Spangler E-Poster
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This document argues that specialized teacher preparation is necessary for instructors of English at two-year colleges. It notes that a single graduate pedagogy course is not enough preparation. It recommends alliances between graduate programs and local two-year colleges to allow for specialized courses and internships focusing on the unique setting and diverse student populations of two-year colleges. This would help prepare graduate students for the varied world of higher education.
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As well as raising the professional profile and expertise of individual teachers, the ongoing Training Programme aims to create an inclusive and collaborative staff community. A number of workshops offered are indeed staff-led, in order to foster sharing of good practice, peersupport among professionals and enhance reflectivity. Others events involve experts from other departments and external speakers. The variety of learning opportunities contributes to shape a strong professional community where individual members feel positively challenged and empowered. The Training Programme is also a key departmental strategy to comply with the requirements of the Teaching Excellence Framework (TEF), offering MLC teachers an opportunity for further professional accreditation.
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Content-based instruction is an approach to teaching a second language where students learn the language through learning about real-world content or topics. Students acquire language skills as a byproduct of engaging with meaningful content. This approach contrasts with traditional language teaching that focuses primarily on mastery of the language itself. Content-based instruction can be implemented at various education levels from elementary to university. It provides students opportunities to develop language skills while learning about interesting topics through activities and materials related to those topics.
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Estos son los cursos que se ofrecerán para el programa de Primavera 2020 del American English E-Teacher.
Written report
The document discusses the teacher education curriculum in the Philippines. It describes the Bachelor of Elementary Education (BEEd) and Bachelor of Secondary Education (BSEd) programs which prepare students to be teachers. The BEEd focuses on teaching grades 1-6 while the BSEd focuses on teaching specific subjects in grades 7-12. Both programs include general education courses, professional education courses in child development, teaching methods, field experience, and content area courses in subjects like English, science, and math. The goal is to develop competent teachers with knowledge, skills, values and attitudes to be effective educators.
Supporting English Learners within the Common Core State Standards
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Neil and Pete PPT for new staff Version 1.pptx
This document provides an overview of a professional development program for teachers on teaching English as a Second Language (ESL) students in mainstream classrooms. The program aims to help teachers develop practices that address ESL students' language needs, accommodate their cultural and linguistic diversity, and support them through collaborative teaching strategies. The overview outlines the content of Module 1, which examines who ESL students are, the factors that impact their success, and case studies to understand their backgrounds and experiences. Module 2 is also introduced, which focuses on theories of language learning and an instructional model to integrate language teaching across the curriculum.
Postsecondary bilingual approaches n isa
The document discusses different approaches to postsecondary bilingual education programs in the United States. Some programs provide short-term vocational training for refugees using both English and their native language. Other degree programs allow students to take language courses to meet various goals. Effective bilingual education depends on matching program characteristics to student needs and available resources. This affects teacher expertise, instructional methods, and expected outcomes.
Poster: report writing
This document describes a curriculum designed to help international students in a Masters course develop strong academic literacy skills in English. It focuses on scientific report writing through integrating language learning with the course content. Students read scientific articles, present research, and write a literature review and consultancy report. Close attention is paid to language development at all levels. The curriculum is designed using Content and Language Integrated Learning principles to simultaneously develop conceptual understanding and English proficiency. This intensive preparation ensures students master professional scientific reporting skills within a semester.
Cambridge Guide to Second Language Teacher Education review by Atula Ahuja
The document summarizes the key topics covered in the book "The Cambridge Guide to Second Language Teacher Education". It discusses 8 major themes explored in the book: [1] Growth and Scope of Second Language Teacher Education, [2] Professionalization of Language Teaching, [3] Pedagogical Knowledge in SLTE, [4] Nature of Teacher Learning and Teacher Identity & Cognition, [5] Role of Contexts in SLTE, [6] Dialogic Teaching and Teacher Education Through Technology, [7] Critical Language Teacher Education, and [8] Need for Accountability. Each theme examines important issues, debates, and practices in the field of second language teacher education. The book contributes significantly to understanding how
Need Analysis in English for Specific Purposes (.pptx
This document discusses the role of needs analyses in ESP (English for Specific Purposes) course design. It explains that needs analyses is the first step and helps determine what content and methodology should be included. There are different types of needs analyses, including target situation analysis, present situation analysis, discourse analysis and genre analysis. The document provides details on how to conduct a needs analysis, outlining the steps and highlighting that it is an ongoing process that should be updated regularly.
Content based instruction presentation.
The document discusses various curriculum designs that incorporate content into language teaching, including language across the curriculum, immersion education, programs for immigrants and LEP students, and language for specific purposes. It then examines contemporary models of content-based instruction at university, secondary, and private language institute levels. These models include theme-based instruction, sheltered content instruction, adjunct language instruction, and team teaching approaches.
CURRICULAM ON TYPES OF TEACHER EDUCATION
Creating a PowerPoint presentation on the types of teacher education is a great idea. Below is a suggested outline for your PPT, along with some key points to include in each section.
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Syllabus
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Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
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Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
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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Spangler E-Poster
- 1. Preparing the Two-Year College Instructor of English an argument for specialized teacher preparation e-poster by Sarah Spangler
- 2. ARGUMENT • Pedagogy courses for post-secondary instruction in English Studies are necessary. • A "one-shot" teacher preparation course is not enough. • Teacher preparation should address cross- institutional learner diversity and needs. • Universities should take responsibility for preparing MA students for cross-institutional teaching.
- 3. BACKGROUND • We need to more overtly acknowledge and teach toward a slower, more recursive, and more extended learning process for new writing teachers. (Estrem & Reid, 2012) • [O]ne graduate pedagogy seminar is not and cannot be a one-shot teaching inoculation. (Estrem & Reid, 2012) • MA and PhD programs in English need to foster cross-institutional dialogue among many types of higher education institutions so that graduate students have some idea of the varied world of higher education before they seek entrance into these worlds. (Murphy, 2001) • [R]ecent graduates of master’s and doctoral programs…have not been appropriately prepared by traditional English graduate degree programs to confront and address effectively the needs of two-year college students.
- 4. RECOMMENDATION • A specialized, master's/doctoral-level course emphasizing the unique instructional setting and cultural diversity of the two-year college. • Alliances between graduate degree-granting institutions & local two-year colleges. • Graduate internships at local two-year colleges (see Buck & MacGregor, 2001; Murphy, 2001; Murphy, Aiossa, & Winter, 2010)
- 6. COURSE OBJECTIVES Course Objectives Based on TYCEA's Characteristics of Effective Two- Year College English Faculty • Are reflective practitioners and flexible teacher-scholars • Center their classrooms on the student • Understand diversity and teaching to diverse ethnic, economic, and ability populations • Ground their teaching in theory and research • Participate in professional community through conferences, presentations, publications, and ongoing scholarship Also...a module addressing the culture and learning needs of local context.
- 7. COMMENTS & QUESTIONS Please share your comments and/or questions in this space! I appreciate it!