The internet for english teaching
•Download as PPTX, PDF•
0 likes•1,728 views
1. The document discusses strategies for effectively integrating online resources and Internet exchanges into classroom activities. It emphasizes carefully defining goals, thinking about integration, not underestimating complexity, providing necessary support, and involving students in decisions. 2. Teachers should consider how to thoughtfully integrate online connections rather than adding them disconnected from other class activities. This requires considering linguistic and cognitive demands to maximize benefits. 3. Effectively using Internet in the classroom requires abilities, equipment, time, language proficiency and preventing students from feeling overwhelmed while building technology skills essential for their future success.
Report
Share
Report
Share
Recommended
Strategies and Methodology In Teaching Speaking
The document discusses strategies for teaching speaking skills. It begins by defining speaking and its importance for language learners. It then outlines three key areas of knowledge for speaking: mechanics, functions, and social/cultural rules. The document recommends using a balanced approach combining language input, structured output, and communicative output. It provides examples of activities for each, such as information gap activities, jigsaw activities, role plays and discussions. The overall goal is to provide authentic practice opportunities to help students communicate effectively.
Teaching reading at primary level
This document provides guidance for teachers on developing effective reading programs at the primary school level. It discusses factors that influence reading readiness, such as parental involvement and the home environment. The document also outlines stages of reading development and recommends approaches and methods for teaching reading fluency.
ICT-Based Resources for Learning and Teaching Listening
This document discusses resources for teaching and learning listening skills using information and communication technologies (ICT). It begins by explaining the importance of listening and outlines extensive and intensive listening approaches. It then describes bottom-up and top-down listening processes and the three stages of a listening lesson: pre-listening, while-listening, and post-listening. A variety of online resources for extensive listening are provided, including BBC Learning English, Beeoais, and VOA Learning English. The document also discusses podcast resources and tools for creating listening exercises. Finally, it examines a study on using the online platform EDpuzzle to enhance learning from video clips.
Learning Words
Vocabulary development is important for children's language acquisition and education. There are two types of vocabulary - receptive and expressive. Receptive vocabulary is words a child understands, while expressive vocabulary refers to words they use. Children typically understand more words than they can express. Vocabulary grows rapidly from ages 5-6 years old. Teachers can encourage vocabulary development by reading to children, talking about their environment, and engaging them in activities that involve new words like word of the day games. Effective vocabulary instruction involves repeated exposure, connecting new words to prior knowledge, and teaching both word meanings directly and strategies for determining meanings independently.
Extensive Listening Assessment
This document discusses different methods for assessing listening comprehension skills, including extensive listening, dictation, and communicative tasks. It notes that the difficulty of extensive listening can be manipulated through factors like word length, pause length, and speed. Communicative tasks involve comprehension questions, conversations, and monologues. Authentic listening assessments mirror real-world interactions and are cognitively demanding. Alternatives to traditional comprehension tests that are more communicative include note-taking, editing, interpretive tasks, retelling, and interactive listening.
The Communicative Approach
The document discusses the communicative language teaching (CLT) approach. It emphasizes that the goal of CLT is developing students' communicative competence through meaningful communication. It describes four areas of competence: linguistic, sociolinguistic, discourse, and strategic. The principles of CLT are that students learn through communication, authentic activities should be the goal, fluency is important, and learning involves trial and error. The teacher facilitates communication and acts as a guide, while students are responsible for their own learning. Lessons should incorporate activities that focus on both accuracy and fluency, such as information gap tasks.
How To Foster Autonomy Ppp.Version 1
The document discusses how to foster autonomy in the classroom by making students interested in learning outside of class time. It recommends identifying students' learning strategies through questionnaires and helping them develop techniques like note-taking, organizing assignments, and using dictionaries. The document also suggests giving students reflection time to evaluate their learning, encouraging student-driven homework and learning journals.
Second language and its teaching methods
The document discusses various methods for teaching foreign languages, including:
1) The grammar-translation method focuses on translating texts and learning grammar rules rather than oral skills.
2) Communicative language teaching (CLT) emphasizes using language for real communication and learning language in social contexts.
3) Task-based teaching places emphasis on activities and tasks for students to complete in class rather than on form.
4) Future trends may involve a "cognitive approach" focusing on how students process and learn language.
Recommended
Strategies and Methodology In Teaching Speaking
The document discusses strategies for teaching speaking skills. It begins by defining speaking and its importance for language learners. It then outlines three key areas of knowledge for speaking: mechanics, functions, and social/cultural rules. The document recommends using a balanced approach combining language input, structured output, and communicative output. It provides examples of activities for each, such as information gap activities, jigsaw activities, role plays and discussions. The overall goal is to provide authentic practice opportunities to help students communicate effectively.
Teaching reading at primary level
This document provides guidance for teachers on developing effective reading programs at the primary school level. It discusses factors that influence reading readiness, such as parental involvement and the home environment. The document also outlines stages of reading development and recommends approaches and methods for teaching reading fluency.
ICT-Based Resources for Learning and Teaching Listening
This document discusses resources for teaching and learning listening skills using information and communication technologies (ICT). It begins by explaining the importance of listening and outlines extensive and intensive listening approaches. It then describes bottom-up and top-down listening processes and the three stages of a listening lesson: pre-listening, while-listening, and post-listening. A variety of online resources for extensive listening are provided, including BBC Learning English, Beeoais, and VOA Learning English. The document also discusses podcast resources and tools for creating listening exercises. Finally, it examines a study on using the online platform EDpuzzle to enhance learning from video clips.
Learning Words
Vocabulary development is important for children's language acquisition and education. There are two types of vocabulary - receptive and expressive. Receptive vocabulary is words a child understands, while expressive vocabulary refers to words they use. Children typically understand more words than they can express. Vocabulary grows rapidly from ages 5-6 years old. Teachers can encourage vocabulary development by reading to children, talking about their environment, and engaging them in activities that involve new words like word of the day games. Effective vocabulary instruction involves repeated exposure, connecting new words to prior knowledge, and teaching both word meanings directly and strategies for determining meanings independently.
Extensive Listening Assessment
This document discusses different methods for assessing listening comprehension skills, including extensive listening, dictation, and communicative tasks. It notes that the difficulty of extensive listening can be manipulated through factors like word length, pause length, and speed. Communicative tasks involve comprehension questions, conversations, and monologues. Authentic listening assessments mirror real-world interactions and are cognitively demanding. Alternatives to traditional comprehension tests that are more communicative include note-taking, editing, interpretive tasks, retelling, and interactive listening.
The Communicative Approach
The document discusses the communicative language teaching (CLT) approach. It emphasizes that the goal of CLT is developing students' communicative competence through meaningful communication. It describes four areas of competence: linguistic, sociolinguistic, discourse, and strategic. The principles of CLT are that students learn through communication, authentic activities should be the goal, fluency is important, and learning involves trial and error. The teacher facilitates communication and acts as a guide, while students are responsible for their own learning. Lessons should incorporate activities that focus on both accuracy and fluency, such as information gap tasks.
How To Foster Autonomy Ppp.Version 1
The document discusses how to foster autonomy in the classroom by making students interested in learning outside of class time. It recommends identifying students' learning strategies through questionnaires and helping them develop techniques like note-taking, organizing assignments, and using dictionaries. The document also suggests giving students reflection time to evaluate their learning, encouraging student-driven homework and learning journals.
Second language and its teaching methods
The document discusses various methods for teaching foreign languages, including:
1) The grammar-translation method focuses on translating texts and learning grammar rules rather than oral skills.
2) Communicative language teaching (CLT) emphasizes using language for real communication and learning language in social contexts.
3) Task-based teaching places emphasis on activities and tasks for students to complete in class rather than on form.
4) Future trends may involve a "cognitive approach" focusing on how students process and learn language.
Teaching English skills
This document provides teaching materials and techniques for teaching English skills, with a focus on vocabulary related to time. It includes proverbs and sayings about time from several languages with translations. It also lists online resources for practicing reading, grammar, writing, and speaking skills in English.
Teaching Grammar
The document discusses various methods for teaching grammar in English language teaching (ELT), including the deductive and inductive methods. It also covers grammar presentation, practice, and exercises. Some key points made include: the deductive method can teach grammar in isolation while the inductive method has students discover rules through language use; grammar practice should involve mechanical and meaningful components; exercises should include recognition, drill, creative, and test activities; and form, meaning and use should all be considered when teaching grammar.
A.content based instruction (cbi)
Content-based instruction (CBI) uses content area subjects to teach language skills. Students can acquire content knowledge through comprehensible input which also increases their language abilities. CBI has advantages like making language learning more interesting and motivating while also teaching valuable study skills. However, disadvantages include potentially confusing learners about language learning and difficulties finding leveled texts.
Teaching Reading Skills
This document discusses reading skills and comprehension. It defines reading as using vision to interpret symbols according to Dechant. Reading comprehension refers to understanding the author's message by cognitively processing words using experience and knowledge. There are bottom-up and top-down approaches to reading, where bottom-up focuses on linguistic elements and top-down uses background knowledge. Schema theory holds that past experiences create mental frameworks to understand new information. The document then lists microskills for reading comprehension and strategies for activating schema when reading.
Designing classroom language tests
This document discusses key considerations for designing classroom language tests. It begins by outlining critical questions to guide the design process, including the purpose and objectives of the test. It emphasizes that test tasks and specifications should logically reflect the purpose and objectives. The document then discusses selecting and arranging test tasks, as well as scoring, grading and providing feedback. It also outlines different types of language tests and practical steps for test construction, including assessing clear objectives, drawing up specifications, devising tasks, and designing multiple choice items to measure specific objectives clearly.
Quiz on CLT
The document summarizes key aspects of Communicative Language Teaching (CLT), including its underlying principles, roles of teachers and learners, characteristics of the teaching/learning process, types of interaction, views on language and culture, emphasized language skills, role of students' first language, evaluation approaches, differences from the Audio-Lingual Method, examples of materials and techniques, and models of syllabuses related to CLT. Specifically, it notes that CLT focuses on developing communicative competence, views language as a means for communication, emphasizes purposeful exchange of information between teacher and students and among students, and evaluates students' accuracy and fluency through both formal and informal assessments.
Teaching Listening
This document discusses key aspects of teaching listening skills to language learners. It defines listening as an active process where learners try to understand spoken words and attach meaning. While listening was once seen as a passive skill, it is actually an active process of constructing meaning from sounds. Effective listening requires language knowledge as well as socio-cultural and strategic competence. Studies show that both first language listening ability and second language proficiency contribute to comprehension, with proficiency being a stronger predictor. The document also discusses using top-down and bottom-up skills in listening, and outlines the stages of pre-listening, while-listening, and post-listening activities.
Teaching English Through Games
This document discusses using games to teach English language skills. It provides examples of games like 20 Questions and The Whispering Game that allow students to practice language skills while taking a break from regular lessons. These games motivate students and create meaningful contexts for language use while encouraging cooperation. The document recommends providing clear instructions for games, not interrupting or correcting students during gameplay, and stopping games if they become tiring or boring. It concludes that using games is an effective and interesting way to teach English that can be applied in any classroom to improve students' communicative skills. Teachers should consider factors like class size, students' proficiency levels, time, topics, and the classroom environment when selecting and conducting games.
Assessing grammar & vocabulary
This document discusses assessing grammar and vocabulary in language assessment. It covers three main points:
1. Assessing grammar involves evaluating correct grammatical form, meaning, and use in communication. Grammatical competence has four components: grammatical, sociolinguistic, discourse, and strategic.
2. Various assessment tasks for grammar are described, including selected response, limited production, and extended production tasks.
3. Assessing vocabulary involves evaluating knowledge of words, phrases, and their appropriate use. Receptive and productive vocabulary tasks are outlined.
Computer assisted language learning
Computer Assisted Language Learning (CALL) uses computer technology to aid language learning. CALL has developed over three phases from 1960s-today: behaviouristic CALL focused on drill practice, communicative CALL emphasized authentic communication, and integrative CALL allows learners to navigate multimedia resources. CALL programs can be CALL-specific software, web-based materials, or generic software like word processors. Using CALL provides benefits like individualized practice, collaboration, variety, and real-world computer skills. Research studies have found multimedia and interactive elements improve retention, and computer-mediated communication like the Internet has transformed language learning by enabling online interaction.
Language Curriculum Design (Chapter 4 Principles)
This document outlines principles for curriculum design and language teaching based on research and theory. It discusses ten key principles for determining content and sequencing, including focusing on high frequency language, training learners in self-directed study, spaced repetition of content, and accounting for factors like learners' existing knowledge and potential interference. It also covers two principles for monitoring and assessment: using ongoing analysis of learner needs and environment to guide material selection and presentation, and providing helpful feedback to allow learners to improve their language skills. The overall aim is to establish a sensible framework for teaching based on these principles that can be flexibly applied to different instructional contexts.
Choosing coursebooks
This document discusses choosing and evaluating English language coursebooks. It provides criteria for assessing coursebooks such as price, layout, methodology, and cultural acceptability. Benefits of using coursebooks include having a coherent syllabus and extra resources, while restrictions include imposing content and learning styles. The document recommends that teachers use coursebooks critically and employ strategies like omitting, replacing, or reordering activities.
Task Based Approach
- Task-based language teaching (TBLT) uses tasks as the core unit of planning and instruction in language teaching. It was presented as a logical development of Communicative Language Teaching.
- In TBLT, the focus is on the process rather than the product. Learners learn language by interacting communicatively and purposefully while engaged in meaningful activities and tasks.
- Willis proposed that tasks be sequenced according to difficulty, and recommended a task cycle including pre-task, task, planning, report, language focus, analysis, and practice stages.
English for Young Learners
The document outlines various controlled, guided, and free writing activities for developing writing skills in young English language learners. Controlled activities include straight copying, matching, organizing and copying, delayed copying, copying from a book, and dictation. Guided activities involve fill-in exercises and writing letters, cards, and invitations with some support. Free writing involves pre-writing activities to generate ideas and language followed by various types of free composition such as dialogues, descriptions, letters, and stories with teacher feedback focused on content over accuracy. The document emphasizes making writing enjoyable and gradually increasing student independence.
Assessing Listening
The document discusses various methods for assessing listening skills in language learning. It identifies four main types of listening performance: intensive, responsive, selective, and extensive. Some example assessment tasks provided include cloze dictations, information transfer tasks, note-taking, editing discrepancies between written and spoken stimuli, interpretive tasks like answering questions about a story, and retelling or summarizing what was heard. The goal of assessment is to evaluate skills like comprehending sounds, understanding context and meaning, and developing an overall understanding of the auditory input.
Assessing listening micro and macroskills of listening
The document discusses microskills and macroskills in listening, which refer to bottom-up and top-down processing. It then lists 8 factors that make listening difficult, such as reduced forms, rate of delivery, and stress/intonation. Next, it proposes assessment tasks to test intensive listening, including recognizing phonological/morphological elements and paraphrasing sentences and dialogs. Finally, it suggests tasks for responsive listening like answering questions appropriately or with open-ended responses.
Chapter 3(designing classroom language tests)
This document discusses key considerations for designing classroom language tests. It begins by outlining 5 critical questions to guide test design: 1) purpose of the test, 2) objectives, 3) how specifications reflect purpose and objectives, 4) task selection and arrangement, and 5) scoring and feedback. It then elaborates on each question, providing guidance on defining the test purpose and objectives, ensuring specifications align, selecting authentic and practical tasks, and determining appropriate feedback. The document also outlines common test types like proficiency, placement, and achievement tests and gives practical steps for test construction, including assessing clear objectives, developing specifications, devising tasks, and designing multiple-choice items.
Teaching writing pp
This document discusses various approaches to teaching writing skills. It covers topics like the writing process, genres, creative writing, and writing as a cooperative activity. It emphasizes that teaching writing involves considering skills like handwriting, spelling, layout, and punctuation. The teacher plays important roles as a motivator, providing resources and feedback. Different writing activities can build writing habits or practice specific skills. Portfolios and journals are also discussed. The conclusion stresses that teaching writing requires considering many factors.
Standard approaches to material evaluation
The document discusses criteria for evaluating materials and selecting coursebooks for teaching English. It explains that criteria can be developed by brainstorming universal standards, subdividing categories, revising the list, organizing it, and specifying context-based factors. When selecting materials, the needs of both teachers and learners should be considered, as well as how the materials will be used. Coursebooks fulfill practical needs in non-English environments where teachers lack training, and they provide a structure for lessons by mapping content over time.
Silent way
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and discovery. Some key principles are that the teacher should be silent as much as possible, students rely on their own resources and problem-solving abilities, and learning is facilitated through the use of accompanying physical objects like color-coded charts. The goal is for students to become independent, autonomous, and responsible learners who can self-correct. The teacher observes students and provides minimal guidance, focusing on creating an environment where students can take risks and learn at their own pace through exploration and interaction with instructional materials and each other.
TEACHING ENGLISH THROUH MEDIA
This document discusses using media such as TV shows, movies, and online videos to teach English. It provides examples of classroom activities that incorporate media, such as having students discuss TV show characters, fill in lyrics to theme songs, predict movie plots, and describe screenshots from online games. The goal is to leverage students' interest in popular media to engage them in practicing English listening, speaking, and writing skills in an enjoyable way.
More Related Content
What's hot
Teaching English skills
This document provides teaching materials and techniques for teaching English skills, with a focus on vocabulary related to time. It includes proverbs and sayings about time from several languages with translations. It also lists online resources for practicing reading, grammar, writing, and speaking skills in English.
Teaching Grammar
The document discusses various methods for teaching grammar in English language teaching (ELT), including the deductive and inductive methods. It also covers grammar presentation, practice, and exercises. Some key points made include: the deductive method can teach grammar in isolation while the inductive method has students discover rules through language use; grammar practice should involve mechanical and meaningful components; exercises should include recognition, drill, creative, and test activities; and form, meaning and use should all be considered when teaching grammar.
A.content based instruction (cbi)
Content-based instruction (CBI) uses content area subjects to teach language skills. Students can acquire content knowledge through comprehensible input which also increases their language abilities. CBI has advantages like making language learning more interesting and motivating while also teaching valuable study skills. However, disadvantages include potentially confusing learners about language learning and difficulties finding leveled texts.
Teaching Reading Skills
This document discusses reading skills and comprehension. It defines reading as using vision to interpret symbols according to Dechant. Reading comprehension refers to understanding the author's message by cognitively processing words using experience and knowledge. There are bottom-up and top-down approaches to reading, where bottom-up focuses on linguistic elements and top-down uses background knowledge. Schema theory holds that past experiences create mental frameworks to understand new information. The document then lists microskills for reading comprehension and strategies for activating schema when reading.
Designing classroom language tests
This document discusses key considerations for designing classroom language tests. It begins by outlining critical questions to guide the design process, including the purpose and objectives of the test. It emphasizes that test tasks and specifications should logically reflect the purpose and objectives. The document then discusses selecting and arranging test tasks, as well as scoring, grading and providing feedback. It also outlines different types of language tests and practical steps for test construction, including assessing clear objectives, drawing up specifications, devising tasks, and designing multiple choice items to measure specific objectives clearly.
Quiz on CLT
The document summarizes key aspects of Communicative Language Teaching (CLT), including its underlying principles, roles of teachers and learners, characteristics of the teaching/learning process, types of interaction, views on language and culture, emphasized language skills, role of students' first language, evaluation approaches, differences from the Audio-Lingual Method, examples of materials and techniques, and models of syllabuses related to CLT. Specifically, it notes that CLT focuses on developing communicative competence, views language as a means for communication, emphasizes purposeful exchange of information between teacher and students and among students, and evaluates students' accuracy and fluency through both formal and informal assessments.
Teaching Listening
This document discusses key aspects of teaching listening skills to language learners. It defines listening as an active process where learners try to understand spoken words and attach meaning. While listening was once seen as a passive skill, it is actually an active process of constructing meaning from sounds. Effective listening requires language knowledge as well as socio-cultural and strategic competence. Studies show that both first language listening ability and second language proficiency contribute to comprehension, with proficiency being a stronger predictor. The document also discusses using top-down and bottom-up skills in listening, and outlines the stages of pre-listening, while-listening, and post-listening activities.
Teaching English Through Games
This document discusses using games to teach English language skills. It provides examples of games like 20 Questions and The Whispering Game that allow students to practice language skills while taking a break from regular lessons. These games motivate students and create meaningful contexts for language use while encouraging cooperation. The document recommends providing clear instructions for games, not interrupting or correcting students during gameplay, and stopping games if they become tiring or boring. It concludes that using games is an effective and interesting way to teach English that can be applied in any classroom to improve students' communicative skills. Teachers should consider factors like class size, students' proficiency levels, time, topics, and the classroom environment when selecting and conducting games.
Assessing grammar & vocabulary
This document discusses assessing grammar and vocabulary in language assessment. It covers three main points:
1. Assessing grammar involves evaluating correct grammatical form, meaning, and use in communication. Grammatical competence has four components: grammatical, sociolinguistic, discourse, and strategic.
2. Various assessment tasks for grammar are described, including selected response, limited production, and extended production tasks.
3. Assessing vocabulary involves evaluating knowledge of words, phrases, and their appropriate use. Receptive and productive vocabulary tasks are outlined.
Computer assisted language learning
Computer Assisted Language Learning (CALL) uses computer technology to aid language learning. CALL has developed over three phases from 1960s-today: behaviouristic CALL focused on drill practice, communicative CALL emphasized authentic communication, and integrative CALL allows learners to navigate multimedia resources. CALL programs can be CALL-specific software, web-based materials, or generic software like word processors. Using CALL provides benefits like individualized practice, collaboration, variety, and real-world computer skills. Research studies have found multimedia and interactive elements improve retention, and computer-mediated communication like the Internet has transformed language learning by enabling online interaction.
Language Curriculum Design (Chapter 4 Principles)
This document outlines principles for curriculum design and language teaching based on research and theory. It discusses ten key principles for determining content and sequencing, including focusing on high frequency language, training learners in self-directed study, spaced repetition of content, and accounting for factors like learners' existing knowledge and potential interference. It also covers two principles for monitoring and assessment: using ongoing analysis of learner needs and environment to guide material selection and presentation, and providing helpful feedback to allow learners to improve their language skills. The overall aim is to establish a sensible framework for teaching based on these principles that can be flexibly applied to different instructional contexts.
Choosing coursebooks
This document discusses choosing and evaluating English language coursebooks. It provides criteria for assessing coursebooks such as price, layout, methodology, and cultural acceptability. Benefits of using coursebooks include having a coherent syllabus and extra resources, while restrictions include imposing content and learning styles. The document recommends that teachers use coursebooks critically and employ strategies like omitting, replacing, or reordering activities.
Task Based Approach
- Task-based language teaching (TBLT) uses tasks as the core unit of planning and instruction in language teaching. It was presented as a logical development of Communicative Language Teaching.
- In TBLT, the focus is on the process rather than the product. Learners learn language by interacting communicatively and purposefully while engaged in meaningful activities and tasks.
- Willis proposed that tasks be sequenced according to difficulty, and recommended a task cycle including pre-task, task, planning, report, language focus, analysis, and practice stages.
English for Young Learners
The document outlines various controlled, guided, and free writing activities for developing writing skills in young English language learners. Controlled activities include straight copying, matching, organizing and copying, delayed copying, copying from a book, and dictation. Guided activities involve fill-in exercises and writing letters, cards, and invitations with some support. Free writing involves pre-writing activities to generate ideas and language followed by various types of free composition such as dialogues, descriptions, letters, and stories with teacher feedback focused on content over accuracy. The document emphasizes making writing enjoyable and gradually increasing student independence.
Assessing Listening
The document discusses various methods for assessing listening skills in language learning. It identifies four main types of listening performance: intensive, responsive, selective, and extensive. Some example assessment tasks provided include cloze dictations, information transfer tasks, note-taking, editing discrepancies between written and spoken stimuli, interpretive tasks like answering questions about a story, and retelling or summarizing what was heard. The goal of assessment is to evaluate skills like comprehending sounds, understanding context and meaning, and developing an overall understanding of the auditory input.
Assessing listening micro and macroskills of listening
The document discusses microskills and macroskills in listening, which refer to bottom-up and top-down processing. It then lists 8 factors that make listening difficult, such as reduced forms, rate of delivery, and stress/intonation. Next, it proposes assessment tasks to test intensive listening, including recognizing phonological/morphological elements and paraphrasing sentences and dialogs. Finally, it suggests tasks for responsive listening like answering questions appropriately or with open-ended responses.
Chapter 3(designing classroom language tests)
This document discusses key considerations for designing classroom language tests. It begins by outlining 5 critical questions to guide test design: 1) purpose of the test, 2) objectives, 3) how specifications reflect purpose and objectives, 4) task selection and arrangement, and 5) scoring and feedback. It then elaborates on each question, providing guidance on defining the test purpose and objectives, ensuring specifications align, selecting authentic and practical tasks, and determining appropriate feedback. The document also outlines common test types like proficiency, placement, and achievement tests and gives practical steps for test construction, including assessing clear objectives, developing specifications, devising tasks, and designing multiple-choice items.
Teaching writing pp
This document discusses various approaches to teaching writing skills. It covers topics like the writing process, genres, creative writing, and writing as a cooperative activity. It emphasizes that teaching writing involves considering skills like handwriting, spelling, layout, and punctuation. The teacher plays important roles as a motivator, providing resources and feedback. Different writing activities can build writing habits or practice specific skills. Portfolios and journals are also discussed. The conclusion stresses that teaching writing requires considering many factors.
Standard approaches to material evaluation
The document discusses criteria for evaluating materials and selecting coursebooks for teaching English. It explains that criteria can be developed by brainstorming universal standards, subdividing categories, revising the list, organizing it, and specifying context-based factors. When selecting materials, the needs of both teachers and learners should be considered, as well as how the materials will be used. Coursebooks fulfill practical needs in non-English environments where teachers lack training, and they provide a structure for lessons by mapping content over time.
Silent way
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and discovery. Some key principles are that the teacher should be silent as much as possible, students rely on their own resources and problem-solving abilities, and learning is facilitated through the use of accompanying physical objects like color-coded charts. The goal is for students to become independent, autonomous, and responsible learners who can self-correct. The teacher observes students and provides minimal guidance, focusing on creating an environment where students can take risks and learn at their own pace through exploration and interaction with instructional materials and each other.
What's hot (20)
Assessing listening micro and macroskills of listening
Assessing listening micro and macroskills of listening
Viewers also liked
TEACHING ENGLISH THROUH MEDIA
This document discusses using media such as TV shows, movies, and online videos to teach English. It provides examples of classroom activities that incorporate media, such as having students discuss TV show characters, fill in lyrics to theme songs, predict movie plots, and describe screenshots from online games. The goal is to leverage students' interest in popular media to engage them in practicing English listening, speaking, and writing skills in an enjoyable way.
Basic Internet Introduction in English and Marathi
A very basic Internet presentation for the beginners. This presentation is in dual language English and Marathi
Top 10 internet uses in teaching and learning
The document outlines 10 top internet uses for teaching and learning: 1) Research using tools like Google Scholar and INFOMINE, 2) Blogging to share written thoughts, 3) Communicating between teachers, students, and parents, 4) Networking for students to interact and share ideas, 5) Accessing electronic books, 6) Listening to podcasts which are downloadable audio or video files, 7) Registering for classes online, 8) Taking online classes, 9) Submitting assignments via the internet, and 10) Posting and viewing grades online.
Gsm system architecture
This document summarizes key aspects of the air interface in a GSM network. It describes the different radio transmission techniques including FDMA, TDMA, and CDMA. It then explains the different types of channels, including physical channels that transfer bits between network elements and logical channels distinguished by information type. Finally, it provides details on specific channels like the broadcast, common control, and dedicated control channels that are used for different functions like synchronization, paging, and signaling.
Isha forest flower nov 2014
The document is an excerpt from a conversation between Sadhguru and a questioner about maintaining enthusiasm for spiritual practice over time. Sadhguru explains that initial experiences can overwhelm a person, but that enthusiasm wanes as judgments of likes and dislikes develop. Regular spiritual practice requires ongoing discipline to avoid limiting oneself through thought and emotion. Sadhguru encourages renewing the initial experience by sitting in an open, non-judgmental way and implementing the Inner Engineering process daily before meditation. With this approach, profound experiences can be rekindled.
Legal & Commercial, Issues of a Cloud Service
This document discusses several key legal and commercial issues surrounding cloud computing services. It outlines how service specifications and levels, rights and liabilities, and standard contract terms are typically defined in cloud service agreements. It also examines important considerations regarding data protection, ownership, privacy, and the risks of data loss. Customers often have little negotiating power around liability limits and remedies for outages or data breaches.
IUSM Computer ID Brochure Page 1
This document appears to be a collection of brochures, newsletters, and newspaper articles about various organizations in Indiana including the Indiana University School of Medicine, Genco Pastries bakery, Green Light Toys store, Mass Ave Wine Shop, SweeTies candy store, and the Riviera Club. The articles provide information on these institutions, their services, and local events.
Dolmen weekly market commentary
Irish bond yields and CDS spreads reached new highs last week, while peripheral European bonds underperformed. US Treasury yields remained rangebound below key reversal levels. Credit markets were positive after the Basel III announcement, though Irish and Portuguese spreads rose ahead of government bond auctions. Corporate deposit rates were mostly unchanged except for increases by Bank of Ireland. Heidelberg Cement 7.5% 2014 bonds are highlighted as offering upside potential as the company aims to regain investment grade status.
CB Blog How To
This document provides instructions for accessing, creating, and publishing posts to the MRKT452 Consumer Behavior blog using Tumblr. It outlines the following steps:
1. Sign up for a Tumblr account if needed and enter a username, password, and personal URL.
2. Click the link in the Tumblr email invitation to access the MRKT452 blog.
3. Create posts by clicking tabs to add text, photos, audio, or video and including a caption relating the content to consumer behavior.
4. Click "Create Post" to publish the post to the blog.
Vmug it's all about the app
The document discusses application virtualization and management virtualization (VMM). It describes key capabilities of VMM including application sequencing, deployment, and servicing as well as image-based OS servicing. It provides examples of applications that can be virtualized and deployed using VMM. It also discusses the architecture of VMM including the client-server model, APIs, and components involved in application streaming.
Unit 4, Lesson 2
The document provides information about the founding of the American colonies. It discusses that the colonies were established as corporate colonies run by businesses, proprietary colonies run by proprietors, or royal colonies run by officials appointed by the English monarch. The document focuses on the Puritans, a group of religious dissenters who founded the Massachusetts Bay Colony in 1630 seeking freedom of religion from the Church of England. It describes key Puritan figures like John Winthrop who led the colony, and dissenters like Roger Williams and Anne Hutchinson who were expelled for their religious views.
Suelos de madera. Tarima, parquet, lijados y barnizados.
Cuevas Grima, Obras y Servicios S.L.N.E. es una empresa especializada en trabajos de suelos de madera como tarimas flotantes, parquet, lijados y barnizados y tarimas artísticas. Opera principalmente en la Comunidad de Madrid y alrededores de España. Ofrece sus servicios de trabajos en suelos de madera a toda España y puede ser contactada sin compromiso a través de su número de teléfono 647 204 159.
Porting Gentoo to DragonFly
This document discusses porting Gentoo Linux to DragonFly BSD. It begins by introducing Gentoo and DragonFly BSD. It then discusses the benefits of using Gentoo's Portage package management system compared to traditional ports systems, such as its ability to select package versions, parallel builds, and news notifications. It describes some technical challenges in porting components like the sandbox and OpenRC init system to DragonFly BSD. The document concludes by outlining the steps taken to port Gentoo and its components to DragonFly.
Viewers also liked (20)
Basic Internet Introduction in English and Marathi
Basic Internet Introduction in English and Marathi
Suelos de madera. Tarima, parquet, lijados y barnizados.
Suelos de madera. Tarima, parquet, lijados y barnizados.
Similar to The internet for english teaching
Presentation chapter xxiii ict
1) The document discusses the use of internet technologies and computer-mediated communication (CMC) in language teacher education. It covers topics like Moodle, wikis, blogs, and the benefits and challenges of using these tools.
2) CMC promotes reflective practice among trainees and allows for more in-depth reflection than traditional classrooms. However, online discussions can also descend into "flaming".
3) Emerging issues include the formal preparation of online teachers and accreditation. Research also shows CMC builds confidence and community among shy trainees while allowing for more direct interaction. Virtual worlds and role-playing show potential as well.
Gagne accute2012
This document discusses using educational technology to achieve a truly collaborative pedagogy in English classrooms. It defines key terms like educational technology and collaborative pedagogy. It also describes how tools like social media, blogs and videos can be used to create a blended collaborative model compared to the traditional broadcast model. The document outlines rotation blended course models and discusses the roles of instructors and students in blended delivery. It addresses benefits of collaborative blended delivery like creating an ethical classroom and considerations to address. Finally, it discusses developing digital literacy skills needed for educational technology.
Moodle presentation
The document discusses the benefits of Moodle for students, teachers, and parents. For students, Moodle caters to different learning styles, provides opportunities for extension and revision, and appeals to digital natives. For teachers, Moodle provides tools to embed ICT across the curriculum, reduces workload over time, and places responsibility on students and parents. For parents, Moodle supports home-school links and provides a secure environment for information and communication. The document advises teachers to start small by choosing one topic to develop in Moodle rather than putting everything online at once.
Moodle presentation
The document discusses the benefits of Moodle for students, teachers, and parents. For students, Moodle caters to different learning styles, provides opportunities for extension and revision, and appeals to digital natives. For teachers, Moodle provides tools to embed ICT across the curriculum, reduces workload over time, and places responsibility on students and parents. For parents, Moodle supports home-school links and provides a secure environment for information and communication. The document advises teachers to start small by choosing one topic to develop in Moodle rather than putting everything online at once.
MEAS Course on E-learning: 1 Intro and overview on online learning, blended l...
This document provides an overview and definitions of online learning, blended learning, and open educational resources. It discusses how online learning allows students and instructors to be in different places but connected through the internet. Blended learning combines both online and in-person learning. Open educational resources are freely available educational materials that can be reused, modified, and shared under open licenses.
MEAS Course on E-Learning: 1. Introduction and overview online learning, bl...
MEAS was asked to provide a presenter for the Sasakawa Fund for African Extension (SAFE) Technical Workshop in Porto Novo, Benin. The meeting was a combination of university reports on extension education initiative, elearning training and training on creating gender friendly initiatives. There were 50 participants. A total of 26 participants were from universities.The material prepared for this training can be downloaded further below (or click on numbered items - file will download automatically).
The e-learning workshop training occurred on the last two days of the conference. The e-learning workshop goals for the participants included:
Understand the differences and opportunities to use online learning, blended learning and web enhanced learning
Understand the differences in asynchronous and synchronous delivery
Understand effective teaching practices for online learning especially in formal environments
Understand open education resources (OER), where to find them, how to create them and encouraging creation of student OERs
Find free and open source tools
Upload a lecture, notes, assignments and finding other appropriate tools for interaction
The participants received four Power point files, entitled
Introduction and Overview: Online Learning, Blended Learning and Open Educational Resources
Designing Online Instruction Based on Student Needs
Effective Online Teaching Strategies
The Online Environment Within the University and Openly Available
Planning for Scalable Operations and Costs of E-Learning
Blended Learning: Strategic Approaches
A view at how to promote blended learning in organizations, by taking a strategic approach to the use of learning delivery mediums, learning strategies and
Interaction AECT 2012
This document discusses building classroom community using collaborative online course design. It describes research-based pedagogical practices for building community in hybrid and online environments using tools like wikis, blogs, e-portfolios, and discussion boards. The presentation provides examples of synchronous tools like chat and video conferencing as well as asynchronous tools and how to develop student-centered activities and assignments using them.
Teacher matrix for 21st century skills
This document provides a self-evaluation guide for teachers to assess their skills in integrating technology into the classroom. It outlines indicators across basic, proficient, and exemplary levels in areas such as internet use, electronic resources, presentations, student information, and 21st century skills. The goal is for teachers to become proficient users of technology that can create a student-centered, project-based learning environment using digital tools and resources.
e-Learning: Changes in Teaching and Learning Styles
G N Wikramanayake (2003) e-Learning: Changes in Teaching and Learning Styles In:22nd National Information Technology Confere 118-124 Computer Society of Sri Lanka Colombo, Sri Lanka: CSSL Jul 3-4, ISBN: 955-9155-11-3
Eal112 TA2 Kirsten Bacon
This document discusses applied learning theories and their relationship to teaching approaches and professional standards. It provides an overview of traditional learning theories like behaviorism, cognitivism, and humanism. Applied learning pedagogies aim to make learning active, engaged, and collaborative through experiences outside the classroom. The document advocates for models like the REALS framework to design effective applied learning environments. It also considers how to translate applied learning into teaching strategies for a polytechnic environment and reflects on observations from the author's teaching experiences.
Virtual classroom
- The document discusses virtual classrooms, including definitions, types (asynchronous and synchronous), advantages, and disadvantages.
- Virtual classrooms allow participation in live training without travel by listening, participating, and asking questions from one's desktop.
- The main learning theories that can be supported are instructivism and constructivism. Technology helps transfer materials and increase remote interaction.
- Asynchronous classrooms involve offline activities where students learn at their convenience using electronic materials. Synchronous classrooms allow instant communication and sharing like a real classroom.
Environmental scan summary june 13 2012 it4 k12 revised
This document provides an environmental scan summary for a digital learner project. It includes:
1) An overview of the project phases and dates for the digital roadmap, ERAC commons development, and environmental scan.
2) A discussion of trends in education like blended learning, increased expectations for digital tools, mobile learning, growing resources, and teachers/students as content creators.
3) Examples of education trends like repositories moving to registries, growth of learning analytics, consolidation of learning outcomes, and innovations from outside education.
4) Context on implementing a compelling vision through an environmental scan to leverage best practices as ERAC rolls out digital learner services.
Gbl technology models
The document discusses technology integration and game-based learning. It introduces the TPACK framework for the knowledge teachers need to effectively teach with technology, including technological pedagogical content knowledge. It also discusses surveys that found teachers agree games have a valuable role in education and can enhance problem solving, but lack of teacher knowledge is a barrier. The LoTi framework and HEAT framework are introduced for measuring technology integration. Benefits of game-based learning are listed such as motivation and developing skills. The document then discusses designing games using storyboards and the visual programming tool Kodu.
2010 year end report
The CNHS 2010 Year End Report summarizes the school's progress and plans for continued development. It outlines targets and strategies across several areas including special projects, student development, staff development, curriculum development, and facilities development. The report indicates that through collaboration and commitment from stakeholders, the school has integrated ICT into teaching and learning, trained teachers, and increased student achievement. It provides a guide for continuing efforts to achieve excellence through an annual implementation plan focused on innovation.
2012 aitsl-nat profstanfortchrs
The document outlines the National Professional Standards for Teachers in Australia. It is organized into three domains: Professional Knowledge, Professional Practice, and Professional Engagement. Each domain contains several focus areas or standards that teachers are expected to demonstrate. The document then provides examples of how information and communication technology (ICT) can be integrated to support teachers in meeting the various standards across the three domains. Specifically, it gives developmental examples of how teachers can use ICT strategies and tools to enhance their professional knowledge, practice, and engagement.
Seminar
The document discusses the lecture method of teaching. It provides definitions of a lecture from various sources emphasizing it as a formal presentation of information to a large group. Advantages listed include presenting information to many students quickly and creating interest. Disadvantages include the passive role of students and inability to check individual understanding. Principles for effective lectures are outlined such as preparing students and using visual aids. The summary critiques the lecture method, noting it can interfere with learning and retention of information while consuming significant time.
Seminar
The document discusses the lecture method of teaching. It provides definitions of a lecture from various sources emphasizing it as a formal presentation of information to a large group. Advantages listed include presenting information to many students quickly and creating interest. Disadvantages include the passive role of students and inability to check individual understanding. Principles for effective lectures are outlined such as preparing students and using visual aids. The summary critiques the lecture method, noting it can interfere with learning and retention of information while consuming significant time.
Blog edld 5342 week 4 assignment
The document outlines a staff development plan to train teachers on how to use the district's new AWARE program. The plan includes introducing AWARE through a video and teacher testimonials, demonstrating the program's features through a PowerPoint, and giving teachers hands-on time to explore AWARE and share their findings. The goal is to help teachers utilize AWARE to access student data and better prepare, adjust, and re-teach lessons. An evaluation survey will collect feedback on the training.
Guidance for designing_blended_courses
This document provides guidance for designing blended courses that thoughtfully integrate online and face-to-face learning. It discusses promoting student understanding through building knowledge online and asynchronously, strengthening understanding through elaboration and sharing perspectives synchronously, and applying understanding through discussion, problem-solving and assessment. Managing blended learning environments effectively requires addressing challenges like engaging both online and on-site students and maintaining multiple technologies simultaneously. The goal is meeting student and institutional needs through flexible instruction that develops students' cognitive abilities.
Similar to The internet for english teaching (20)
MEAS Course on E-learning: 1 Intro and overview on online learning, blended l...
MEAS Course on E-learning: 1 Intro and overview on online learning, blended l...
MEAS Course on E-Learning: 1. Introduction and overview online learning, bl...
MEAS Course on E-Learning: 1. Introduction and overview online learning, bl...
e-Learning: Changes in Teaching and Learning Styles
e-Learning: Changes in Teaching and Learning Styles
Environmental scan summary june 13 2012 it4 k12 revised
Environmental scan summary june 13 2012 it4 k12 revised
More from Angêla Betancourt
future tense
The document discusses the different uses of will be -ing vs will in the future tense. Will is used to make predictions, assumptions, or simple statements about the future. Will is also used to talk about intentions or plans that have already been thought about. The future progressive/continuous uses will be + verb-ing and refers to actions that will definitely happen in the future.
general practice
This document contains information about family relationships and activities. It includes a link to an online family tree activity and lists different family member descriptions. There are also references to past time expressions and a link to a past tense verbs game.
Actividad a desarrollar
Este documento presenta una actividad para estudiantes de noveno grado sobre deportes y actividades de ocio. La actividad involucra que los estudiantes se agrupen en parejas para desarrollar un diálogo corto sobre un deporte o actividad usando el vocabulario aprendido, y luego dos parejas compartirán su conversación con la clase. El objetivo es que los estudiantes practiquen expresar ideas e intereses sobre deportes.
Pictionary de deportes
The document defines a sport as a recreational activity done for personal satisfaction. It then categorizes common sports into groups: ground sports include football, baseball, soccer, and rugby; room sports include basketball, tae kwon do, and volleyball; water sports include swimming; and other activities include dancing, videogames, and playing boardgames.
Pres final
El documento discute la importancia de la inversión en educación pública en Costa Rica. Señala que la Asamblea Legislativa aprobó aumentar la inversión mínima estatal en educación de un 6% a un 8% del PIB. El presupuesto de educación se divide entre el estado y las municipalidades y se destina a programas, becas, infraestructura y equipamiento. La educación superior contribuye a la investigación, innovación y creatividad en el país.
Dumping
El documento describe los objetivos y efectos perjudiciales del dumping, así como varios casos de dumping denunciados en Costa Rica, incluyendo empresas chilenas, salvadoreñas y estadounidenses. Resume las resoluciones de estos casos, que incluyen medidas como aranceles antidumping y desestimaciones. También explica brevemente el origen de las leyes antidumping de Costa Rica y los elementos comunes en las resoluciones de dumping del Ministerio de Economía costarricense.
Desarrollo económico en costa rica
El documento habla sobre la definición de desarrollo económico según Rondo Cameron, que implica un crecimiento económico acompañado de cambios sustanciales en las estructuras o organización de la economía, como pasar de una economía local de subsistencia a una de mercado. También describe las cinco etapas del desarrollo económico y factores como el cooperativismo e industrialización que han influenciado el desarrollo de Costa Rica.
practice
The document is a practice exercise for students to write sentences in the present perfect tense. It provides example sentences for the students to complete, including positive and negative sentences. It also includes transformations of sentences using the present perfect tense.
Verbs
This document lists the present, past, and past participle forms of common English verbs. It provides the base form of each verb in the present tense column followed by its past tense and past participle forms in the adjacent columns. Some of the more common verbs included are be, meet, bring, pay, become, put, buy, quit, come, read, choose, ride, cut, run, do, see, drink, set, drive, sing, eat, sit, fly, sleep, fall, speak, feel, spend, get, swim, give, take, go, teach, have, tell, hear, think, keep, wear, lose, write.
Clothing items
This document lists various types of clothing items including footwear like boots, sandals, and sneakers, as well as tops, bottoms, outerwear, accessories, and undergarments. It includes shirts, skirts, dresses, jeans, shorts, pajamas, sweaters, coats, socks, pants, vests, ties, bags, jewelry, scarves, gloves, hats, belts, and more.
Practice app
This document provides a practice activity for 8th grade students describing people based on their physical appearances. It includes matching adjectives to body parts, filling in blanks about physical characteristics, writing descriptive sentences about yourself, classmates, friends and an ideal partner, answering questions about pictures of people with different hair colors and styles, facial hair, accessories, and rewriting run-on sentences as separate sentences with correct grammar. The document focuses on having students identify and describe physical attributes of various people.
Lesson Plans
This document contains unit plans for English lessons from May 30th to June 9th. The lessons focus on describing people's appearances and learning about different types of clothing and fashion styles. The plans include objectives, content, activities and assessments for each lesson. Some key lessons include describing physical characteristics like hair, eyes, height; asking and answering questions about appearance; and identifying clothing items and trends.
Present Perfect vs Simple Past
The present perfect tense is used to describe actions that began in the past and continue in the present or have relevance in the present, without specifying a definite time period. In contrast, the simple past tense describes actions that were completed entirely in the past. Some key differences are that the present perfect can be used with expressions like "ever" and "never" while the simple past requires specific time references like "yesterday" or "last year." Examples are provided to illustrate using each tense to talk about completed past actions versus ongoing/relevant present actions.
Jeopardy verbs
This document contains a series of questions about past participles of verbs and regular/irregular verb forms. The questions ask the reader to identify the past participle forms of common verbs like "be", "buy", "fly", and "drink", and to correct examples of incorrectly written questions. It also asks the reader to identify whether example verbs follow regular or irregular conjugation patterns. The document serves as a quiz to test understanding of English past participles and verb regularity.
Cloth lesson
This lesson aims to teach students to recognize and describe different cloth items, construct and answer questions using participles and prepositions, and create paragraphs using appearance descriptors.
Present Perfect lesson
The document discusses how to form questions and sentences in the present perfect tense in English. It provides examples of yes/no questions using subjects like "he", "she" and "they" with the verbs "have" and "eaten" or "cooked". It then explains that the present perfect tense uses "has/have" plus the past participle to express an action that occurred at an unspecified time before now or an unfinished period of time. Links are provided for additional exercises on the present perfect tense.
physical appearance
This document provides examples of questions to ask about a person's physical appearance and age to help describe people. It includes questions about hair color, length, facial hair, age, height, overall appearance, and examples of answers to these questions like "short", "black", "elderly", "handsome", and "very tall". The objectives are to identify and describe physical appearance and construct questions using words like "does", "what", and "how" to describe a person.
Teachers role and pedagogical issues
Teacher role and pedagogical issues involve using various learning approaches to educate students in a way that allows each individual to learn best. It is important to use different methods to avoid boredom, encourage students, and create a friendly classroom environment. A balance of instructional methods is important to increase comfort levels and willingness to learn while providing feedback and practices for problem solving in different ways of thinking. Determining learning styles can help with adopting appropriate teaching methods.
Strategies to use internet correctly
Internet skills are important for employment, quality of life, and studies. Teachers can maximize search engines' potential by understanding how they work and using them quickly and effectively. The document discusses how the internet enables resource-based learning, collaborative learning, interactivity, and easy publication of student work. It provides tips for effective internet searching, such as using keywords and Boolean operators, and lists reputable academic websites and resources.
More from Angêla Betancourt (19)
Recently uploaded
CACJapan - GROUP Presentation 1- Wk 4.pdf
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.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
A Strategic Approach: GenAI in Education
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.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaAdvanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Recently uploaded (20)
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
The internet for english teaching
- 2. Consider Carefully Your Goals Involve Think Students in Integration Decisions Provide Don't Necessary Underestimate Support the Complexity
- 3. 1. Consider Carefully Your Goals Important Little is first step usually gained Clarify your toward by just adding goals successful use random online of the activities into Internet a classroom
- 4. Electronic discourse tends to be more lexically and syntactically more complex than oral discourse Creates optimal conditions for learning to write, since it provides an authentic audience for written communication Increase students' motivation Learning computer skills is essential to students' future success (it is not only a matter of using the Internet to learn English but also of learning English to be able to function well on the Internet)
- 5. 2. Think Integration Greater involvement on the Teacher must think about how to teacher's part in creating learning E.g. create research Choice has to be made by the integrate online connections into E-mail classroom connections as (1) activities + sufficient linguistic and questions, publications, exchange classroom teacher, preferably in the class rather than adding these an ADD-ON process (2) an cognitive demands = maximum partners as experts to supply ongoing consultation with the connections on top of the rest of INTEGRATED process benefit from Internet exchanges information on cultural points. students. the classroom activities in a disconnected fashion.
- 6. 3. Don't Underestimate the Complexity Abilities Language Equipment Time proficiency
- 7. 4. Provide Necessary Support Prevent Build students Work with technology Assign from being Create the computer training students to overwhelmed detailed center to set sessions into work in pairs by handouts up log-on the class or groups difficulties systems schedule
- 8. 5. Involve Students in Decisions Involving Network- students in based Guide on the determining teaching side" rather the class involves a than a "sage direction does number of on the stage not imply a special passive role complexities for teachers