The document describes an intervention where students will collaboratively create a glossary of tools and equipment used in their field of study. The teacher will facilitate group sessions where students discuss and plan the glossary, then produce the glossary based on the students' input. Students will use the glossary and provide feedback on their experience in journals. The desired outcomes are for students to gain autonomy, for non-native English speakers to feel included, and for teachers to reflect on transforming their practices through collaboration.
Task-based learning involves communicative activities ranging from simple exercises to complex problem-solving. The teacher's role is to plan activities and guide students through three steps: (1) introducing the task, (2) having students complete the task in groups, and (3) focusing on language after by having students analyze examples. The goals of task-based learning are to practice language through interaction, encourage group work, and evaluate student progress.
The document discusses various active and collaborative learning techniques including cooperative learning, collaborative learning, and discussion strategies. It provides examples of cooperative learning techniques like base groups and jigsaw activities. It also discusses principles of collaborative learning where students work together in small groups to discuss issues. Overall, the document outlines different active learning approaches that involve students working together to achieve common goals and help each other learn.
Cooperative Language Learning (CLL) is an instructional approach that uses collaborative activities involving small groups to help students learn language. It aims to raise achievement, build relationships, and replace competition with team-based learning. CLL provides opportunities for natural language acquisition through pair and group work. It also allows teachers to help students develop successful learning strategies to enhance motivation and reduce stress.
This document summarizes a study that examined Turkish English teachers' attitudes towards the communicative language teaching approach. The study surveyed 32 high school English teachers using a Likert scale questionnaire to assess their attitudes. It also observed 10 of those teachers' classroom practices to see if there was a discrepancy between their reported attitudes and actual teaching methods. The findings suggested that while the teachers' questionnaire responses indicated support for communicative approaches, their classroom instruction tended to rely more on traditional structural and grammar-focused techniques. The conclusion calls for teachers to identify their own beliefs, understand their role, and consider further training to help align beliefs and practices.
The document discusses a study on the effects of form-focused instruction (FFI) on ESOL learners' accuracy in written production. There were two types of FFI studied: implicit FFI which incidentally draws attention to forms, and explicit FFI which directly teaches grammar rules. Two teacher participants delivered lessons using either implicit or explicit FFI to experimental groups. Accuracy in writing was measured before, right after, and 3 months post-instruction using controlled and free writing tasks. Questionnaires and interviews with teachers found that most supported explicit FFI and formal instruction to help improve accuracy, though acknowledged learners benefit differently. The study found some short-term benefits to accuracy from FFI but not sustained long-term effects. Overall, the document examines the impact
This document discusses using scaffolding techniques to increase classroom interactions and student participation in mixed gender Arabic classrooms. It outlines the challenges of integrating female voices and creating an encouraging environment for full student participation. The purpose is to facilitate language production and motivate increased participation. Scaffolding allows for practice, feedback, and peer interactions beyond simple texts. Examples of scaffolding discussed include highlighting vocabulary, providing phrase lists, using graphics, and techniques like call/response, group work, and rubrics. Theoretical support comes from Vygotsky's socio-cultural theory and action research.
This document discusses a study that examined the effects of flipped learning on South Korean college students studying English. The study found that students in the flipped classroom performed better on final grades compared to a non-flipped classroom. Most students perceived flipped learning as an effective means of learning English. Students in the flipped classroom were more engaged in asking questions, were more invested in the learning process and their work, and developed a deeper understanding of content than the non-flipped students. The document also outlines some benefits and arguments against flipping the classroom.
Think-Pair-Share is an equity pedagogical strategy developed by Dr. Frank Lyman in 1981 to increase student participation and discussion. It involves 3 steps: students think individually about a topic, pair with another student to discuss their ideas, and then share with the class. The strategy provides "think time" for students and allows them to practice discussing ideas in pairs before sharing. It can be used across grade levels and subjects to engage students, improve outcomes, and make passive learners more active. Research shows that employing Think-Pair-Share in an associate nursing program improved student engagement, preparation, and proficiency on assessments.
Task-based learning involves communicative activities ranging from simple exercises to complex problem-solving. The teacher's role is to plan activities and guide students through three steps: (1) introducing the task, (2) having students complete the task in groups, and (3) focusing on language after by having students analyze examples. The goals of task-based learning are to practice language through interaction, encourage group work, and evaluate student progress.
The document discusses various active and collaborative learning techniques including cooperative learning, collaborative learning, and discussion strategies. It provides examples of cooperative learning techniques like base groups and jigsaw activities. It also discusses principles of collaborative learning where students work together in small groups to discuss issues. Overall, the document outlines different active learning approaches that involve students working together to achieve common goals and help each other learn.
Cooperative Language Learning (CLL) is an instructional approach that uses collaborative activities involving small groups to help students learn language. It aims to raise achievement, build relationships, and replace competition with team-based learning. CLL provides opportunities for natural language acquisition through pair and group work. It also allows teachers to help students develop successful learning strategies to enhance motivation and reduce stress.
This document summarizes a study that examined Turkish English teachers' attitudes towards the communicative language teaching approach. The study surveyed 32 high school English teachers using a Likert scale questionnaire to assess their attitudes. It also observed 10 of those teachers' classroom practices to see if there was a discrepancy between their reported attitudes and actual teaching methods. The findings suggested that while the teachers' questionnaire responses indicated support for communicative approaches, their classroom instruction tended to rely more on traditional structural and grammar-focused techniques. The conclusion calls for teachers to identify their own beliefs, understand their role, and consider further training to help align beliefs and practices.
The document discusses a study on the effects of form-focused instruction (FFI) on ESOL learners' accuracy in written production. There were two types of FFI studied: implicit FFI which incidentally draws attention to forms, and explicit FFI which directly teaches grammar rules. Two teacher participants delivered lessons using either implicit or explicit FFI to experimental groups. Accuracy in writing was measured before, right after, and 3 months post-instruction using controlled and free writing tasks. Questionnaires and interviews with teachers found that most supported explicit FFI and formal instruction to help improve accuracy, though acknowledged learners benefit differently. The study found some short-term benefits to accuracy from FFI but not sustained long-term effects. Overall, the document examines the impact
This document discusses using scaffolding techniques to increase classroom interactions and student participation in mixed gender Arabic classrooms. It outlines the challenges of integrating female voices and creating an encouraging environment for full student participation. The purpose is to facilitate language production and motivate increased participation. Scaffolding allows for practice, feedback, and peer interactions beyond simple texts. Examples of scaffolding discussed include highlighting vocabulary, providing phrase lists, using graphics, and techniques like call/response, group work, and rubrics. Theoretical support comes from Vygotsky's socio-cultural theory and action research.
This document discusses a study that examined the effects of flipped learning on South Korean college students studying English. The study found that students in the flipped classroom performed better on final grades compared to a non-flipped classroom. Most students perceived flipped learning as an effective means of learning English. Students in the flipped classroom were more engaged in asking questions, were more invested in the learning process and their work, and developed a deeper understanding of content than the non-flipped students. The document also outlines some benefits and arguments against flipping the classroom.
Think-Pair-Share is an equity pedagogical strategy developed by Dr. Frank Lyman in 1981 to increase student participation and discussion. It involves 3 steps: students think individually about a topic, pair with another student to discuss their ideas, and then share with the class. The strategy provides "think time" for students and allows them to practice discussing ideas in pairs before sharing. It can be used across grade levels and subjects to engage students, improve outcomes, and make passive learners more active. Research shows that employing Think-Pair-Share in an associate nursing program improved student engagement, preparation, and proficiency on assessments.
This document presents information on task-based language learning and teaching. It was submitted by Drashti V. Dave for a course on English Language Teaching. The document defines a task as an activity where the target language is used for a communicative purpose. It explains that task-based language learning focuses on meaningful tasks using the target language to develop fluency over accuracy. It also outlines the components and stages of a task-based lesson, and discusses the advantages such as varied language exposure and the motivational nature of task-based learning. Finally, it notes some potential barriers to task-based teaching like students relying on their first language.
Student Use Of The Mother Tongue In Thebetty122508
This document summarizes a study on student use of native language in task-based language classrooms in Hong Kong. Interviews with teachers and teacher educators revealed several key findings:
1) Classroom interaction in English was limited, both during whole-class instruction and group work, with students often relying on their native language.
2) While informants acknowledged the inevitable role of native language use, they expressed concern that overuse could hinder English practice and limit monitoring of language use.
3) Strategies used to encourage English use included language monitors, incentives, and recording group discussions, but with mixed success.
4) Task design and implementation are important factors in limiting native language use, such
This document outlines a study on the effectiveness of small group discussions for developing students' communicative competence in language classes. The study aims to determine how communicative competence changes with different scales of group discussion and how small group discussions impact students' communicative skills. Qualitative data will be collected through structured interviews of students and lecturers. The responses will then be analyzed through transcription, codification, and content analysis to address the research objectives and questions.
This document discusses using textual enhancement to improve grammar learning. Textual enhancement involves manipulating text, such as underlining, bolding, or italics, to make grammatical forms more noticeable. The goal is to draw learners' attention to linguistic patterns without explicit instruction. The document provides background on the difference between input (what learners are exposed to) and intake (what is processed in the mind). It also discusses theories that noticing and understanding grammatical rules is important for second language acquisition. Textual enhancement is presented as an implicit, external method of input enhancement aimed at helping learners notice grammatical patterns in context.
Teachers practices promoting students engagement in english classroomsFatema Mili
1) The document discusses a study on teachers' practices to engage students in English classrooms in Bangladesh as part of the English in Action program.
2) The study observed classrooms in 4 upazilas across 2 divisions to understand how teachers use techniques like greetings, songs, games and roleplays to engage students.
3) The findings showed that interactive techniques helped students practice vocabulary, spelling and dialogs, but overcrowded classrooms and lack of materials posed challenges.
1) The lesson plan introduces climate change to first-year environmental engineering students. Students will work in groups to discuss examples of individual actions to reduce climate change and later present projects on environmentally friendly inventions.
2) Activities include a survey on climate change, multimedia presentations on the topic, group discussions and presentations, and a take-home project. Feedback will be provided by teachers and peers to guide learning.
3) The goal is to develop students' collaboration, presentation, and English language skills while increasing their awareness of climate change and ways to address it.
Against PPP: updating pedagogy with ITILTShona Whyte
The document discusses a multiplier event held in Germany on June 28, 2017 about updating pedagogy through interactive teaching with technologies. It begins with the speaker's background in language teaching, research, and teacher education. It then discusses two projects - an initial 2011-2013 EU project focusing on interactive whiteboard technology, and a current 2014-2017 project focusing on task-based language teaching with various digital technologies. The theoretical section compares presentation-practice-production and task-based language teaching approaches, noting implications for second language acquisition research. An example is given of implementing task-based language teaching in a French university English course through a "story slam" activity.
Lesson 9 citing benefits and beneficiaries of research studymjlobetos
This study on the effects of task-based language teaching on second language acquisition in college freshman students has several potential benefits and beneficiaries. The study could make language teachers more aware of task-based language teaching and how tasks can be used as pedagogical tools. It may also help students recognize the usefulness of English for communication and understanding course content. Additionally, the administration may be encouraged to include faculty development on improving teaching competence. Textbook writers and curriculum developers could also benefit by incorporating task-based approaches.
07 Asia TEFL: Web-based video self-analysis of conversation and presentationsgetchan
Outline of a project during 2005 -2007 when students in an EFL conversation class videotaped conversations and presentations, analysed them, and practiced points in order to improve.
This document discusses task-based language learning (TBL-TBI). It defines key characteristics of a task as something learners do using existing language resources to achieve a meaningful goal, which may involve communication between learners. There are two types of tasks: pedagogical and real-world. The document contrasts TBL with the presentation-practice-production (PPP) model, noting that TBL rejects PPP because research shows language is better learned through meaningful interaction, not controlled practice. TBL focuses on using tasks to create interaction and build language skills around task performance.
Language learning and teaching power point to be editedJaphia Beckford
This document discusses several approaches to teaching language arts: communicative language teaching (CLT), integrative approach, thematic approach, and teaching English as a second language (TESL). CLT focuses on real communication and uses students' natural language acquisition strategies. Its advantages include student involvement and building vocabulary and fluency, though it may lack focus on accuracy. The integrative approach emphasizes learner-centered learning through topics of interest to help students become lifelong learners. The thematic approach connects curriculum areas through themes, while TESL teaches English to non-native speakers using methods like the direct approach and total physical response.
A brief overview of conceptions of language, language teaching methods, and language teachers from the perspective of Kumaravadivelu's "Post-Method Condition."
This document discusses classroom interaction in English methodology courses. It defines classroom interaction as the form and content of social behaviors between students and teachers. Effective classroom interaction involves mixing teacher-centered and student-centered activities. It is important for teachers to provide feedback to students, allow opportunities for student-student and teacher-student interaction, and encourage collaboration to fully engage students and help them develop skills. Classroom interaction considers the best methods and approaches for a given lesson based on the students and aims to create a supportive learning environment.
The oral approach, also known as situational language teaching, was developed in Britain in the 1930s-1960s. It emphasizes using the target language for instruction and introducing new vocabulary and grammar points situationally through examples, pictures, and actions. Reading and writing are taught after students build lexical and grammatical foundations. While impactful on textbook design, it lacks analysis of language learning problems and sees acquisition as habit formation through drills.
The document provides guidance for conducting a walk-through observation of a world languages classroom, including pre-observation preparation, what to look for during the observation, and follow-up steps. It recommends notifying the teacher in advance, focusing on evidence of standards-based instruction, and staying for the entire class period without interacting with students. Key areas of focus for the observation include instructional activities, use of the target language, assessment approaches, and student engagement. Follow-up includes providing written feedback within a week and identifying areas for improvement.
The document discusses drill-and-practice as an educational technique where students repeatedly practice a skill through independent practice after receiving a lesson. Drill-and-practice materials should provide feedback and be simple enough for students to complete independently. While drill-and-practice is good for reviewing small chunks of information, it can become boring or repetitive. The document provides examples of using worksheets, flashcards, and computer programs for drill-and-practice in the classroom.
Asia TEFL 2014 Presentation: Evaluation of Pronunciation GamesHooi Shyan
A presentation depicting the evaluation of pronunciation games through action research in two groups of students: experimental and control. The games used were: bingo, making tracks (modified snake and ladder game), stress moves and two-vowel jigsaw. The games were designed to complement students' learning of pronunciation in accordance to syllabus. Materials were sourced from Hancock (2013) - Pronunciation Games by Cambridge University Press.
Students complete a checklist to assess their teacher's style in transition year, marking whether their teacher never, sometimes, or often uses various student-centered teaching methods like group work, discussion, projects, role-play, trips, guest speakers, and technology. The checklist aims to help teachers reflect on incorporating active and engaging learning strategies that promote responsibility and discussion over traditional lecturing and individual work.
Developing Lasting Visions of Effective TeachingNicole Rigelman
Teacher candidates participated in a collaborative professional learning program between a university and two partner schools. Key findings included:
1) K-8 student learning was enhanced through increased individual attention, differentiation, and relationships with multiple adults in the classroom from the collaboration.
2) Teacher candidates learned the most by implementing strategies from their courses in the field and examining student thinking, which the program required through assignments. Collaborating allowed them to learn from each other's successes and failures.
3) Mentor teachers reported increased flexibility and communication skills from collaborating, though they may not have openly discussed learning in front of colleagues.
4) The program supported teacher candidates in developing a vision of teaching that emphasized adapting to
The document discusses cooperative language learning, which uses group work to promote language acquisition. It aims to provide natural practice opportunities through pair and group activities. Key elements include positive interdependence, individual accountability, and social skills. Common activities involve groups practicing from shared materials, "jigsaw" activities where students teach each other different content, and cooperative projects where students research topics in groups. Effective group formation considers size, composition, and defining roles for students.
This document presents information on task-based language learning and teaching. It was submitted by Drashti V. Dave for a course on English Language Teaching. The document defines a task as an activity where the target language is used for a communicative purpose. It explains that task-based language learning focuses on meaningful tasks using the target language to develop fluency over accuracy. It also outlines the components and stages of a task-based lesson, and discusses the advantages such as varied language exposure and the motivational nature of task-based learning. Finally, it notes some potential barriers to task-based teaching like students relying on their first language.
Student Use Of The Mother Tongue In Thebetty122508
This document summarizes a study on student use of native language in task-based language classrooms in Hong Kong. Interviews with teachers and teacher educators revealed several key findings:
1) Classroom interaction in English was limited, both during whole-class instruction and group work, with students often relying on their native language.
2) While informants acknowledged the inevitable role of native language use, they expressed concern that overuse could hinder English practice and limit monitoring of language use.
3) Strategies used to encourage English use included language monitors, incentives, and recording group discussions, but with mixed success.
4) Task design and implementation are important factors in limiting native language use, such
This document outlines a study on the effectiveness of small group discussions for developing students' communicative competence in language classes. The study aims to determine how communicative competence changes with different scales of group discussion and how small group discussions impact students' communicative skills. Qualitative data will be collected through structured interviews of students and lecturers. The responses will then be analyzed through transcription, codification, and content analysis to address the research objectives and questions.
This document discusses using textual enhancement to improve grammar learning. Textual enhancement involves manipulating text, such as underlining, bolding, or italics, to make grammatical forms more noticeable. The goal is to draw learners' attention to linguistic patterns without explicit instruction. The document provides background on the difference between input (what learners are exposed to) and intake (what is processed in the mind). It also discusses theories that noticing and understanding grammatical rules is important for second language acquisition. Textual enhancement is presented as an implicit, external method of input enhancement aimed at helping learners notice grammatical patterns in context.
Teachers practices promoting students engagement in english classroomsFatema Mili
1) The document discusses a study on teachers' practices to engage students in English classrooms in Bangladesh as part of the English in Action program.
2) The study observed classrooms in 4 upazilas across 2 divisions to understand how teachers use techniques like greetings, songs, games and roleplays to engage students.
3) The findings showed that interactive techniques helped students practice vocabulary, spelling and dialogs, but overcrowded classrooms and lack of materials posed challenges.
1) The lesson plan introduces climate change to first-year environmental engineering students. Students will work in groups to discuss examples of individual actions to reduce climate change and later present projects on environmentally friendly inventions.
2) Activities include a survey on climate change, multimedia presentations on the topic, group discussions and presentations, and a take-home project. Feedback will be provided by teachers and peers to guide learning.
3) The goal is to develop students' collaboration, presentation, and English language skills while increasing their awareness of climate change and ways to address it.
Against PPP: updating pedagogy with ITILTShona Whyte
The document discusses a multiplier event held in Germany on June 28, 2017 about updating pedagogy through interactive teaching with technologies. It begins with the speaker's background in language teaching, research, and teacher education. It then discusses two projects - an initial 2011-2013 EU project focusing on interactive whiteboard technology, and a current 2014-2017 project focusing on task-based language teaching with various digital technologies. The theoretical section compares presentation-practice-production and task-based language teaching approaches, noting implications for second language acquisition research. An example is given of implementing task-based language teaching in a French university English course through a "story slam" activity.
Lesson 9 citing benefits and beneficiaries of research studymjlobetos
This study on the effects of task-based language teaching on second language acquisition in college freshman students has several potential benefits and beneficiaries. The study could make language teachers more aware of task-based language teaching and how tasks can be used as pedagogical tools. It may also help students recognize the usefulness of English for communication and understanding course content. Additionally, the administration may be encouraged to include faculty development on improving teaching competence. Textbook writers and curriculum developers could also benefit by incorporating task-based approaches.
07 Asia TEFL: Web-based video self-analysis of conversation and presentationsgetchan
Outline of a project during 2005 -2007 when students in an EFL conversation class videotaped conversations and presentations, analysed them, and practiced points in order to improve.
This document discusses task-based language learning (TBL-TBI). It defines key characteristics of a task as something learners do using existing language resources to achieve a meaningful goal, which may involve communication between learners. There are two types of tasks: pedagogical and real-world. The document contrasts TBL with the presentation-practice-production (PPP) model, noting that TBL rejects PPP because research shows language is better learned through meaningful interaction, not controlled practice. TBL focuses on using tasks to create interaction and build language skills around task performance.
Language learning and teaching power point to be editedJaphia Beckford
This document discusses several approaches to teaching language arts: communicative language teaching (CLT), integrative approach, thematic approach, and teaching English as a second language (TESL). CLT focuses on real communication and uses students' natural language acquisition strategies. Its advantages include student involvement and building vocabulary and fluency, though it may lack focus on accuracy. The integrative approach emphasizes learner-centered learning through topics of interest to help students become lifelong learners. The thematic approach connects curriculum areas through themes, while TESL teaches English to non-native speakers using methods like the direct approach and total physical response.
A brief overview of conceptions of language, language teaching methods, and language teachers from the perspective of Kumaravadivelu's "Post-Method Condition."
This document discusses classroom interaction in English methodology courses. It defines classroom interaction as the form and content of social behaviors between students and teachers. Effective classroom interaction involves mixing teacher-centered and student-centered activities. It is important for teachers to provide feedback to students, allow opportunities for student-student and teacher-student interaction, and encourage collaboration to fully engage students and help them develop skills. Classroom interaction considers the best methods and approaches for a given lesson based on the students and aims to create a supportive learning environment.
The oral approach, also known as situational language teaching, was developed in Britain in the 1930s-1960s. It emphasizes using the target language for instruction and introducing new vocabulary and grammar points situationally through examples, pictures, and actions. Reading and writing are taught after students build lexical and grammatical foundations. While impactful on textbook design, it lacks analysis of language learning problems and sees acquisition as habit formation through drills.
The document provides guidance for conducting a walk-through observation of a world languages classroom, including pre-observation preparation, what to look for during the observation, and follow-up steps. It recommends notifying the teacher in advance, focusing on evidence of standards-based instruction, and staying for the entire class period without interacting with students. Key areas of focus for the observation include instructional activities, use of the target language, assessment approaches, and student engagement. Follow-up includes providing written feedback within a week and identifying areas for improvement.
The document discusses drill-and-practice as an educational technique where students repeatedly practice a skill through independent practice after receiving a lesson. Drill-and-practice materials should provide feedback and be simple enough for students to complete independently. While drill-and-practice is good for reviewing small chunks of information, it can become boring or repetitive. The document provides examples of using worksheets, flashcards, and computer programs for drill-and-practice in the classroom.
Asia TEFL 2014 Presentation: Evaluation of Pronunciation GamesHooi Shyan
A presentation depicting the evaluation of pronunciation games through action research in two groups of students: experimental and control. The games used were: bingo, making tracks (modified snake and ladder game), stress moves and two-vowel jigsaw. The games were designed to complement students' learning of pronunciation in accordance to syllabus. Materials were sourced from Hancock (2013) - Pronunciation Games by Cambridge University Press.
Students complete a checklist to assess their teacher's style in transition year, marking whether their teacher never, sometimes, or often uses various student-centered teaching methods like group work, discussion, projects, role-play, trips, guest speakers, and technology. The checklist aims to help teachers reflect on incorporating active and engaging learning strategies that promote responsibility and discussion over traditional lecturing and individual work.
Developing Lasting Visions of Effective TeachingNicole Rigelman
Teacher candidates participated in a collaborative professional learning program between a university and two partner schools. Key findings included:
1) K-8 student learning was enhanced through increased individual attention, differentiation, and relationships with multiple adults in the classroom from the collaboration.
2) Teacher candidates learned the most by implementing strategies from their courses in the field and examining student thinking, which the program required through assignments. Collaborating allowed them to learn from each other's successes and failures.
3) Mentor teachers reported increased flexibility and communication skills from collaborating, though they may not have openly discussed learning in front of colleagues.
4) The program supported teacher candidates in developing a vision of teaching that emphasized adapting to
The document discusses cooperative language learning, which uses group work to promote language acquisition. It aims to provide natural practice opportunities through pair and group activities. Key elements include positive interdependence, individual accountability, and social skills. Common activities involve groups practicing from shared materials, "jigsaw" activities where students teach each other different content, and cooperative projects where students research topics in groups. Effective group formation considers size, composition, and defining roles for students.
Classroom video in pre-service teacher training TESOL 2010Kathy Harris
1. The document discusses using classroom video in teacher training programs to allow pre-service teachers to observe real ESL classroom interactions and discussions.
2. It describes a multimedia corpus of video recorded from an adult ESL lab school, and how the videos are used in courses to focus on classroom observation, lesson plan design, and student participation.
3. The goal is to help pre-service teachers learn to describe what they see, understand students' experiences, and consider learners when planning lessons. Activities include watching clips multiple times and discussing observations.
Teaching priciples fatima lourdes duran vasquezfatima Duran
1) The document outlines the teaching philosophy and practices of Jorge Elmer Guardado. It discusses developing students' knowledge through vocational training and writing assignments.
2) Guardado believes in creating a friendly learning environment where students are motivated and have good commitment to education. He uses methods like questioning and feedback to help students reflect on concepts.
3) Guardado aims to inspire independent learning through stimulating different learning styles, creative lesson planning, and guiding students in their exploration of topics. He assesses student learning regularly to provide feedback and guide discussions.
This document discusses cooperative language learning, which involves students working in pairs and small groups. The goals are to provide opportunities for natural language acquisition through interactive activities, enable attention to language structures and functions, and enhance motivation. There are formal and informal group structures, including base groups that last a year. Key elements are positive interdependence, individual accountability, and social skills. The document describes different activity types like team practice, jigsaw, and cooperative projects, and provides examples of cooperative learning activities.
CLASSROOM ACTIVITIES IN COMMUNICATIVE LANGUAGE TEACHINGDavid Barona
This document discusses activities for teaching communicative language skills in the classroom. It contrasts activities focused on fluency versus accuracy. Fluency activities require meaningful student interaction and negotiation of meaning, while accuracy activities focus on language forms out of context. The document also discusses information gap activities to promote authentic communication as students obtain information from each other. It emphasizes the importance of pair and group work to increase student talking time. Both mechanical, meaningful, and communicative practice activities are examined. The use of authentic materials to expose students to real language use and culture is also presented.
This document provides an overview of the jigsaw technique for active learning in undergraduate geoscience courses. It discusses how jigsaws work by dividing a class into expert groups to prepare different parts of an overall topic, then recombine students into new groups for peer teaching. The presenter emphasizes key elements for a successful jigsaw like ensuring assignments are doable, students are prepared, and there is a unifying group task. Examples provided include interpreting stratigraphic data to understand past climate change in the Sahara and classifying rock samples. Strategies are offered for implementing jigsaws with readings, fieldwork, calculations and more. Questions from participants are addressed and additional online resources on jigsaws are shared.
This document provides considerations for developing an effective online or blended course. It recommends determining teaching style and how this aligns with how students learn today. Students have varying learning styles, so instruction should be presented in multiple ways to benefit all. Key aspects to address include course goals and outcomes, content, methods for transferring knowledge, and learning-centered assessments. The beginning steps involve evaluating the syllabus and outline to create an engaging blended or online learning experience.
This document provides considerations for developing an effective online or blended course. It recommends determining teaching style and how this aligns with how students learn today. Students have varying learning styles, so instruction should be presented in multiple ways. Content and goals/outcomes should be clear. A blended course balances in-person and online work, while a fully online course only meets virtually. Assessments in online courses may include presentations, essays, tests, projects, and discussions.
This document outlines a scheme of work for an English department. It includes:
- Four types of lessons planned: routine, content/DARTs, full English, and project lessons.
- Starters and plenaries that focus on maintenance, inference, questions, and grammar.
- Four types of integrated homework: improving work, responding to marking, producing texts, and speaking to others.
- Formative and summative assessments integrated, including SATs, APP assessments, and question-based reading assessments.
The document discusses strategies for teaching mixed-ability English language classes. It recommends having an open discussion with students about the range of abilities in the class. The teacher should also do a needs analysis to understand students' learning styles and preferences. Students can be grouped in different ways for different activities, such as pairing strong students with weak students or grouping by similar ability levels. Mingles, where students interact briefly with many classmates, expose all students to a variety of ability levels. The goal is to create a positive environment where all students can learn effectively.
The document discusses classroom interaction and its importance in modern education systems. It defines classroom interaction as a practice that enhances speaking and listening skills among learners. Traditional teaching methods focused only on lectures, but current education demands more student interaction. The document outlines different types of classroom interaction activities and the teacher's role in facilitating them. It also discusses the benefits of classroom interaction for language learning and the importance of feedback.
The document discusses collaborative learning, cooperative learning, and active learning. It defines collaborative learning as students working together to solve problems or complete projects. Cooperative learning is related and involves students working in small groups on specific tasks. Active learning techniques engage students more than passive listening, and can include discussions, think-pair-share activities, learning cells, and games. The key aspects of these student-centered approaches are that they involve students working directly with each other to discuss and apply the course material.
Collaborative, cooperative, active learningtavosmm
The document discusses collaborative learning, cooperative learning, and active learning strategies. It defines collaborative learning as students working together to solve problems or complete projects. Effective collaborative learning involves properly composed groups, clear tasks, and good communication. Cooperative learning is related and involves students working in face-to-face groups to complete specific activities while developing interpersonal skills. Active learning strategies engage students more than passive listening and include techniques like think-pair-share, learning cells, short writing exercises, group projects, debates, and games.
The document discusses strategies for differentiating instruction to meet the needs of all learners. It identifies factors that affect differentiation, such as educational background and learning styles. It then provides examples of how teachers can differentiate lessons by task, resources, outcomes, extension, and grouping. Specific reading, writing, speaking and listening differentiation strategies are outlined. The document concludes with tips on using visual aids, oral questioning, and interactive learning techniques to further support differentiation.
The PPP Approach to Communicative Language Teachingroger miller
The document describes the PPP approach to language teaching. It consists of three stages: Presentation, Practice, and Production. In the Presentation stage, new language is introduced through meaningful examples. Practice involves activities for students to use the new language with accuracy. Production creates situations for students to communicate using the new language. The document also discusses variables to consider like classroom setup, student and teacher roles, and resources available to help make classes more engaging.
The document provides strategies for supporting students learning English as an additional language in the classroom. It includes tips such as "buddy up" students with strong English speakers, using pictures to supplement rules and instructions, providing dictionaries, pre-teaching vocabulary, asking open questions, allowing thinking time, modeling speaking and listening, highlighting key words, encouraging use of first language, and focusing talk with clear roles. The strategies aim to increase engagement, comprehension, and language development for EAL students.
English Language Learner Strategies and Activities Presentation-Chaunta Black...ChauntaBlack
Imagine that you have been asked to develop a professional development presentation that outlines strategies and activities that would be appropriate to use with English language learners.
This scheme of work provides structure for teachers through routine, content, full English, and project lessons. Starters focus on maintenance, inference, or questions, while plenaries use KWL charts or recorded questions. Homework improves work, responds to marking, produces new texts, or involves family discussions. Assessment includes SATs, APPs, grades for each assessment focus, and question-based reading assessments. The goal is to inspire students through public performances and personal growth.
Danielson framework overview syracuse new york pptx copy 2.2003 versionmtkendrick
The document provides an overview of the Framework for Teaching and how it can be used to improve teacher evaluation processes. It discusses flaws in typical evaluations and introduces the Framework's four domains and multiple components. Evidence is emphasized as the basis for assessment. The Framework structures evaluation around rubrics and is intended to facilitate collaborative, evidence-based conversations about teaching practice.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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 Kanvaria
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2. If I create an opportunity
for students to
contribute to, and design,
a glossary of tools and
equipment in common
usage will I have
facilitated their passage
into a community of
practise and a deeper
approach to learning?
17. The intervention
Collaborative approach to a
specific task
Group sessions
interaction between english and
non-english speaking students
Two-way dialogue between
students and teacher
18. The intervention
Collaborative approach to a
specific task
Group sessions
interaction between english and
non-english speaking students
Two-way dialogue between
students and teacher
22. group sessions
Initial discussion on rationale
behind the intervention
group problem solving
producing a glossary of tools and
equipment
23. group sessions
Initial discussion on rationale
behind the intervention
group problem solving
producing a glossary of tools and
equipment
content, format, lanuage and
timescales
28. group sessions
after information gathering
value of exercise so far / short
survey
assessment of teacher participation
additional suggestions leading to
production (changes in format
etc)
32. Teacher Activity
teacher produces glossary and
distributes to group
Group is asked to complete journal
whilst using the glossary
journal results are collated and
distributed to students (at regular
intervals to be decided by group)
36. desired outcome
students achieving autonomy
de-marginalisation of non-english
speaking students
Teacher development /
transformative teaching
37. desired outcome
students achieving autonomy
de-marginalisation of non-english
speaking students
Teacher development /
transformative teaching
future use of format / does
collaboration work?
Good morning everyone. This is my action research proposal.
I had already decided the topic of my action research proposal would be on the relationship between contextual studies and experiential studio based practice but the week before I was supposed to pose my question a student came into the studio workshop to ask for a piece of equipment. She wasn’t really sure of the piece of equipment so she started to describe it as being like
a cheese grater. I thought about what she might need and came up with
a surform. Unfortunately, I was wrong so She said is was a flat thing more like
a cheese sandwich! Eventually I put two and two together and worked out it was
rasp!
So, a seed was sown. The following day I work up thinking about the cheese sandwich - this was my eureka moment.
I realised there was an issue around students not knowing the names of the tools and equipment they need to use in their practice. I realised it wasn’t just a problem for non-English speaking students, although they had a much more difficult time due to the language barrier. So I decided to change my proposal to address this issue.
So, the learning issues I want to address centre on the relationship between peer learning and the students’ progress into a community of practice and I will look at how students can work collaboratively as a peer group to create the scaffolding to support their own learning processes.
The teaching issues I want to address centre on my role as a facilitator in this process by which I hope to transform my own teaching practice to get closer to what Biggs has called a level three approach to teaching.
So, the learning issues I want to address centre on the relationship between peer learning and the students’ progress into a community of practice and I will look at how students can work collaboratively as a peer group to create the scaffolding to support their own learning processes.
The teaching issues I want to address centre on my role as a facilitator in this process by which I hope to transform my own teaching practice to get closer to what Biggs has called a level three approach to teaching.
So, the learning issues I want to address centre on the relationship between peer learning and the students’ progress into a community of practice and I will look at how students can work collaboratively as a peer group to create the scaffolding to support their own learning processes.
The teaching issues I want to address centre on my role as a facilitator in this process by which I hope to transform my own teaching practice to get closer to what Biggs has called a level three approach to teaching.
So, the learning issues I want to address centre on the relationship between peer learning and the students’ progress into a community of practice and I will look at how students can work collaboratively as a peer group to create the scaffolding to support their own learning processes.
The teaching issues I want to address centre on my role as a facilitator in this process by which I hope to transform my own teaching practice to get closer to what Biggs has called a level three approach to teaching.
The intervention I propose will concentrate on a highly collaborative approach to a specific task. We will have a number of group sessions to achieve this and the English and non-English speaking students will need to interact closely to achieve a solution to the problem posed. Throughout the sessions I will seek a two-way dialogue with my students and I will act as a guide and facilitator. The group itself is small, only about 6 people, and linguistically diverse.
The intervention I propose will concentrate on a highly collaborative approach to a specific task. We will have a number of group sessions to achieve this and the English and non-English speaking students will need to interact closely to achieve a solution to the problem posed. Throughout the sessions I will seek a two-way dialogue with my students and I will act as a guide and facilitator. The group itself is small, only about 6 people, and linguistically diverse.
The intervention I propose will concentrate on a highly collaborative approach to a specific task. We will have a number of group sessions to achieve this and the English and non-English speaking students will need to interact closely to achieve a solution to the problem posed. Throughout the sessions I will seek a two-way dialogue with my students and I will act as a guide and facilitator. The group itself is small, only about 6 people, and linguistically diverse.
The intervention I propose will concentrate on a highly collaborative approach to a specific task. We will have a number of group sessions to achieve this and the English and non-English speaking students will need to interact closely to achieve a solution to the problem posed. Throughout the sessions I will seek a two-way dialogue with my students and I will act as a guide and facilitator. The group itself is small, only about 6 people, and linguistically diverse.
The intervention I propose will concentrate on a highly collaborative approach to a specific task. We will have a number of group sessions to achieve this and the English and non-English speaking students will need to interact closely to achieve a solution to the problem posed. Throughout the sessions I will seek a two-way dialogue with my students and I will act as a guide and facilitator. The group itself is small, only about 6 people, and linguistically diverse.
Our first group session will be about the rationale behind the intervention. I will describe the problem as I see it; ask for their opinions and feedback; and guide them towards a group discussion on how to solve it.
I hope to guide them towards the idea of producing a glossary of tools and equipment for their own use. I will offer my suggestions and guidance where I think it necessary but the real purpose is to get them to decide as a community on all aspects of the project - including the content (which tools to include and how many) the format (how the glossary will be presented and which languages to include) and finally how long they need to research the information (I will suggest 2 to 3 weeks) so I can produce it.
Our first group session will be about the rationale behind the intervention. I will describe the problem as I see it; ask for their opinions and feedback; and guide them towards a group discussion on how to solve it.
I hope to guide them towards the idea of producing a glossary of tools and equipment for their own use. I will offer my suggestions and guidance where I think it necessary but the real purpose is to get them to decide as a community on all aspects of the project - including the content (which tools to include and how many) the format (how the glossary will be presented and which languages to include) and finally how long they need to research the information (I will suggest 2 to 3 weeks) so I can produce it.
Our first group session will be about the rationale behind the intervention. I will describe the problem as I see it; ask for their opinions and feedback; and guide them towards a group discussion on how to solve it.
I hope to guide them towards the idea of producing a glossary of tools and equipment for their own use. I will offer my suggestions and guidance where I think it necessary but the real purpose is to get them to decide as a community on all aspects of the project - including the content (which tools to include and how many) the format (how the glossary will be presented and which languages to include) and finally how long they need to research the information (I will suggest 2 to 3 weeks) so I can produce it.
Our first group session will be about the rationale behind the intervention. I will describe the problem as I see it; ask for their opinions and feedback; and guide them towards a group discussion on how to solve it.
I hope to guide them towards the idea of producing a glossary of tools and equipment for their own use. I will offer my suggestions and guidance where I think it necessary but the real purpose is to get them to decide as a community on all aspects of the project - including the content (which tools to include and how many) the format (how the glossary will be presented and which languages to include) and finally how long they need to research the information (I will suggest 2 to 3 weeks) so I can produce it.
After the students have worked together to gather information we will have another group session to look at the value of the exercise so far. Here I will be interested to see their emotional response to working collaboratively, whether they think, after gathering information, the glossary will help them to be a part of the community of practice, what difficulties they think they have faced etc. I will give them a short survey so that each has the opportunity to answer the same questions and part of that will include an assessment of my role as facilitator. Finally, we will discuss, in light of their research, whether they should make any changes to the content and format of the glossary and I will suggest that a section to keep a journal be included.
After the students have worked together to gather information we will have another group session to look at the value of the exercise so far. Here I will be interested to see their emotional response to working collaboratively, whether they think, after gathering information, the glossary will help them to be a part of the community of practice, what difficulties they think they have faced etc. I will give them a short survey so that each has the opportunity to answer the same questions and part of that will include an assessment of my role as facilitator. Finally, we will discuss, in light of their research, whether they should make any changes to the content and format of the glossary and I will suggest that a section to keep a journal be included.
After the students have worked together to gather information we will have another group session to look at the value of the exercise so far. Here I will be interested to see their emotional response to working collaboratively, whether they think, after gathering information, the glossary will help them to be a part of the community of practice, what difficulties they think they have faced etc. I will give them a short survey so that each has the opportunity to answer the same questions and part of that will include an assessment of my role as facilitator. Finally, we will discuss, in light of their research, whether they should make any changes to the content and format of the glossary and I will suggest that a section to keep a journal be included.
After the students have worked together to gather information we will have another group session to look at the value of the exercise so far. Here I will be interested to see their emotional response to working collaboratively, whether they think, after gathering information, the glossary will help them to be a part of the community of practice, what difficulties they think they have faced etc. I will give them a short survey so that each has the opportunity to answer the same questions and part of that will include an assessment of my role as facilitator. Finally, we will discuss, in light of their research, whether they should make any changes to the content and format of the glossary and I will suggest that a section to keep a journal be included.
Based on the decisions made in the last group session, I will produce the glossary in whatever format the students want. I will give each student their own copy and ask them to complete a journal of usage, recording the pros and cons as they see it. The journal may or may not be a part of the actual glossary (that will have been decided by the students themselves during the last group session). The purpose of the journal is to supply regular feedback from each individual and the students will decide on the regularity of that process. I will take their journals and feedback to the group as a whole. This is an important part of the the action research and one I accept may lead to changes that I cannot anticipate here.
Based on the decisions made in the last group session, I will produce the glossary in whatever format the students want. I will give each student their own copy and ask them to complete a journal of usage, recording the pros and cons as they see it. The journal may or may not be a part of the actual glossary (that will have been decided by the students themselves during the last group session). The purpose of the journal is to supply regular feedback from each individual and the students will decide on the regularity of that process. I will take their journals and feedback to the group as a whole. This is an important part of the the action research and one I accept may lead to changes that I cannot anticipate here.
Based on the decisions made in the last group session, I will produce the glossary in whatever format the students want. I will give each student their own copy and ask them to complete a journal of usage, recording the pros and cons as they see it. The journal may or may not be a part of the actual glossary (that will have been decided by the students themselves during the last group session). The purpose of the journal is to supply regular feedback from each individual and the students will decide on the regularity of that process. I will take their journals and feedback to the group as a whole. This is an important part of the the action research and one I accept may lead to changes that I cannot anticipate here.
The outcome I desire from my action research proposal is that the students will, through gaining a better knowledge of each other (and working out the names of tools), achieve more autonomy within their individual practices and further inclusion into the shared community of practice. I also hope that by bringing together the whole group through this collaboration, which may expose conflicts and differences of perspectives, that the non-English students will be de-marginalised and that the peer learning and building of a scaffold by the individual in the group will guide them towards constructive, higher level thinking.
For myself, the action research is designed to develop my own teaching practice, through developing an empathetic and genuine relationship as facilitator to student, which will enable me to move from a transmittive state, where I just tell them what they want to know, to a transformative state, where I guide them to becoming a part of the knowledge base they are creating.
Finally, I want to be able to measure the success of the collaborative format and use it for other projects from the beginning of the academic year, across the varying courses on which I teach.
The outcome I desire from my action research proposal is that the students will, through gaining a better knowledge of each other (and working out the names of tools), achieve more autonomy within their individual practices and further inclusion into the shared community of practice. I also hope that by bringing together the whole group through this collaboration, which may expose conflicts and differences of perspectives, that the non-English students will be de-marginalised and that the peer learning and building of a scaffold by the individual in the group will guide them towards constructive, higher level thinking.
For myself, the action research is designed to develop my own teaching practice, through developing an empathetic and genuine relationship as facilitator to student, which will enable me to move from a transmittive state, where I just tell them what they want to know, to a transformative state, where I guide them to becoming a part of the knowledge base they are creating.
Finally, I want to be able to measure the success of the collaborative format and use it for other projects from the beginning of the academic year, across the varying courses on which I teach.
The outcome I desire from my action research proposal is that the students will, through gaining a better knowledge of each other (and working out the names of tools), achieve more autonomy within their individual practices and further inclusion into the shared community of practice. I also hope that by bringing together the whole group through this collaboration, which may expose conflicts and differences of perspectives, that the non-English students will be de-marginalised and that the peer learning and building of a scaffold by the individual in the group will guide them towards constructive, higher level thinking.
For myself, the action research is designed to develop my own teaching practice, through developing an empathetic and genuine relationship as facilitator to student, which will enable me to move from a transmittive state, where I just tell them what they want to know, to a transformative state, where I guide them to becoming a part of the knowledge base they are creating.
Finally, I want to be able to measure the success of the collaborative format and use it for other projects from the beginning of the academic year, across the varying courses on which I teach.
The outcome I desire from my action research proposal is that the students will, through gaining a better knowledge of each other (and working out the names of tools), achieve more autonomy within their individual practices and further inclusion into the shared community of practice. I also hope that by bringing together the whole group through this collaboration, which may expose conflicts and differences of perspectives, that the non-English students will be de-marginalised and that the peer learning and building of a scaffold by the individual in the group will guide them towards constructive, higher level thinking.
For myself, the action research is designed to develop my own teaching practice, through developing an empathetic and genuine relationship as facilitator to student, which will enable me to move from a transmittive state, where I just tell them what they want to know, to a transformative state, where I guide them to becoming a part of the knowledge base they are creating.
Finally, I want to be able to measure the success of the collaborative format and use it for other projects from the beginning of the academic year, across the varying courses on which I teach.