The document discusses the benefits of teaching and learning collaboratively (TLC). It explains that TLC can help educators cope with classroom challenges by providing creative solutions through collaboration. The presenters will share their experiences with collaborative teaching and learning at different levels - teacher-teacher, teacher-learner, and learner-learner. Suggestions will be provided for how to teach and learn collaboratively at each of these three levels.
Categorization is a natural thinking skill. Our brains categorize and map everything we learn, so why not use this in teaching? The presentation will explain how to work with the categories from the earliest stages of learning and how to develop speaking and thinking skills using categories. You will learn effective ways of teaching to ask questions, describing and comparing objects.
Teachers' and Students' Attitudes Toward Error Correction in L2 WritingASM Mustafizur Rahman
Comparing student and teacher attitudes toward various aspects of language and instruction including the way writing errors are corrected is a fruitful activity in language education and SLA classroom research. To contribute to this line of inquiry, the present study investigated the preferences of 30 EFL teachers and 100 L2 students as to various language features as well as error marking techniques in writing. Two questionnaires were developed to elicit views of students and teachers on various error correction techniques in L2 writing. To add a qualitative dimension to the study and to triangulate the findings, nine teachers who took part in the survey study were invited for follow-up interviews. The results revealed that there are noticeable differences in the preferences and attitudes of teachers and students toward issues related to marking writing papers.
Furthermore, not only were differences observed between students and teachers in terms of their preferences and attitudes, but there was also disagreement between teachers themselves and among students as to the most appropriate error correction techniques. Further results and implications of the study are discussed in the paper.
Categorization is a natural thinking skill. Our brains categorize and map everything we learn, so why not use this in teaching? The presentation will explain how to work with the categories from the earliest stages of learning and how to develop speaking and thinking skills using categories. You will learn effective ways of teaching to ask questions, describing and comparing objects.
Teachers' and Students' Attitudes Toward Error Correction in L2 WritingASM Mustafizur Rahman
Comparing student and teacher attitudes toward various aspects of language and instruction including the way writing errors are corrected is a fruitful activity in language education and SLA classroom research. To contribute to this line of inquiry, the present study investigated the preferences of 30 EFL teachers and 100 L2 students as to various language features as well as error marking techniques in writing. Two questionnaires were developed to elicit views of students and teachers on various error correction techniques in L2 writing. To add a qualitative dimension to the study and to triangulate the findings, nine teachers who took part in the survey study were invited for follow-up interviews. The results revealed that there are noticeable differences in the preferences and attitudes of teachers and students toward issues related to marking writing papers.
Furthermore, not only were differences observed between students and teachers in terms of their preferences and attitudes, but there was also disagreement between teachers themselves and among students as to the most appropriate error correction techniques. Further results and implications of the study are discussed in the paper.
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. – 2014.
Ann Shlapobersky
Our students were born into a new world, a new century where pen and paper are writing tools of ancients and in a millisecond they have immediate access to information. In this talk I will explore what teachers can do to bridge the gap and join the century that our students were born into.
Handouts: Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.ETAI 2010
Helen Osimo
The importance and benefits of teaching lexical chunks has been well-documented, but can some sort of order be imposed on an area which is so amorphous? This presentation suggests criteria for identifying idiomatic chunks in written and spoken texts, ways to explain their usage and to organize them for teaching.
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. – 2014.
Ann Shlapobersky
Our students were born into a new world, a new century where pen and paper are writing tools of ancients and in a millisecond they have immediate access to information. In this talk I will explore what teachers can do to bridge the gap and join the century that our students were born into.
Handouts: Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.ETAI 2010
Helen Osimo
The importance and benefits of teaching lexical chunks has been well-documented, but can some sort of order be imposed on an area which is so amorphous? This presentation suggests criteria for identifying idiomatic chunks in written and spoken texts, ways to explain their usage and to organize them for teaching.
ELLiE: a longitudinal transnational study on early language learningETAI 2010
Lucilla Lopriore
This contribution is aimed at presenting some preliminary results of a study of young EFL learners’ attitude to foreign language learning as well as of their language achievements. Longitudinal investigations have been carried out for four years in 7 European countries as part of a transnational research project.
Developing long term relationships with students in writing centersAndrew H. Yim
At the East Central Writing Centers Association Conference in April 2015 at the University of Notre Dame, I gave a presentation on strategies for tutors wanting to develop long-term relationships with students in writing centers.
Week 3 - Discussion 1
ESE633: Collaborative Relationships & Transition
Be a Morale Booster by Being a Leader!
This discussion is your opportunity to demonstrate mastery of the objective
analyze ways to create a collaborative school culture to promote professional growth and leadership and analyze the value of co-teaching as an inclusion model of instructional delivery
. The discussion represents your mastery of the Course Learning Outcomes 1 & 2.
Before the reauthorization of IDEA in 2004, schools were implementing inclusion, but it was not necessarily the ‘norm’; instead, children with a disability were educated in a self-contained classroom within the general school population. Included with the most updated changes was a closer alignment with NCLB (No Child Left Behind) requirement for data-based decisions, more rigorous standards and highly qualified teachers (No Child Left Behind, 2013). Teachers new to the field of education are being taught during their coursework how to implement inclusive, co-teaching practices and are therefore unfamiliar with past teaching practices. On the other hand, teachers who have been practicing for more than 10 years have experiences in both education environments.
While it is clear that co-teaching is not the most popular method of instructional delivery for all teachers, viewpoints have been made clear and with good reasoning for use of this method. To prepare for this discussion, it is recommended you review
Co-Teaching in Inclusive Classrooms: The Pros and Cons
, where the author concisely lists each point of view and teaching suggestions related thereto. You will see that co-teaching has many benefits from reviewing that resource in conjunction with your reading of the opening the “Voices from the Field” provided as an introduction to chapter seven in the Murawski and Spencer (2011) textbook for our course.
Initial Post -
Imagine you are in a Professional Learning Community that promotes inclusive education and co-teaching. Imagine further that your principal has asked your group to talk with the faculty about the inclusive initiative and boosting teacher morale. Using the first initial of your last name as a guide, select a concern below about co-teaching. In your response, explain why the teacher may have felt that way and describe how collaborative efforts between the two teachers could have proceeded differently.
If you last name begins with the letters A – M:
You will address the concerns of the special educator in the co-teaching environment when you hear statements such as: “Sure, I’ve co-taught before. I hated it. All I did was walk around the room and check that my students had their homework or paid attention. I was a glorified aide, at the mercy of whatever the general education teacher wanted me to do” (Murawski & Spencer, 2011, p. 93).
Week 3 - Discussion 2
When to Collaborate and When to Co-Teach?
This discussion is your opportunity to demonstrate mastery of the obj.
Group 3: Mark Pacheco, Maricel Pinzon, Erica Pablo, Jourdene Aguon and Charles Hinkle
This Presentation was an assessment of a Unit of the English text book that is used in the public school system. Photos of text book are COPYRIGHTED to Houghton Mifflin Publishers and are not owned or created by Group 1.
Social Emotional Learning Guided ResponsesIntroduction to Soci.docxpbilly1
Social Emotional Learning Guided Responses
Introduction to Social Emotional Learning
To address issues of bullying and other social-emotional concerns, schools are adopting social and emotional learning (SEL) programs (Jones & Bouffard, 2012). Researchers and programs have varying definitions of SEL. Jones and Bouffard (2012) defined SEL considering three categories: emotional processes (e.g. emotional knowledge, regulation, empathy, etc.), social/interpersonal skills (e.g. understanding social cues, interpreting others’ behaviors, interacting positively, etc.), and cognitive regulation (e.g. attention control, inhibiting in appropriate responses, etc.).
Research findings on the relationship between SEL and student outcomes varies, depending on the SEL program and research. However, overall findings indicate a correlation to academic achievement, behavioral adjustment, and emotional health and well-being (Jones & Bouffard, 2012).
There are many questions to consider when examining SEL:
What is the purpose of public schools? Is it to address academic learning or more, such as social emotional learning?
If SEL should be adopted in schools, there are other questions to consider:
How much time and money should be spent on SEL?
Should SEL be determined by individual teachers or should it be systematic throughout schools and districts? Are there risks to systematic SEL?
Should students be tested on SEL?
What type of SEL programs should be used? (NOTE - There are many addressed in the supplemental readings: Promoting Alternative Thinking Strategies (PATHS), Quiet Time Program, Fast Track, Positive Behavioral Interventions & Supports (PBIS), and Mindful Schools).
To prevent bullying, should SEL be used? Is it an appropriate replacement for zero tolerance policies regarding bullying?
Please answer the question prompts under each response thoroughly. You should support your opinion with information from the readings; however, you also may share your own experiences and observations in the responses. Use the guide below to receive full credit.
All questions for each response prompt (e.g. Response 1, Response 2) are fully answered. For each prompt, there are at least two pieces of information from the readings supporting your opinion. Information can be noted with the use of specific facts, quotes, or cited with page number.
Response 1: Bullying
In preparing for this response, it is recommended that you note the following information from the CNN article, Bullying is a ‘Serious Public Health Problem’ Report Says:
· Effects of Bullying
· What is Bullying
· Ideas on Prevention (e.g. zero tolerance practices, SEL)
After reading this article, do you agree or disagree with using SEL to help prevent bullying? Should zero tolerance practices be used? If so, how? Please explain.
Response 2: Mindfulness
There are many different types of SEL programs. Mindful Schools is one program, and this reading, Research on Mindfulness, provides a summa.
Lecture: Fluency Fitness! One larger size fits all!ETAI 2010
Elisheva Barkon: Lecture: Fluency Fitness! One larger size fits all!
Research has established fluency as a critical factor in smooth, efficient language processing. In this presentation, I will discuss approaches to language acquisition and reading that encourage recognition and use of chunks/multi word units as a way forward in the promotion of fluency.
Dr. Melodie Rosenfeld & Mr. Melvyn Rach
we help EFL teacher candidates improve their own English? This presentation discusses the challenges, solutions, findings and lessons from running an English Language Lab for two years in Israel academic college...
PPT_Dialogue, Reflection and Feedback are Three Simple Words ETAI 2010
Aviva Shapiro
Dialogue, Reflection and Feedback are three simple words but also three straightforward methods which can enhance and positively impact your English classroom. I will review these ways and show how they will help you manage any class. Come prepared to participate!
Teacher Dialogue in the Spirit of Janusz Korzak ETAI 2010
Avi Tsur
The Polish Jewish pedagogue Janusz Korczak wrote about the importance of dialogue between student and teacher nearly 100 years ago. His ideas and legacy are as realistic today for educators as they were then for Korczak. Teacher-student dialogue is one of the important ways to ensure success in reaching out to our students so as to enable learning and teaching to take place. My talk will focus on Teacher/Student Dialogue in today's classroom.
And your homework is… : top tips for giving and checking homework
Summary by Debbie Lifschitz
Panel Chair: Penny Ur,
Panel Includes: Nava Horwitz, Debbie Lifschitz, Julie Nevo, Monica Rahvalschi and Aviva Shapiro
Creative Teaching Activities for the Multiple Intelligences ETAI 2010
Susan Osher
Dr. Howard Gardener proposed eight different intelligences to account for a broader range of human potential. Today, his theory plays a significant role in trying to meet the student’s individual strengths and needs. This hands-on workshop will show how you can bring creative multiple intelligence activities into your classroom.
Orly Sela
Teachers face ethical dilemmas in their work on an almost daily basis. Sharing and discussing them can potentially be both interesting and useful. The discussion will begin with a very short theoretical presentation, to be followed by a discussion of actual cases from the participants’ lives and work.
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching. ETAI 2010
Helen Osimo
The importance and benefits of teaching lexical chunks has been well-documented, but can some sort of order be imposed on an area which is so amorphous? This presentation suggests criteria for identifying idiomatic chunks in written and spoken texts, ways to explain their usage and to organize them for teaching.
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching. ETAI 2010
Helen Osimo
The importance and benefits of teaching lexical chunks has been well-documented, but can some sort of order be imposed on an area which is so amorphous? This presentation suggests criteria for identifying idiomatic chunks in written and spoken texts, ways to explain their usage and to organize them for teaching.
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching. ETAI 2010
Helen Osimo
The importance and benefits of teaching lexical chunks has been well-documented, but can some sort of order be imposed on an area which is so amorphous? This presentation suggests criteria for identifying idiomatic chunks in written and spoken texts, ways to explain their usage and to organize them for teaching.
Classroom Management: Are we seeking Obedience or Responsibility? Are we gett...ETAI 2010
Ramon Lewis
Without effective behaviour management, a positive and productive classroom environment is impossible to achieve. Finding the most effective techniques for producing behaviour change and preventing the development of classroom discipline problems is a moderately stressful part of the professional lives of many teachers, and a major reason for job dissatisfaction. The need for confidence regarding the impact of particular strategies is important to teachers given that the ability to manage students effectively is a critical component of their sense of professional identity.
This presentation focuses on the results of attempts to introduce the Developmental Management approach into all schools in the Northern Metropolitan Region of Victoria, Australia, as part of the 'train the trainer', AiZ project. The rationale underlying the 15 recommendations for teacher behaviour implicit in the DMA are highlighted and examples of schools' attempts to introduce elements of the DMA into primary and secondary classrooms are discussed.
Classroom Management: Are we seeking Obedience or Responsibility? Are we gett...
TLC: Teaching and Learning Cooperatively
1. Teaching and Learning Collaboratively
T. L. C.
Presented By
Elana Cheshin and Sarah Cove
2. Teaching and Learning Collaboratively (TLC)
In this short talk the speakers will share some of the benefits they have each experienced in
teaching and learning collaboratively within various EFL contexts. Both speakers are
experienced teachers, teacher trainers, and developers of EFL instructional materials.
Educators sometimes find themselves isolated in their classrooms, having to cope with multiple
challenges relating to classroom management, pedagogical issues, administrative and other
challenges. Our experience has repeatedly taught us that a little TLC (teaching/learning
collaboration) goes far in assisting educators in coping with challenges, and arriving at creative
solutions that are the results of such collaboration.
The power of synergy, where one plus one equals three, is something that all teachers and
learners can benefit from. Wherever there are people, there is the potential to collaborate and
harness this positive energy.
The speakers will share from their own separate personal experiences working collaboratively
with other teachers and with learners. They will also share their joint experiences as
collaborative partners in the development of EFL materials.
Suggestions for teaching and learning collaboratively on three parallel levels; teacher-teacher,
teacher-learner, and learner-learner will be discussed.
We all have much to gain through TLC!
3. 1. TLC = _________________________________
2. Read these sentences. Work with a partner and paraphrase them.
A woman without her man is nothing.
____________________________________________________
The spy saw the cop with the binoculars
____________________________________________________
Flying planes can be dangerous.
____________________________________________________
Visiting friends can be boring.
____________________________________________________
This story shows what evil men can do.
_________________________________________________________
Did you gain a different understanding of the sentences?
__________________________________________________________________
Did you reach a consensus about the meanings of the sentences?
___________________________________________________________________
How did you feel while working with a partner?
4. 3. Complete these sentences:
When someone puts me down, I feel _____________________________
When someone shows confidence in me, I feel ______________________
When I show confidence in someone else, s/he feels _________________ and I
feel ________________________________.
4. Write a word under each picture.
_____________ _____________ _____________
5. Three levels of teaching and learning collaboratively:
Teacher-teacher
______________________________________________________________
______________________________________________________________
6. Write the answers to the questions you hear:
1. _______________________________
2. _______________________________
3. _______________________________
4. _______________________________
5. _______________________________
5. Now listen again and discuss the answers with a partner. Do you want to change
any of your answers?
How many did you get right? ___________
Teacher – learner
______________________________________________________________
______________________________________________________________
Language experience: http://www.youtube.com/watch?v=8hd0mMAwHuk
Think-aloud: http://www.youtube.com/watch?v=M4jEUs21ZiY&feature=related
Learner-learner
______________________________________________________________
______________________________________________________________
Paired reading: http://www.youtube.com/watch?v=b9Q7Bkca_yw&feature=related
http://www.youtube.com/watch?v=Z0QwL0KzA-4
Peer assessment: (Link to an article)
http://www.nclrc.org/essentials/assessing/peereval.htm
Find the Smiley:
teach learn collaborate
talk
listen
clarify
6. Additional resources:
Teacher-Teacher Collaboration
What Is Teacher Collaboration and How Does it Relate to Other Current School
Practices? http://www.slc.sevier.org/tcollab.htm
Upgrading School Support Programs Through Collaboration: Resource Coordinating
Teams http://smhp.psych.ucla.edu/news/worktogh/smhpart1.htm
Learner-Learner Collaboration
http://www.kaganonline.com/free_articles/dr_spencer_kagan/ASK06.php
http://www.myread.org/organisation.htm#coop
http://www.teachablemoment.org/high/groupwork.html
http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le0pet.htm
http://www.teachnology.com/currenttrends/cooperative_learning/