The New “Core” of the Core Curriculum
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The document provides guidance for evaluating instructional materials for California's Reading/Language Arts Framework. It outlines five types of instructional programs and details the purpose, guiding principles, and components of the Reading/Language Arts Basic Program and Reading/Language Arts/English Language Development Program for grades K-8. It also describes new evaluation criteria focusing on vocabulary, oral reading fluency, writing, and support for English learners and struggling readers.
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Classroom Practices for English Learners (ELs) Instruction
Classroom Practices for English Learners (ELs) Instruction
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Hidden curriculum
The document discusses definitions of curriculum from various academics. A curriculum is more than just a syllabus, which lists content to be assessed, but also includes the methods and educational activities used by teachers. It typically includes objectives, content selection and organization, implied or explicit learning patterns, and an evaluation program. Curriculum also encompasses all the planned learning experiences for students under school guidance. There is no single agreed-upon definition of curriculum.
Core curriculum
The document discusses the core curriculum, which consists of common learning including knowledge, skills, and values that are considered essential for students. The core curriculum includes compulsory subjects as well as optional subjects like fine arts, home economics, languages, and music. It emphasizes providing all learners with a set of common and essential learning necessary to function in society, though selecting appropriate content and assessing performance can be challenging issues.
Hidden Curriculum
The hidden curriculum refers to the unofficial messages communicated in schools through their organization, culture, and routines. It includes norms, values, and expectations that are implicitly rather than explicitly taught. The hidden curriculum can both support and undermine schools' stated goals and official curricula by conveying different attitudes than the formal lessons.
Hidden Curriculum
Schools teach students social norms through mechanisms like uniforms, discipline for tardiness, and timetables to help prepare them for societal expectations of conformity, work, and traditional gender roles. These rules and structures are meant to replicate the power dynamics students will face in the working world and reinforce dominant ideas in society whether students want to conform or not.
Curriculum models and types
This document discusses different models and types of curriculum. It describes curriculum models as approaches, methods, and procedures for teaching and learning tailored to specific student groups. Curriculum can be subject-centered or student-centered, traditional or innovative, topic-based or competency-based. Four broad categories of curriculum design are presented: traditional, student-centered, critical, and structural. Specific models like Tyler, Taba, and Saylor/Alexander are outlined. Eleven different types of curriculum are also defined, including overt, societal, hidden, null, phantom, concomitant, rhetorical, curriculum-in-use, received, internal, and electronic curriculum.
Curriculum design and models
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
Curriclum types
The document discusses different models of curriculum, including:
1. The Tyler Model which focuses on educational purposes, experiences, organization, and assessment.
2. The Taba Model which involves 7 steps including diagnosis of needs, formulation of objectives, and evaluation.
3. The Saylor and Alexander Model which views curriculum development as consisting of specifying goals and objectives, designing the curriculum, implementing it, and evaluating it.
4. Models for students with disabilities including developmental, functional, and ecological approaches.
5. Characteristics of different types of curriculums such as integrated, activity-based, learner-centered, core, hidden, null, and spiral curriculums.
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0. regional elt conference
The document outlines the schedule and sessions for a two-day regional ELT conference taking place on February 25-26, 2013 in Ilo, Peru. The conference includes 9 sessions over the two days, presented by experts in areas such as critical literacy, content and language integrated learning, encouraging participation, and reading circles. Presenters include Cecilia Rosas Delgado, Fernando Amado Lopez, Gabriela Martinez, Jeanne Luz Ortiz, and Ricardo Benavides Scott. The conference is organized by Dr. MajidSafadaranMosazadeh and aims to provide teachers with the latest knowledge and strategies for teaching English as a foreign language.
Tech Tesoros for ELLs in CCSS
Need to enhance your workflow with EL's? Explore a set of key principles, workflows, and digital resources to support ELs in meeting the Common Core and beyond!
Blended instruction for EL Modern Learners
This workshop will present digital pathways to transform instruction for English Learners and to address the 4 Cs of Communication, Collaboration, Critical Thinking, and Creativity. These innovative resources are natural vehicles for engaging student interest, for differentiating reading and writing assignments, and for revisiting skills and content in a new, meaningful format. They can become an invaluable part of the small group structure, allowing the teacher more time for RTI, ELD, or other small group instruction. Sample lessons will show Common Core alignment, with flexible strategies that can be leveraged to enhance education across the K-12 grade span. We will also address workflow solutions, to make the review of student work manageable. The presenters will highlight language acquisition strategies, including all areas of communication: reading, writing, listening, and speaking.
A10.jumbo.joshelyn.catedra integradora
This document discusses trends in language teaching in the 21st century. It identifies five major educational trends: 1) App innovation and gamification, 2) Digital literacy, 3) The evolving role of library media specialists, 4) Self-directed professional development for educators, and 5) Increased emphasis on collaborative learning. It also outlines new educational objectives like personalized and flexible learning, creativity and technology, collaboration, well-being, immediate interaction, game-based learning, and mentoring relationships between educators and students. Finally, it discusses the importance of English in the 21st century and some new trends in English learning like using email, blogs, and online tests and quizzes.
iCERi conference November 2017
Conference venue: Seville, Spain
https://iated.org/iceri/
Paper abstract:
With the development of information and computer technology (ICT), digital game-mediated teaching is becoming an increasingly popular trend in the field of English Language Teaching (ELT). The interactive design of digital games has been reported to have a positive effect learner motivation and many games have been developed in recent years with an educational purpose. This presentation reports on a project being conducted with The University of Edinburgh and Nosebleed Interactive Ltd, which forms part of a Knowledge Transfer Partnership (KTP) funded by Innovate UK. The grant was awarded to fund the development of a novel web based entertainment platform as an innovative method for teaching English to Chinese children. KTPs are a three-way partnership between supervising academic(s), a recent graduate and a company. The graduate, Sihan Zhou, will provide an overview of the materials that have been designed to date and the academics, Dr. Nicola Galloway and Ruby Rennie, will outline how the game development is informed by academic expertise. The presenters will also provide a brief summary of the main research findings from various research projects conducted by MSc Teaching English to Speakers of Other Languages (TESOL) students at The University of Edinburgh. These research projects, which mainly focused on teachers’ and parents' attitudes towards game-mediated second language education, form part of a large-scale needs analysis to inform the game development. This presentation will be of interest to those interested in the field of digital game-mediated learning, TESOL, and also curriculum innovation. The presentation will explore the various contextual constraints to incorporating the materials into the Chinese primary school context, offering insights for those working in similar contexts.
Keywords: Teaching English to Speakers of Other Languages (TESOL), Digital game based learning, curriculum innovation, Information and Computer Technology (ICT).
Getting Connected with Network
The document summarizes a workshop presentation about the Network English language teaching series and the benefits of incorporating technology and social media. It discusses how Network uses social networking themes to provide authentic contexts for language learning through classroom and online activities. It also outlines the key components of the Network series, including the student book, workbook, online practice activities, and teacher resources like tests and digital materials. Finally, it emphasizes that technology should be used to enhance pedagogy and language learning rather than as an end in itself.
Thesis defense
This document summarizes Luis Emilio Flores Leiva's action research project on implementing an English unit focused on environmental issues with 10th grade students in Chile. The unit utilized various communicative and technology-based activities to develop students' English skills. Assessments included an essay and video interview assignment. While the essay helped develop writing skills, students lacked supporting arguments. The interviews were collaborative and creative but some lower-achieving students did not fully participate. Overall, the unit helped students improve their English communicative competencies, but individual self-evaluations and additional interactive activities could further enhance student learning and participation.
qualitative research
Junjun M. Ramdani provides an overview of qualitative research approaches and designing qualitative research projects. The document discusses narrative inquiry, case studies, and classroom observation research. For narrative inquiry, it provides examples of narrative frames that can be used to investigate students' experiences with public speaking. It also compares narrative inquiry and case study research approaches. For case studies, it discusses types of case studies and how to conduct interviews. Finally, it defines classroom research as research undertaken by teachers to enhance their own teaching, test educational theories, or evaluate school priorities.
RESEARCH PROJECT
This document outlines a research project that aims to compare English language teaching methods and results in primary schools in Spain and Poland. The project has several key objectives: 1) Understanding the current English education systems in both countries; 2) Comparing the education systems; 3) Discovering the most effective teaching methodology; 4) Finding reasons for differences in English proficiency levels.
To achieve these objectives, the project will involve questionnaires for English teachers and students, as well as interviews with company managers. It will analyze teaching methods, materials, and student/teacher preferences in Spain and Poland.
english level 3 resuelto
Here are some key teaching tips for using Postcards:
- Set up a structured and supportive classroom environment where students feel encouraged, motivated, and challenged. Maintain routines for different parts of the lesson.
- Personalize learning by learning students' names, interests, and providing tailored exercises. Maintain eye contact and show interest in each student.
- Keep students actively involved by limiting front-of-class explanations and eliciting information from students through questions. Alternate whole-class and individual participation.
- Maintain a fun, challenging pace by setting time limits and moving lessons along at a good speed. This will motivate students.
- Give clear instructions and provide models. Clarify any misunderstandings immediately
English book 3 teacher
Here are some key teaching tips for using Postcards:
- Set up a structured and supportive classroom environment where students feel encouraged, motivated, and challenged. Maintain routines for different parts of the lesson.
- Personalize learning by learning students' names, interests, and providing tailored exercises. Maintain eye contact and show interest in individual students.
- Keep students actively involved by limiting front-of-class explanations and eliciting information from students through questions. Alternate whole-class and individual participation.
- Maintain a fun, challenging pace by setting time limits and moving lessons along at a good speed. This will motivate students.
- Give clear instructions and provide models. Clarify any misunderstandings immediately
Tesol 2010.
This document summarizes an experience integrating communication technologies to support language and cultural development for English language students in Colombia. Technology like Skype and a learning management system were used to connect students in Colombia with students learning Spanish in the US. Students participated in asynchronous forum discussions and synchronous chats on personal topics. They designed presentations about themselves and had video calls to interact directly. The experience motivated students and improved their language skills and cultural understanding through authentic interaction with peers abroad. Some challenges included technical issues and lack of experience with the technologies.
Principles and Theories of Language Acquisition and Learning (1).docx
1) The document is a course syllabus for ELS 102 Principles and Theories of Language Acquisition and Learning at Northern Negros State College of Science and Technology.
2) It outlines the course description, prerequisites, credit hours, learning outcomes, topics to be covered, teaching methods and assessments.
3) The major topics include theories of first and second language acquisition, factors that affect acquisition, and processes and issues in acquiring a first and second language.
SCILT presentation
The document discusses Scotland's 1+2 language learning approach where every child learns two languages in addition to their native language. It outlines that educators, employers, and the Scottish government support language learning. By 2020, children will learn an additional language from primary 1 to 3 and have the opportunity to learn a second additional language from primary 5. Learning languages provides cognitive, academic, and employment benefits. Several primary and secondary schools have piloted the 1+2 approach, finding increased motivation but also challenges around staffing, resources, and progression across grade levels.
Diapositivas proyecto de grado
This document is a research paper on the deficiencies in the communicative learning process of 8th grade students at Institucion Educativa Simon Bolivar. It was observed that students often refuse to participate in activities and have difficulty obtaining cognitive growth. The research aims to improve listening and speaking skills through mediated pre-and post-time processes using pedagogical practices with real-world contexts. A sample of 16 students was chosen randomly from a class of 33 students between ages 11-15 to analyze their English learning process. It was found that the school had focused on grammar translation and writing skills, leaving speaking and listening underdeveloped. The research proposes using task-based learning and ICT to create communicative environments and improve speaking skills
El inglés como herramienta fundamental. - Juan Valdez
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A descriptive study on factors interfering in the EFL learning process of PAM...
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Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.Similar to The New “Core” of the Core Curriculum (20)
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The New “Core” of the Core Curriculum
- 1. Some details about Criteria for Evaluating Instructional Materials The NEW California Reading/Language Arts Framework (2007)
- 14. 21 st Century Skills- The New “Core” of the Core Curriculum
- 15. The core is now a blend
- 16. Teaching for understanding is at the heart of 21 st Century Skills
- 17. Grant Wiggins
- 18. THE BIG “ What makes a question BIG ?
- 19. THE BIG A question is big or weighty if it has significant depth and breadth….”
- 20. THE BIG “ Another aspect of ‘bigness’ is the time it consumes. Vital issues remain alive over days, months, and years, unlike simple or superficial inquiries.”
- 21. THE BIG “ We are not looking for an answer, really; we are inviting inquiry and reflection.” Grant Wiggins, Pearson Literature
- 25. Big Questions invite creativity, innovation, communication, collaboration, critical thinking, problem solving and decision making.
- 26. The emphasis on understanding must be core to all of our teaching tools
- 28. In their hands...
- 29. On their terms...
- 30. Digital instruction puts the world at our finger tips
- 32. Digital instruction can be fun!
- 34. Digital instruction can enhance understanding…
- 36. Digital instruction provides access for all…
- 38. When we use digital to teach we understand in a whole new way
- 39. BUT It’s not just enough to use digital to teach…
- 40. … we must also teach students to use digital
- 41. “ Digital Natives, Digital Immigrants” Marc Prensky, 2001
- 42. You go to the internet second for information, rather than first… Signs of an Immigrant’s “Accent”
- 43. You read the manual for a computer program rather than assuming the program will teach you to use it…
- 44. You print emails (or have the secretary do it) before you read them…
- 45. You have never changed the original ring tone on your cell phone…
- 46. Prettygirl: Hi, hi!! KTNana3: Hi… Prettygirl: SUP KTNana3: Nada The Language of the Natives
- 47. Prettygirl: OMG!! My dad went out in the garage and a tarantula came out at him!!!!! KTNana3: NO WAY!!!
- 48. Prettygirl: OMG!! He screamed and freaked! He almost jumped to the roof!!!!!! KTNana3: LOL
- 49. Prettygirl: DIR… GTG… TTYL… C U!
- 50. There is an Access Gap
- 51. New Literacies Donald Leu
- 53. New Literacies provide a model for digital work and learning
- 54. New Literacies promote and model digital citizenship and responsibility
- 55. Creativity Collaboration Communication Innovation Decision Making Problem Solving Life and Career Skills Critical Thinking Information, Media & Tech Literacy Global, Financial & Civic Literacy 21 st Century Skills
- 56. Teaching for understanding is at the heart of 21 st Century Skills
- 57. 21 st Century Skills- The New “Core” of the Core Curriculum