br />Problem-solvingText-books often contain activities based on common problems – pollution, relationships, noisy neighbours and so on. But sometimes problem-solving tasks are over too quickly – learners agree on the first solution that comes to mind, using minimal language, e.g. ‘Noisy neighbours? OK – so call police’. The instructions for the town centre traffic problem in the example below incorporate six or seven ways of generating richer interaction. Which of these ways might you use with your classes? <br />Example: <br />Think of a town centre where there is too much traffic. In twos, think of three alternative solutions to this problem. List the advantages and disadvantages of each alternative. Then decide which alternative would be the cheapest one, the most innovative one, the most environmentally friendly one. Report your decisions to another pair / group / the class, and discuss with them which solution would be the best one to put forward to the local government. <br />More complex tasks like comparing and problem solving sometimes involve processes found in simpler tasks, like listing – see previous examples. The task above – problem-solving - involves listing and quite a lot of comparing and evaluating. <br />Sharing personal experiences and story tellingActivities where learners are asked to recount their personal experiences and tell stories are valuable because they give learners a chance to speak for longer and in a more sustained way. And it is something we often do in real-life. However, as we saw from the ‘Grandparents’ activity in Criteria for identifying tasks for TBL, the instructions for activities where learners are encouraged to relate things from their personal lives are often rather vague and open-ended. In order to encourage richer interaction, we usually need to add a clear goal, make instructions more precise, and give clear completion points. See Criteria for identifying tasks for TBL which gives several ways to adjust activities like these. <br />Summary So far we have identified and commented on six types of task that sometimes appear in textbooks or that can be adapted from task-like activities. We have seen that a set of tasks can be built up around one topic. We have looked at ways of stimulating richer learner interaction and giving more opportunities for genuine meaning-focused language use and maximising learner responses. <br />