The document provides strategies for engaging young English learners, including making lessons enjoyable, interesting, active, hands-on, supported, meaningful, and culturally relevant. It discusses building classroom community through activities like student-created self-portraits. Teachers can engage students and promote risk-taking by having them analyze photos using open-ended questions. Students benefit from shaping their own learning through student-generated materials and routines provide structure and confidence. The key is providing social, purposeful activities that allow interaction and creativity.
Looking In, Looking Out: :Expanding Our VisionJoe McVeigh
Slides accompanying a talk about how English language teaching professionals can learn from other professions and by being more aware of their own unconscious selves in the classroom.
The final half day session of a conversation with intermediate and secondary teachers on how to support the development of readers with content texts and narrative texts. Samples from Richmond, Prince Rupert and Smithers.
Looking In, Looking Out: :Expanding Our VisionJoe McVeigh
Slides accompanying a talk about how English language teaching professionals can learn from other professions and by being more aware of their own unconscious selves in the classroom.
The final half day session of a conversation with intermediate and secondary teachers on how to support the development of readers with content texts and narrative texts. Samples from Richmond, Prince Rupert and Smithers.
Looking In, Looking Out: Learning from Ourselves and OthersJoe McVeigh
In this talk we examine ourselves and our professional learning in two ways: first we look inward, to see what we can learn from within ourselves and ourselves in relation to others; and secondly we look outward to see what we as English language teaching professionals can learn from those outside our field. As English language teachers we naturally turn to others in our profession to help us learn about new developments in the field. Today, we turn our glance first inward, to see what our own reflective practice can teach us. Then we shift our gaze to see how those who are engaged in professions that are entirely different from our own can influence our behaviors in the school and classroom. Our ultimate goal is to connect and engage with our students in such a way that their success comes from our commitment to them with our hearts, as well as our heads.
Geared to students in grades 5-9, learning is equated with thinking. Strategies such as literature circles and inquiry circles invite all students to be engaged and thoughtful by structuring high expectations, scaffolding, open-ended strategies, and choice.
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
Strategies to support quality teaching across the curriculum, especially in intermediate and secondary classrooms. Thursday evening and Friday sessions.
Understanding big ideas as basis for art curriculumLizlangdon
Starting with an explanation of Understanding by Design, this presentation emphasizes that art develops understandings of facets of knowledge that are not touched upon in other subject areas
Looking In, Looking Out: Learning from Ourselves and OthersJoe McVeigh
In this talk we examine ourselves and our professional learning in two ways: first we look inward, to see what we can learn from within ourselves and ourselves in relation to others; and secondly we look outward to see what we as English language teaching professionals can learn from those outside our field. As English language teachers we naturally turn to others in our profession to help us learn about new developments in the field. Today, we turn our glance first inward, to see what our own reflective practice can teach us. Then we shift our gaze to see how those who are engaged in professions that are entirely different from our own can influence our behaviors in the school and classroom. Our ultimate goal is to connect and engage with our students in such a way that their success comes from our commitment to them with our hearts, as well as our heads.
Geared to students in grades 5-9, learning is equated with thinking. Strategies such as literature circles and inquiry circles invite all students to be engaged and thoughtful by structuring high expectations, scaffolding, open-ended strategies, and choice.
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
Strategies to support quality teaching across the curriculum, especially in intermediate and secondary classrooms. Thursday evening and Friday sessions.
Understanding big ideas as basis for art curriculumLizlangdon
Starting with an explanation of Understanding by Design, this presentation emphasizes that art develops understandings of facets of knowledge that are not touched upon in other subject areas
Using Knowledge Forum (KF) for Scientific Inquiry: A Sharing of School Based ...CITE
14 June 2014 (Sat) 14:15 – 14:35
RMS 206
#648
Using Knowledge Forum (KF) for Scientific Inquiry: A Sharing of School Based E-Learning Project in Hong Kong
WAN, Wai-Yan Sally (The Chinese University of Hong Kong); LAW, Lok-Kan Kevin (Delia Memorial School (Glee Path))
Knowledge Forum (KF) is a computer-supported collaborative learning (CSCL) platform. Some evidence has shown that using KF enhances students’ learning and develops their generic skills such as problem-solving skills, critical thinking skills, and so on. The purpose of this study is to examine how Secondary One students of a multi-ethnic private school in Hong Kong view knowledge building processes using KF in inquiring water purification whilst collaborating by a group of Spanish students. Primary data source includes focus group interviews, as triangulated by observations and online discussion. Findings and discussion of students’ views upon knowledge building process will be presented. Implications for curriculum and pedagogical design will be discussed.
The brochure was made by 5 schools from Latvia, Lithuania, Turkey, Poland and Portugal in the framework of Erasmus+ project "Arts for Life: developing life skills through the art.", No. 2018-1-LV01-KA229-046988_1.
Jean Lave's Situated Learning final demo (1).pptxachasunshine8
This PPT helps the learners to have a deeper understanding about Jean Lave's Situated Learning .Jean Lave's theory of situated learning offers a profound departure from traditional educational paradigms by emphasizing the importance of context and social interaction in the process of learning. At its core, situated learning contends that knowledge is inseparable from the activities, contexts, and culture in which it is developed and used.
Central to Lave's theory is the concept of legitimate peripheral participation (LPP), which suggests that newcomers become integrated into a community of practice through engagement in authentic activities, gradually transitioning from the periphery to full participation. This highlights the importance of situated contexts in shaping learning experiences. Rather than viewing learning as a process of information transmission from teacher to student, situated learning sees it as an active engagement in meaningful tasks within a community of practitioners.
In situated learning, knowledge is not abstracted from its context but is instead deeply embedded within the social and physical environment. Learning occurs through participation in authentic activities where individuals observe, imitate, and collaborate with more experienced members of the community. This process is not only cognitive but also social and cultural, as learners negotiate meanings and practices within the community.
Moreover, situated learning challenges the notion of a clear distinction between learning and application, arguing that they are inherently intertwined. Learning is not a separate phase that precedes application; rather, it occurs through participation in real-world activities where knowledge is applied and refined in context.
By recognizing the situated nature of learning, educators can design learning environments that foster active engagement, collaboration, and authentic experiences. This approach promotes a deeper understanding of concepts and skills by grounding them in meaningful contexts, ultimately preparing learners for the complexities of real-world practice. Thus, Jean Lave's situated learning theory offers valuable insights into how learning occurs within social and cultural contexts, reshaping our understanding of education and training.Jean Lave's theory of situated learning has been influential in reshaping our understanding of how learning occurs within social and cultural contexts. At its heart is the idea that learning is inherently tied to the situations or contexts in which it takes place. Rather than viewing learning as a process that happens in isolation or solely within the confines of formal educational settings, Lave argues that it is deeply embedded in the activities, interactions, and cultures of everyday life.
Central to Lave's theory is the concept of "legitimate peripheral participation" (LPP).
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2. Classroom instruction should be . . .
● Enjoyable
● Interesting
● Active
● Hands-on
● Supported
● Meaningful
● Culturally appropriate and relevant
3. Strategy Focus:
● Building classroom community
● Making choices and taking risks
● Shaping individual learning
● Providing structure through classroom routines
4. Goal Directed Learning
Identify activities
and materials that
will be of interest to
learners
Create opportunities
for working toward
goals and making
choices
Create a rich and
supportive
environment
(Keen, Pennell, Muspratt, Poed, 2011)
Set a clear goal for
the activity
6. Community through Portraiture
Step One:
Explanation
Create a self-portrait that
demonstrates personal facts
● Favorite Food
● Hobbies
● Family
● Favorite
sports/activities
Step Two:
Model Activity
Perform a “think aloud”
model of the activity while
creating an example self-
portrait
7. Community through Portraiture
Step Three:
Model Language Structures
Step Four:
Partner Up
Assign each learner a
partner. Partners
present their portraits
to each other using
the modeled
structures.
After portraits are created,
model target language
structures to give students
an example of how to talk
about themselves/their
partner’s picture.
My name is Lauren.
Her name is Marta.
I like to run.
She likes to play tennis.
8. Community through Portraiture
Step Five:
Partner Presentation
Each partner introduces their classmate to the whole
group. The portrait is displayed and the student stands
next to it as they are being introduced.
10. Visual Thinking Strategies (VTS)
A strategy in which the teacher leads the
students in a discussion of a picture or
photograph
11. The Benefits
● Supports comprehension
● Activates prior knowledge
● Promotes meaningful collaboration
● Stimulates language use
● Allows students to make meaning
through individual choices
● Brings life and realism to lessons
12. “A human being can
develop by seeing and at
the same time having
and integrating other
sensory experiences.”
(Debes, 1969, 27)
14. the most memorable photos have a little "strangeness" about them, and include
people and a sense of movement. These observations support the evolutionary
theory that our brain is wired to notice movement, other people and objects
we can interact with, the researchers say, because these things would have
been the most important features of the landscape we evolved in.
● Shows something strange
● Includes people
● Depicts movement
● Contains common objects
15.
16. 1. New York Times Learning Network
What’s Going On In This Picture? (WGOITP)
2. Americanenglish.state.gov
● Picture US
● “Winter Scenes”
● “Fall Photos”
● “Summer Time Photos”
● “Pictures for Classroom Activities”
3. Students’ photographs or drawings
4. Local newspapers/magazines
Helpful Resources
23. Making Inferences: Picture Stories
v
Step One:
Students get into groups
of 3-4, and each learner
chooses one section to
observe closely.
24. Step Two:
Students use the three-column chart to list
people, things, and actions they see in their
section of the picture. Challenge them to list
as many items as they can.
People Things Actions
25. What do you see in this picture?
Type your list in the chat box!
People Things Actions
27. Students share the items on their list
with their group members. Because
each student observes a separate
quadrant of the photograph, the lists
will be different.
Step Three:
Sections are put together
to form a whole, and
students share the items
on their list.
Step Four:
Teacher gives each group
the first sentence of a story.
After school, the boys went to
the beach.
28. Step Five:
The students each
contribute one sentence to
the story based on their
observations and
creativity.
Step Six:
Each group then presents
their picture and story to
the class.
31. “Children learn by doing,
therefore, YLs will benefit most
from activities which are hands-on
and require them to interact with
and manipulate realia.”
(Shin, 2014, p. 558)
(Shin, 2014, p.
558)
32. • Promote learner autonomy
• Creativity encourages learners to
make connections and take risks
• Students brainstorm, plan, and make choices
• Students engage in peer learning
• Learners create and shape learning at their own pace
Student Generated Materials
33. ● Believe in students’ creativity
● Set a clear goal for each activity
● Refer students to something familiar
● Provide examples
● Have students share their work
Principles for Incorporating
Student Generated Materials
34. Provide an example
Creating Classroom Visuals
Cloud
Divide Learners into pairs
and provide supplies
Give learners time to
make posters, and
provide support as
needed
Learners check spelling
and grammar, and then
posters are hung on the
walls
Moiseenko, 2015
Step One: Step Two:
Step Three:Step Four:
38. ● Security and confidence
● Sense of community
● Cooperation and shared purposes
● Opportunities for natural language acquisition
● Learner autonomy
Why use routines?
42. After class . . .
Exit Ticket
Apple
I have one brother
and one sister.
Write one complete sentence
about your family.
Write one word that we learned
today. Draw a picture that will
remind you of the word.
43. Young Learners . . .
● are spontaneous and eager to learn.
● perform best with activities which are social, active,
purposeful, and creative.
● benefit from a strong classroom community where they have
input.
● need visual support.
● need to interact with content in meaningful and purposeful
ways.
● benefit from a structured and organized learning
environment.
Putting It Together
44. Resources
Fresch, Mary Jo. Engaging Minds in English Language Arts Classrooms : The Surprising
Power of Joy. Alexandria, US: ASCD, 2014. ProQuest ebrary. Web. 10 September 2016.
Holden, Jenny. "Routines with Young Learners – A Guest Post by Jenny Holden."
Recipes for the EFL Classroom. Eflrecipes.com, 07 Oct. 2014. Web. 10 Sept. 2016.
Celce-Murcia, Marianne. Teaching English as a Second or Foreign Language. Boston:
Heinle & Heinle, 2001. Print.
"Visual Thinking Strategies." Home -. N.p., n.d. Web. 10 Sept. 2016.
“Ten Helpful Ideas for Teaching English to Young Learners,” Joan Kang Shin,, English
Teaching Forum, 2006, Volume 44, Number 2
Ferlazzo, Larry. "Using Photos With English-Language Learners." RSS. N.p., 04 Oct.
2012. Web. 10 Sept. 2016.
Keen, Deb, et al. "Teacher self-report on learner engagement strategies in the early
years classroom." The Australian Educational Researcher, vol. 38, no. 3, 2011., pp. 293-
310
.
45. Resources
“Pictures for Classroom Activities,” English Teaching Forum, 2006, Volume 44, Number 2
“Summertime Photos,” English Teaching Forum, 2012, Volume 50, Number 3
“Fall Photos,” English Teaching Forum, 2012, Volume 50, Number 4
“Winter Scenes,” English Teaching Forum, 2012, Volume 50, Number 1
.