TESOL International Awards Program - Read the PPt, find out what award you qualify for, then apply for it. If you need a nomination, get a colleague to nominate you, and then, good luck...
TESOL International Awards Program - Read the PPt, find out what award you qualify for, then apply for it. If you need a nomination, get a colleague to nominate you, and then, good luck...
FITZROY KENNEDY, MA - CRITICAL & CREATIVE THINKING TESOL Chile
Teaching students how to think critically is not easy. That's no secret. Here you will find the information that will help us to do this - teach students to think critically and creatively. We can do this...
MongoDB 2.8 Replication Internals: Fitting it all togetherScott Hernandez
MongoDB replication internal architecture for 2.8
Abstract:
Replication in MongoDB requires deep integration with almost every part of the codebase, and has important hooks in various systems like storage, indexing, command processing and querying. Most of the replication components have seen a major overhaul recently in order to make further improvements. In this talk we will address what those pieces are, how they interact, and interesting choices made during their design. In this talk we get into the interaction of the replication protocols, commands really, writes and write concern enforcement, consensus (elections/ leader/follower/ majority) behaviors, and down into the depths of oplog generation and application on replicas. While a large part of the talk will be a technical overview of the big pieces we will dive into many important areas in order to ensure better understanding. The audience will be able to greatly affect which areas we focus on during the session, so come with ideas and a focus.
Here are the highlights of the 2010 annual TESOL Convention which was held in Boston, Massachusetts. The 2011 convention will be held in New Orleans, Louisiana.
“Improving Speaking Fluency: Foundations, Strategies, Activities”
Type of Presentation: 90 minutes: Workshops
E-mail: lety.banks@gmail.com
Level: University, Teacher Training
Presenters: Lety Banks & & Hannah Grant-Boyajian – English Language Fellows
Lety Banks: M.A. TESOL, currently an English Language Fellow at Alberto Hurtado University. Professional interests include teacher training, intensive academic English, and intercultural communications. Hannah Grant-Boyajian: M.A. TESOL, currently an English Language Fellow at Universidad de Tarapacá Professional interests include ESP, academic reading & writing, and vocabulary acquisition.
Summary of the presentation: Your students won´t speak in class? Or maybe they will but not for long? They will be making lots of mistakes? They will say you correct them too much? Topics are too difficult? If all this sounds familiar, join us to learn some speaking strategies and activities to keep focus on fluency. Come and speak your head off!
To support UTA faculty interested in submitting an application for the Texas Higher Education Coordinating Board (THECB) Open Educational Resources Grant Program, UTA Libraries are hosting two OER Grant Application Sprints. Librarians will share tips for completing the application, assist with locating OER, define support for open education at UTA, and review application materials.
An introduction to Open Educational Resources and Practicalities of Contributing to OER by Developing Open Educational Practice - Workshop given at the Cape Peninsula University of Technology on April 15, 2010 by Cheryl Hodgkinson-Williams & Michael Paskevicius from the University of Cape Town from the University of Cape Town.
Aspiring National Teaching Fellowship (briefing 3)debbieholley1
Third national webinar about the NTF application process
Individual excellence: of enhancing and transforming student outcomes and/or the teaching profession, demonstrating impact commensurate with the individual’s context and the opportunities afforded by it.
Raising the profile of excellence: of supporting colleagues and influencing support for student learning and/or the teaching profession; demonstrating impact and engagement beyond the nominee’s immediate academic or professional role.
Developing excellence: of the nominee’s commitment to and impact of ongoing professional development with regard to teaching and learning and/or learning support.
FITZROY KENNEDY, MA - CRITICAL & CREATIVE THINKING TESOL Chile
Teaching students how to think critically is not easy. That's no secret. Here you will find the information that will help us to do this - teach students to think critically and creatively. We can do this...
MongoDB 2.8 Replication Internals: Fitting it all togetherScott Hernandez
MongoDB replication internal architecture for 2.8
Abstract:
Replication in MongoDB requires deep integration with almost every part of the codebase, and has important hooks in various systems like storage, indexing, command processing and querying. Most of the replication components have seen a major overhaul recently in order to make further improvements. In this talk we will address what those pieces are, how they interact, and interesting choices made during their design. In this talk we get into the interaction of the replication protocols, commands really, writes and write concern enforcement, consensus (elections/ leader/follower/ majority) behaviors, and down into the depths of oplog generation and application on replicas. While a large part of the talk will be a technical overview of the big pieces we will dive into many important areas in order to ensure better understanding. The audience will be able to greatly affect which areas we focus on during the session, so come with ideas and a focus.
Here are the highlights of the 2010 annual TESOL Convention which was held in Boston, Massachusetts. The 2011 convention will be held in New Orleans, Louisiana.
“Improving Speaking Fluency: Foundations, Strategies, Activities”
Type of Presentation: 90 minutes: Workshops
E-mail: lety.banks@gmail.com
Level: University, Teacher Training
Presenters: Lety Banks & & Hannah Grant-Boyajian – English Language Fellows
Lety Banks: M.A. TESOL, currently an English Language Fellow at Alberto Hurtado University. Professional interests include teacher training, intensive academic English, and intercultural communications. Hannah Grant-Boyajian: M.A. TESOL, currently an English Language Fellow at Universidad de Tarapacá Professional interests include ESP, academic reading & writing, and vocabulary acquisition.
Summary of the presentation: Your students won´t speak in class? Or maybe they will but not for long? They will be making lots of mistakes? They will say you correct them too much? Topics are too difficult? If all this sounds familiar, join us to learn some speaking strategies and activities to keep focus on fluency. Come and speak your head off!
To support UTA faculty interested in submitting an application for the Texas Higher Education Coordinating Board (THECB) Open Educational Resources Grant Program, UTA Libraries are hosting two OER Grant Application Sprints. Librarians will share tips for completing the application, assist with locating OER, define support for open education at UTA, and review application materials.
An introduction to Open Educational Resources and Practicalities of Contributing to OER by Developing Open Educational Practice - Workshop given at the Cape Peninsula University of Technology on April 15, 2010 by Cheryl Hodgkinson-Williams & Michael Paskevicius from the University of Cape Town from the University of Cape Town.
Aspiring National Teaching Fellowship (briefing 3)debbieholley1
Third national webinar about the NTF application process
Individual excellence: of enhancing and transforming student outcomes and/or the teaching profession, demonstrating impact commensurate with the individual’s context and the opportunities afforded by it.
Raising the profile of excellence: of supporting colleagues and influencing support for student learning and/or the teaching profession; demonstrating impact and engagement beyond the nominee’s immediate academic or professional role.
Developing excellence: of the nominee’s commitment to and impact of ongoing professional development with regard to teaching and learning and/or learning support.
Hea enhancement event london oct2014_professional recognition writing consult...Rajesh Dhimar
Writing retreat: Associate Fellow or Fellow
This writing retreat is for staff who are relatively new to teaching and learning in higher education, or support staff with substantive learning and teaching responsibilities such as technicians, librarians, and consultants who teach, will find this full-day writing retreat of interest.
Attaining professional recognition can play a key part of career development. This event will give you the time to reflect on and write about your professional practice in higher education. Through group discussions and one-to-one support from HEA academics you will identify evidence sources on which to draw as you begin to write your application.
Moving to online instruction (for dummies)نسمة منصور
This is a summary of quick research I did (not at all comprehensive or sufficient) for shifting from face to face learning to online learning due to the current crisis. You can use it as an intro if you have no to low idea about online learning and instructional design.
English 1302 Annotated Bibliography (AB) Assignment InstTanaMaeskm
English 1302 Annotated Bibliography (AB) Assignment
Instructor: Tureva Osburn
Email: [email protected]
Format: MLA—Times New Roman, 12-point font, 1” margins, double-space only
The AB is a list of summaries and other information. One entry follows the next.
Due Dates for Self-Review and Dropbox for AB:
Upload AB to Eduflow for a self-review by Tuesday, April 12th by 11:59pm.
Your AB for the self-review can be a draft, but it must provide at least two complete
entries with citation, annotation, analysis paragraph, and a quotation with explanation
sentence for each entry to receive the 50 points for this activity.
Dropbox for Annotated Bibliography Due by Wed., April 13th by 11:59pm
Total Points Possible: 150 points possible (50 for self-review; 100 for AB)
Number of Sources: Four (4) total sources (use your source from the Proposal Essay as
one of your four sources)
Purpose: The purpose of the Annotated Bibliography is to provide students an
opportunity to gather research and evidence for a scholarly research essay and compose a
complete entry for each source.
What is an annotated bibliography? An AB is a list of summaries (these are the
annotations) regarding the same topic along with the Works Cited entry that precedes
each annotation. Each complete annotation follows the next one to create a list.
Additionally, an AB assignment will often include some analysis, quotations, and other
information regarding each source.
Instructions: Using the Steen Library databases and other sources, you should search for
sources that will provide the foundation for your research essay.
Click on this link to access research: Steen Library Research Guides and Databases
Sources: Must use four sources for the Annotated Bibliography.
At least two sources must come from Steen Library or Library databases.
You must use your source from the Proposal Essay as one of your four
sources. In other words, you need one more source from Steen Library,
http://libguides.sfasu.edu/?b=s
but you can choose to find two more sources anywhere online or from
Steen.
Sources may include academic articles, news reports, statistical data, books, ebooks,
podcasts, online journals, art (including songs, films, streaming episodes, etc.), and
many other types of texts.
Using quality research is vital to making a successful argument; the authors and sources you
choose for the Annotated Bibliography become your team members who provide
information and expertise for the AB and the Research Essay.
Organizing the AB: Students will need to follow these directions, so each entry consists of the
following parts:
1. A Works Cited citation
2. the annotation (summary)
3. a short analysis paragraph with specific questions to answer
4. a quotation from each source in MLA format followed by an explanation
Citation for Works Cited
1. First, the student will provide the ...
The use of technology is a means for empowering students with ex.docxpelise1
The use of technology is a means for empowering students with exceptionalities. It provides an opportunity for students to access grade-level curriculum and activities and engage in meaningful learning opportunities, as well as accomplish tasks that would often involve barriers as a result of physical and/or learning disabilities. For this Assignment, you will demonstrate your understanding of the technology proficiencies and their impact on educational integration to support the learning needs of students with exceptionalities.
To prepare:
Review the Walden Technology Proficiencies. Reflect on your experiences with technology as you read through the proficiencies
Consult and reflect on the course resources as well as outside resources (e.g., peer-reviewed journal articles) that you found and integrated into your work to illustrate and support your Discussion posts and your Assignments—you will use these as resources to complete your work for this Assignment.
Reflect on the training needs of staff working within educational settings regarding technology and advancing from enhancement to transformation.
Ask yourself the following question: How have the resources and the concepts presented throughout the course affected my learning in order for me to implement technology throughout my educational practices and prepared me for ongoing learning on current technology tools?
Section 1: Design of Learning Experiences and Environment (1–2 pages)
Identify two evidence-based teaching strategies to enhance learning through the use of technology. One evidence-based strategy should focus specifically on writing or fine-motor difficulties.
Describe the age level, disability category, and content/skill development, and explain how it will increase the learning and engagement of your students.
Section 2: Facilitation of Learning and Assessment (2–3 pages)
Summarize how your evidence-based strategies that enhance learning through the use of technology can increase student engagement in exploring real-world issues and authentic problems. Provide at least one specific example focusing on writing or fine-motor skills.
Explain how the strategies you identified meet the needs of diverse learners and how you ensure that students have equitable access to digital tools and resources.
Identify at least one evidence-based practice that you will use to support students from diverse cultural and linguistic backgrounds when implementing technology tools.
Explain how you will use appropriate technology to assess and monitor the progress of evidence-based strategies you selected.
Section 3: Communication and Collaboration (8–12 slides)
Using evidence-based practices and course resources, create a PowerPoint presentation to address strategies to improve communication and collaboration through the use of digital media tools. Create 2–3 slides for each topic:
Students
Families (one strategy needs to address collaborating and communicating with families .