The document discusses English language teaching techniques in Pakistan. It notes that Pakistan has introduced many education policies since independence but they have failed to improve the education system. The current English curriculum and teaching methods are outdated and focus too much on rote memorization and grammar rules rather than developing communicative skills. It argues that Pakistan should adopt Communicative Language Teaching techniques which emphasize using English interactively to develop students' communication abilities.
The 1973 constitution of Pakistan was adopted on April 12, 1973. It is the supreme law of Pakistan and replaces previous basic laws. Some key features include: it establishes a federal parliamentary democratic republic, with Islam as the state religion and Urdu and English as official languages. The constitution provides for direct elections, an independent judiciary, and fundamental rights for citizens. It can only be amended by a two-thirds majority vote in the bicameral parliament.
Teaching Methodology "Evaluation and testing"Kum Visal
This document discusses testing and evaluation procedures for students at the Student Development Institute Faculty of Arts, Humanities and Languages. It covers various types of assessments including summative, formative, placement, diagnostic, progress, achievement, and proficiency tests. It also discusses characteristics of good tests, such as validity and reliability. Different test item types are described like multiple choice questions, cloze items, paraphrasing, and sentence reordering. The document provides guidance on writing and marking tests, including test design, scoring, and reducing scorer subjectivity. It concludes with discussions on teaching for tests and public or international examinations.
The document discusses language as a tool for communication and curriculum. It defines curriculum as the prescribed course of study including all experiences utilized by a school to achieve educational aims. Language is characterized as a tool that serves specific functions like communicating, questioning, and expressing emotions. It is a symbolic system used primarily for oral and written communication as well as body language. The document also covers the nature, importance, and skills of language including listening, speaking, reading, and writing. It discusses the need to acquire English for uses such as a common language, international link, education, employment, and more.
This document discusses animal communication and language. It provides examples of different forms of communication used by animals, including visual communication through movements, postures and facial expressions. Chemical communication using pheromones is also discussed. The document notes that while animals can exchange information, their communication systems may not be considered languages in the same sense as human language since they lack the ability to create new combinations of symbols.
Language has several key characteristics:
1. Language is arbitrary - there is no inherent connection between words and their meanings, and languages can vary significantly between communities.
2. Language is a social phenomenon - it exists to allow humans to interact and coordinate as members of a society.
3. Language is a symbolic system - it uses sounds, words and other symbols to represent concepts, ideas and objects.
Language is a complex system of communication that is unique to humans. It uses various systematic elements like sound and grammar to convey meaning. Sound patterns take on meaning when combined according to the rules of a language's grammar, where word order is critical. As a symbolic system, language evolves over time as new words are introduced and meanings of words change, allowing humans to articulate thought.
This document discusses Communicative Language Teaching (CLT) and its theoretical foundations. CLT views language as communication and focuses on developing learners' communicative competence over grammatical competence. It emerged in response to traditional approaches that emphasized accuracy and grammar drilling. CLT incorporates activities that require meaningful interaction, such as role plays and group projects, and positions the teacher as a facilitator.
The document discusses English language teaching techniques in Pakistan. It notes that Pakistan has introduced many education policies since independence but they have failed to improve the education system. The current English curriculum and teaching methods are outdated and focus too much on rote memorization and grammar rules rather than developing communicative skills. It argues that Pakistan should adopt Communicative Language Teaching techniques which emphasize using English interactively to develop students' communication abilities.
The 1973 constitution of Pakistan was adopted on April 12, 1973. It is the supreme law of Pakistan and replaces previous basic laws. Some key features include: it establishes a federal parliamentary democratic republic, with Islam as the state religion and Urdu and English as official languages. The constitution provides for direct elections, an independent judiciary, and fundamental rights for citizens. It can only be amended by a two-thirds majority vote in the bicameral parliament.
Teaching Methodology "Evaluation and testing"Kum Visal
This document discusses testing and evaluation procedures for students at the Student Development Institute Faculty of Arts, Humanities and Languages. It covers various types of assessments including summative, formative, placement, diagnostic, progress, achievement, and proficiency tests. It also discusses characteristics of good tests, such as validity and reliability. Different test item types are described like multiple choice questions, cloze items, paraphrasing, and sentence reordering. The document provides guidance on writing and marking tests, including test design, scoring, and reducing scorer subjectivity. It concludes with discussions on teaching for tests and public or international examinations.
The document discusses language as a tool for communication and curriculum. It defines curriculum as the prescribed course of study including all experiences utilized by a school to achieve educational aims. Language is characterized as a tool that serves specific functions like communicating, questioning, and expressing emotions. It is a symbolic system used primarily for oral and written communication as well as body language. The document also covers the nature, importance, and skills of language including listening, speaking, reading, and writing. It discusses the need to acquire English for uses such as a common language, international link, education, employment, and more.
This document discusses animal communication and language. It provides examples of different forms of communication used by animals, including visual communication through movements, postures and facial expressions. Chemical communication using pheromones is also discussed. The document notes that while animals can exchange information, their communication systems may not be considered languages in the same sense as human language since they lack the ability to create new combinations of symbols.
Language has several key characteristics:
1. Language is arbitrary - there is no inherent connection between words and their meanings, and languages can vary significantly between communities.
2. Language is a social phenomenon - it exists to allow humans to interact and coordinate as members of a society.
3. Language is a symbolic system - it uses sounds, words and other symbols to represent concepts, ideas and objects.
Language is a complex system of communication that is unique to humans. It uses various systematic elements like sound and grammar to convey meaning. Sound patterns take on meaning when combined according to the rules of a language's grammar, where word order is critical. As a symbolic system, language evolves over time as new words are introduced and meanings of words change, allowing humans to articulate thought.
This document discusses Communicative Language Teaching (CLT) and its theoretical foundations. CLT views language as communication and focuses on developing learners' communicative competence over grammatical competence. It emerged in response to traditional approaches that emphasized accuracy and grammar drilling. CLT incorporates activities that require meaningful interaction, such as role plays and group projects, and positions the teacher as a facilitator.
According to the document, diglossia describes a situation where two distinct varieties of language co-exist in a speech community, each with different social functions. The higher variety (H) is used in formal contexts like literature, religious texts, and public speaking. It has greater prestige but is acquired through education. The lower variety (L) is used informally and as a first language, though it is rarely standardized and seen as less prestigious. Examples given are Swiss German/High German, Arabic dialects/Classical Arabic, and Haitian Creole/French in Haiti. The varieties have different domains of use and grammars, with H being more complex and standardized.
Hazara division is located in northern Pakistan. It is known for its natural beauty and hospitality. The majority of people speak Hindko and are Muslim. Agriculture is an important part of the economy, with crops like corn grown widely. Traditional cultural practices include festivals, dances, marriages and solving disputes communally. Hazara is also known for its natural attractions that could support tourism.
The document discusses the complex linguistic situation and language issues in Pakistan. It notes that Pakistan emerged as a multilingual country after independence, inheriting English as the colonial administrative language and Urdu retaining symbolic value as a Muslim identity marker. Major languages spoken include Punjabi, Pashto, Sindhi, Balochi, and others. However, language boundaries are blurred due to population movements. The language policy emphasizes religious identity over linguistic ones, and language continues to be a sensitive issue in Pakistan.
The document discusses and compares local government systems in Pakistan and Britain. It outlines Pakistan's three-tier local government structure established by the 2001 Local Government Ordinance, including district, tehsil, and union administrations. It also describes Britain's complex system with regional and local councils. Overall, the document analyzes the role and importance of strong, decentralized local governments in addressing issues like development, governance, and public services in Pakistan.
Designing and Implementing Discussion Activitiesbsndlucas
This document discusses using blogs and discussion boards in blended learning environments. It explains that blogs are organized by poster with linear comments, while discussion boards are organized by thread with more complex commenting structures. The document provides tips for writing effective prompts that are open-ended and promote higher-order thinking and collaboration. Examples of math and civics discussion prompts are also included. Finally, the document outlines best practices for implementing online discussions, such as providing clear instructions, using a rubric, modeling discussions, circulating to encourage participation, and moderating discussions.
Background of English, its Spread, Functions & StatusAli Soomro
English originated as a West Germanic language spoken in medieval England. It belongs to the large Indo-European family of languages, which includes most modern European languages as well as languages of India and Iran. English has evolved over time from Old English to Middle English following the Norman conquest, to Early Modern English and Late Modern English. It is now spoken by over 1.5 billion people worldwide as either a first, second, or foreign language.
Urdu was chosen as the national language of Pakistan for several reasons:
1) It has a long history in the region dating back to the Mughal period and was widely used and understood.
2) It has a rich literary tradition with some of the earliest poets writing in Urdu, establishing it as an important language.
3) It was closely associated with the Pakistan movement and helping to unite Muslims, so it was seen as an appropriate unifying language for the new nation of Pakistan.
Teaching English as a Second Language in India Focus on Objectives by Shivend...Parth Bhatt
Role of L1, L2, L3, Foreign Language, Classical Language, Objectives of Teaching English as Second Language in India, Functions of a Language, Languages in a multilingual setting , Teaching, a non unidirectional process, Learners’ language-learning mechanism.. and more..
Communicative Language Teaching (CLT) aims to develop students' communicative competence through authentic language use rather than just mastering linguistic structures. Key principles of CLT include introducing authentic materials, tolerating errors, and focusing on meaning over form, while the teacher acts as a facilitator. CLT techniques include using role plays, debates, games, songs and multimedia to provide opportunities for cooperative student interaction and exchange of opinions in various social contexts.
This document discusses research on differences between women's and men's language. It explores whether women use more hedging and boosting language that signals lack of confidence or attempts to persuade. The document also examines how tag questions are used more by women to express uncertainty or soften statements and questions. Additional topics covered include differences in politeness levels, interruptions during conversations, conversational feedback, and characteristics of gossip between women and men.
Communicative language teaching (CLT) emphasizes using language interactively and for meaningful purposes to develop communicative competence. It focuses on fluency and accuracy, engaging learners in pragmatic language use through tasks and activities. Principles of CLT include using authentic texts, focusing on learning processes, linking classroom and outside language use, and emphasizing interaction and communication through games, stories, and scrambled sentences. While CLT develops communication skills, it may lack grammar instruction and control, potentially hindering test performance.
This document introduces the Communicative Language Teaching (CLT) approach, which originated in the 1960s in response to limitations of the prior Situational Language Teaching approach. The objective of CLT is to develop students' communicative competence and ability to use language functionally. It focuses on meaningful tasks, collaboration, and negotiation of meaning rather than mastery of grammar rules. Techniques may include information sharing, role plays, simulations, and other pair and group activities to encourage communication in the target language.
This presentation is about Language Disorders, their symptoms and treatment. It also tells how parents can help their own children who suffer from such disorders.
The document discusses linguistic features that signal uncertainty or lack of confidence according to linguist Robin Lakoff. It notes that women tend to use hedging devices like filler words, tag questions, rising intonation, and intensifiers. Women also use boosting devices to persuade others and signal confidence. The document provides examples of tag questions and analyzes their different functions for women and men in expressing uncertainty or softening directives. It discusses how language conveys social roles and statuses through different patterns and levels of politeness.
1. Computer-Assisted Language Learning (CALL) refers to the use of computers in language teaching and learning. CALL has evolved from behavioristic CALL in the 1960s-1970s, which focused on drills, to communicative CALL in the 1970s-1980s, which emphasized language use, to integrative CALL today, which incorporates multimedia.
2. CALL provides benefits like flexibility, interactivity, and individualized attention. However, it also has disadvantages such as high costs, potential eye strain from screens, and inconvenience of not being able to access materials away from power sources.
3. Effective use of CALL requires considering context, social factors, and blending it with traditional teaching to develop both knowledge
Applied linguistics uses knowledge about language, how it is learned, and how it is used to solve real-world problems. It includes areas like second language teaching, literacy, speech pathology, and translation. Applied linguistics has developed over the 20th century through different language teaching methods like the direct method, grammar translation, and audiolingualism. More recently, it views language in holistic and integrative ways rather than discrete skills, and considers the language learner's perspective. It also takes new approaches to teaching the four language skills of listening, speaking, reading and writing. Applied linguistics often lacks definitive answers because language occurs between people and in the mind.
A paedagogical model of english for pakistanLaiba Yaseen
This document discusses the development of English language teaching in Pakistan from the 1980s onward. It notes that English linguistics and literature began to be taught more widely due to efforts by organizations like the British Council. It also discusses the emergence of Master's programs in teaching English as a second language. The document argues for developing a pedagogical model of English for Pakistan that standardizes certain features of English usage based on how Pakistanis commonly use the language. It suggests combining aspects of the acrolect and mesolect varieties of Pakistani English for this standardized model.
This document discusses the relationship between language and identity. It defines both language and identity, explaining that language is not static and is used to express, transmit, and adapt culture. Identity is also defined as plural and dynamic, influenced by both conscious and unconscious processes. The document then examines how language and identity influence each other, with language choices impacting how one constructs their identity and how others perceive them. It notes that while individuals aim to self-select their identity, others ultimately define it through discourse. Language policies can thus diminish independence and control populations by suppressing politically sensitive languages. In conclusion, the document states that a broad connection exists between language and identity, as language defines ethnic groups, social status, power, and helps determine
THE ROLE OF THE CULTURE IN THE ENGLISH LANGUAGE LEARNING AND TEACHING IN THE ...Muhmmad Asif
This document is a thesis submitted by Muhammad Asif to the University of Lahore on the role of culture in English language teaching in Pakistani textbooks. It includes an acknowledgment, dedication, abstract, list of abbreviations, and table of contents. The abstract indicates that the thesis will evaluate how culture is treated in Pakistani English textbooks, investigate teachers' understanding and handling of culture in class, examine learners' perceptions of English learning, and design a culture training program for teachers. It will use qualitative analysis including an evaluative guide, two teacher questionnaires, a learner questionnaire, and an experiment. The results are expected to reveal how culture is overlooked or inadequately considered in textbooks, that some teachers do not include it in lessons,
This document summarizes the grammar translation method, a traditional approach to teaching foreign languages. It discusses the principles and characteristics of the grammar translation method, how it is used in teaching, its advantages and criticisms. The document also summarizes several studies that have compared the grammar translation method to other approaches or investigated its effectiveness. Overall, the document provides an overview of the grammar translation method through defining it, outlining its key aspects, and reviewing recent research on its use and efficacy in language teaching.
Potentials and Challenges on Indigenous Community-Based Education: A Critical...Che-Wei Lee
The document examines an indigenous community-based secondary school in Taiwan through critical ethnography. It aims to determine if the school achieves self-determination, analyze the relationship between the community and school, and identify challenges. Interviews found that while closing achievement gaps was a goal, teaching quality declined from administrative burdens. Community influence was also limited by mainstream structures. The school struggled with identity as either general or culturally focused, and promoting indigenous language faced practical barriers. It was unclear how community and school could mutually empower each other. Overall, the school and community were not well prepared to fully realize indigenous self-governance through education.
The document discusses three generations of distance education pedagogy: 1) Behaviourist/Cognitive pedagogies focus on individual self-paced learning and direct instruction. 2) Constructivist pedagogies emphasize socially constructed knowledge through group learning and discussion. 3) Connectivist pedagogies focus on building networks of information through connecting nodes on the web to apply knowledge to real problems. The three generations are seen as building upon each other to develop 21st century skills through networked, lifelong learning.
According to the document, diglossia describes a situation where two distinct varieties of language co-exist in a speech community, each with different social functions. The higher variety (H) is used in formal contexts like literature, religious texts, and public speaking. It has greater prestige but is acquired through education. The lower variety (L) is used informally and as a first language, though it is rarely standardized and seen as less prestigious. Examples given are Swiss German/High German, Arabic dialects/Classical Arabic, and Haitian Creole/French in Haiti. The varieties have different domains of use and grammars, with H being more complex and standardized.
Hazara division is located in northern Pakistan. It is known for its natural beauty and hospitality. The majority of people speak Hindko and are Muslim. Agriculture is an important part of the economy, with crops like corn grown widely. Traditional cultural practices include festivals, dances, marriages and solving disputes communally. Hazara is also known for its natural attractions that could support tourism.
The document discusses the complex linguistic situation and language issues in Pakistan. It notes that Pakistan emerged as a multilingual country after independence, inheriting English as the colonial administrative language and Urdu retaining symbolic value as a Muslim identity marker. Major languages spoken include Punjabi, Pashto, Sindhi, Balochi, and others. However, language boundaries are blurred due to population movements. The language policy emphasizes religious identity over linguistic ones, and language continues to be a sensitive issue in Pakistan.
The document discusses and compares local government systems in Pakistan and Britain. It outlines Pakistan's three-tier local government structure established by the 2001 Local Government Ordinance, including district, tehsil, and union administrations. It also describes Britain's complex system with regional and local councils. Overall, the document analyzes the role and importance of strong, decentralized local governments in addressing issues like development, governance, and public services in Pakistan.
Designing and Implementing Discussion Activitiesbsndlucas
This document discusses using blogs and discussion boards in blended learning environments. It explains that blogs are organized by poster with linear comments, while discussion boards are organized by thread with more complex commenting structures. The document provides tips for writing effective prompts that are open-ended and promote higher-order thinking and collaboration. Examples of math and civics discussion prompts are also included. Finally, the document outlines best practices for implementing online discussions, such as providing clear instructions, using a rubric, modeling discussions, circulating to encourage participation, and moderating discussions.
Background of English, its Spread, Functions & StatusAli Soomro
English originated as a West Germanic language spoken in medieval England. It belongs to the large Indo-European family of languages, which includes most modern European languages as well as languages of India and Iran. English has evolved over time from Old English to Middle English following the Norman conquest, to Early Modern English and Late Modern English. It is now spoken by over 1.5 billion people worldwide as either a first, second, or foreign language.
Urdu was chosen as the national language of Pakistan for several reasons:
1) It has a long history in the region dating back to the Mughal period and was widely used and understood.
2) It has a rich literary tradition with some of the earliest poets writing in Urdu, establishing it as an important language.
3) It was closely associated with the Pakistan movement and helping to unite Muslims, so it was seen as an appropriate unifying language for the new nation of Pakistan.
Teaching English as a Second Language in India Focus on Objectives by Shivend...Parth Bhatt
Role of L1, L2, L3, Foreign Language, Classical Language, Objectives of Teaching English as Second Language in India, Functions of a Language, Languages in a multilingual setting , Teaching, a non unidirectional process, Learners’ language-learning mechanism.. and more..
Communicative Language Teaching (CLT) aims to develop students' communicative competence through authentic language use rather than just mastering linguistic structures. Key principles of CLT include introducing authentic materials, tolerating errors, and focusing on meaning over form, while the teacher acts as a facilitator. CLT techniques include using role plays, debates, games, songs and multimedia to provide opportunities for cooperative student interaction and exchange of opinions in various social contexts.
This document discusses research on differences between women's and men's language. It explores whether women use more hedging and boosting language that signals lack of confidence or attempts to persuade. The document also examines how tag questions are used more by women to express uncertainty or soften statements and questions. Additional topics covered include differences in politeness levels, interruptions during conversations, conversational feedback, and characteristics of gossip between women and men.
Communicative language teaching (CLT) emphasizes using language interactively and for meaningful purposes to develop communicative competence. It focuses on fluency and accuracy, engaging learners in pragmatic language use through tasks and activities. Principles of CLT include using authentic texts, focusing on learning processes, linking classroom and outside language use, and emphasizing interaction and communication through games, stories, and scrambled sentences. While CLT develops communication skills, it may lack grammar instruction and control, potentially hindering test performance.
This document introduces the Communicative Language Teaching (CLT) approach, which originated in the 1960s in response to limitations of the prior Situational Language Teaching approach. The objective of CLT is to develop students' communicative competence and ability to use language functionally. It focuses on meaningful tasks, collaboration, and negotiation of meaning rather than mastery of grammar rules. Techniques may include information sharing, role plays, simulations, and other pair and group activities to encourage communication in the target language.
This presentation is about Language Disorders, their symptoms and treatment. It also tells how parents can help their own children who suffer from such disorders.
The document discusses linguistic features that signal uncertainty or lack of confidence according to linguist Robin Lakoff. It notes that women tend to use hedging devices like filler words, tag questions, rising intonation, and intensifiers. Women also use boosting devices to persuade others and signal confidence. The document provides examples of tag questions and analyzes their different functions for women and men in expressing uncertainty or softening directives. It discusses how language conveys social roles and statuses through different patterns and levels of politeness.
1. Computer-Assisted Language Learning (CALL) refers to the use of computers in language teaching and learning. CALL has evolved from behavioristic CALL in the 1960s-1970s, which focused on drills, to communicative CALL in the 1970s-1980s, which emphasized language use, to integrative CALL today, which incorporates multimedia.
2. CALL provides benefits like flexibility, interactivity, and individualized attention. However, it also has disadvantages such as high costs, potential eye strain from screens, and inconvenience of not being able to access materials away from power sources.
3. Effective use of CALL requires considering context, social factors, and blending it with traditional teaching to develop both knowledge
Applied linguistics uses knowledge about language, how it is learned, and how it is used to solve real-world problems. It includes areas like second language teaching, literacy, speech pathology, and translation. Applied linguistics has developed over the 20th century through different language teaching methods like the direct method, grammar translation, and audiolingualism. More recently, it views language in holistic and integrative ways rather than discrete skills, and considers the language learner's perspective. It also takes new approaches to teaching the four language skills of listening, speaking, reading and writing. Applied linguistics often lacks definitive answers because language occurs between people and in the mind.
A paedagogical model of english for pakistanLaiba Yaseen
This document discusses the development of English language teaching in Pakistan from the 1980s onward. It notes that English linguistics and literature began to be taught more widely due to efforts by organizations like the British Council. It also discusses the emergence of Master's programs in teaching English as a second language. The document argues for developing a pedagogical model of English for Pakistan that standardizes certain features of English usage based on how Pakistanis commonly use the language. It suggests combining aspects of the acrolect and mesolect varieties of Pakistani English for this standardized model.
This document discusses the relationship between language and identity. It defines both language and identity, explaining that language is not static and is used to express, transmit, and adapt culture. Identity is also defined as plural and dynamic, influenced by both conscious and unconscious processes. The document then examines how language and identity influence each other, with language choices impacting how one constructs their identity and how others perceive them. It notes that while individuals aim to self-select their identity, others ultimately define it through discourse. Language policies can thus diminish independence and control populations by suppressing politically sensitive languages. In conclusion, the document states that a broad connection exists between language and identity, as language defines ethnic groups, social status, power, and helps determine
THE ROLE OF THE CULTURE IN THE ENGLISH LANGUAGE LEARNING AND TEACHING IN THE ...Muhmmad Asif
This document is a thesis submitted by Muhammad Asif to the University of Lahore on the role of culture in English language teaching in Pakistani textbooks. It includes an acknowledgment, dedication, abstract, list of abbreviations, and table of contents. The abstract indicates that the thesis will evaluate how culture is treated in Pakistani English textbooks, investigate teachers' understanding and handling of culture in class, examine learners' perceptions of English learning, and design a culture training program for teachers. It will use qualitative analysis including an evaluative guide, two teacher questionnaires, a learner questionnaire, and an experiment. The results are expected to reveal how culture is overlooked or inadequately considered in textbooks, that some teachers do not include it in lessons,
This document summarizes the grammar translation method, a traditional approach to teaching foreign languages. It discusses the principles and characteristics of the grammar translation method, how it is used in teaching, its advantages and criticisms. The document also summarizes several studies that have compared the grammar translation method to other approaches or investigated its effectiveness. Overall, the document provides an overview of the grammar translation method through defining it, outlining its key aspects, and reviewing recent research on its use and efficacy in language teaching.
Potentials and Challenges on Indigenous Community-Based Education: A Critical...Che-Wei Lee
The document examines an indigenous community-based secondary school in Taiwan through critical ethnography. It aims to determine if the school achieves self-determination, analyze the relationship between the community and school, and identify challenges. Interviews found that while closing achievement gaps was a goal, teaching quality declined from administrative burdens. Community influence was also limited by mainstream structures. The school struggled with identity as either general or culturally focused, and promoting indigenous language faced practical barriers. It was unclear how community and school could mutually empower each other. Overall, the school and community were not well prepared to fully realize indigenous self-governance through education.
The document discusses three generations of distance education pedagogy: 1) Behaviourist/Cognitive pedagogies focus on individual self-paced learning and direct instruction. 2) Constructivist pedagogies emphasize socially constructed knowledge through group learning and discussion. 3) Connectivist pedagogies focus on building networks of information through connecting nodes on the web to apply knowledge to real problems. The three generations are seen as building upon each other to develop 21st century skills through networked, lifelong learning.
The document discusses ways to enhance the quality of primary education in India. It notes that while enrollment is high, dropout rates are also high. It outlines several issues with infrastructure, teachers, and student performance. To address these, it recommends strengthening infrastructure like electricity, learning aids, and facilities. It suggests better training and accountability for teachers. It also proposes ways to overcome social hurdles like incentives for enrollment and performance. The evaluation system needs reform to focus less on rote learning and more on skills. Increased involvement of communities, NGOs and motivated students can further support primary education.
This document summarizes a webinar on family and community engagement policies in action. It lists the presenters and moderator for the webinar, which include experts from the U.S. Department of Education, National PTA, SEDL, Harvard Family Research Project, Office of Head Start, and local education agencies. The webinar will discuss examples of policies and initiatives at the federal, state, and local levels to promote systemic family engagement.
The document discusses strategies for engaging parents in their children's education. It outlines several models for parental involvement and emphasizes the importance of collaboration between teachers and parents. The key advantages of partnership include improved academic achievement and behavior for students, as well as increased understanding between parents and teachers. Effective communication, cultural awareness, and addressing barriers like time constraints are vital for building strong parent-teacher relationships.
This document discusses exploiting technology to enhance parental engagement at Lent Rise School. The main aims are to involve pupils in reporting, inform parents of individual progress, and provide tools for parents to support learning at home. The school uses a variety of technologies like a website, learning world, early years site and healthy/sustainable school sites to share pupil work and achievements, targets, class information, and engage parents through online discussions. This creates confident learners and a culture of learning for the whole community, with pupils and parents who are informed and able to support future learning.
Collaboration in learning: Teaching in the Networked WorldEduwebinar
The document discusses the shift from traditional solitary teaching within the walls of a school to collaborative teaching across networks. It notes that out-of-school learning by children is increasingly networked, collaborative, and connected using digital technologies. It advocates merging in-school and out-of-school teaching by involving all those who teach children from birth onward in a holistic 24/7 educational model. This requires schools and teachers to adopt a networked mindset and leverage resources beyond the school in collaboration with families and communities.
Meteri ini disampaikan oleh Professor Norimune Kawai, Ph.D., CCC-SLP, pada kegiatan Webinar: Implementation of Inclusive Education in Early Childhood, yang diselenggarakan oleh PPPPTK TK dan PLB
The document presents a toolkit called "FaCE the challenge together" for implementing effective family and community engagement strategies in schools. It discusses why family and community partnerships are important for improving student outcomes. Effective engagement requires a whole-school approach, respect for cultural values, understanding of barriers, and focus on communication, respect and trust. The toolkit provides a framework with five themes: leadership, embedding engagement school-wide, welcoming families, supporting student learning at home, and developing community partnerships. Next steps recommended include designating staff leadership, incorporating priorities into the school development plan, defining roles and training, using targeted funds, and collaborating with other schools.
A study of college students' uses of the internet for academic purposes. A study I conducted in 2012 and was presented at the 2nd Indonesia International Conference on Communication in Depok, Indonesia, December 2012.
- The pandemic has caused Australian higher education to rapidly transition to online learning. While many institutions had robust online systems, the transition was not always elegant.
- The ways we teach and assess are changing, with a greater emphasis on active, authentic, and collaborative modes. This has required new online tools and techniques.
- Educational designers have played a key role in upskilling academic staff and helping them transition content online, but some designers report bearing the brunt of stressed academics' frustrations.
- Moving forward, it will be important to consolidate gains from increased online training while ensuring quality is not abandoned, and to identify opportunities for educational designers from their increased contributions.
This document provides information on ICT (information and communication technology), the role of teachers, changes in teaching and learning processes, and various technologies and strategies used in education. It discusses how ICT allows for digital information storage, transmission and manipulation. It outlines paradigms of traditional teacher-centered learning versus new student-centered collaborative learning. Various technologies like e-learning, blended learning, and flipped classrooms are described. Links to educational resources are also provided.
1. The presentation provides an overview of the demographics and academic performance of students at a school that serves a low-income Latino community, including high rates of poverty, unemployment, and students with disabilities or who are English learners.
2. Key recommendations are provided to support inclusion of students with disabilities, such as collaboration between general and special education teachers, universal design for learning, and assistive technology.
3. Recommendations are also given for supporting students with specific disabilities, including emotional/behavioral disorders, intellectual disabilities, and hearing impairments. Suggestions incorporate strategies for both home and school settings.
The document discusses key aspects of creating an inclusive learning environment. It begins by explaining the history and frameworks that guide inclusive education practices. Specifically, it outlines Booth and Ainscow's 2002 framework, which identifies three dimensions for inclusion - creating inclusive cultures, evolving inclusive practices, and producing inclusive policies.
Next, it discusses strategies for stakeholders, such as educators, administrators, families and community members, to facilitate more inclusive cultures. This involves setting parameters for inclusion, building capacity among key individuals, and identifying and addressing barriers.
Finally, it examines how to evolve inclusive practices in the classroom through approaches like universal design for learning and differentiated instruction. Teachers can design flexible content, processes, and products to engage diverse learners
Britt Gow presented on using digital tools for blended learning. She discussed using Blackboard Collaborate to teach environmental science classes blended between different schools. She highlighted features like audio, video, and interactive whiteboards. Gow shared feedback from students who benefited from the blended approach. She also discussed frameworks for blended learning and how to define it. The presentation provided strategies for enriching the online environment and engaging 21st century learners.
Enhancing The Quality Of Primary EducationEklavya Sharma
This document discusses strategies to enhance the quality of primary education in India. It notes several problems with the current system such as untrained teachers, rigid curriculums, and lack of resources. The proposed solutions aim to make education more student-centered, involve the community, and improve teaching quality through teacher training and development. Key strategies include implementing relevant curricula, strengthening parent and community involvement, adopting new teaching methods, and providing ongoing professional development for teachers.
This document discusses strategies to enhance the quality of primary education in India. It outlines several problems with the current education system such as untrained teachers, rigid curriculum, and lack of resources. It then proposes solutions like project-based learning, cooperative learning, comprehensive assessments, and involving community partners. Specific implementation strategies are also provided, such as developing relevant curricula, emphasizing real-world learning, and establishing sustainable institutions through reform. The goal is to enable all children to receive a quality education.
When forced into a corner we do have options: I suggest we choose to be activ...Charles Darwin University
A presentation to the English Australia Ed Tech Symposium - Plenary Address.
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How to Fix the Import Error in the Odoo 17Celine George
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The event will cover the following::
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2. LEARNING OUTCOMES
• Describe the fundamental characteristics of the asset-based
approach;
• Integrate and apply the asset-based approach within the context of
the bio-ecological approach in order to support learners in your
class;
• Demonstrate how social networking can be utilised as an asset in
creating a supportive learning environment in the classroom.
• Utilise asset mapping in creating a supportive learning environment
in the classroom.
4. ASSET-BASED APPROACH
An approach that focusses on the assets, capacities,
strengths and resources that are available but have
not yet been utilised
These assets and capacities are identified in order to
utilise them to empower individuals, families and
communities
5. FUNDAMENTAL CHARACTERISTICS
• A belief in and strong focus on assets and capacities
• A focus on enablement and self-determination
• Emphasis on creating networks and building relationships
• Working with what is present
• Collaboration, dynamic partnerships and participation as core
processes
• Emphasis on intrinsic creativity, control and power
• Encourages grassroots involvement, which in turn increases the
likelihood of sustainability (Ebersöhn & Eloff, 2006).
6. Table 7: Differences between need-based and asset-based approaches (Ebersöhn & Eloff, 2006).
7. ASSET-BASED APPROACH
oWhen people focus on the assets and ignore the needs,
situations can be misinterpreted
oAsset-based approach enables us to balance the needs and
assets of each domain in the bio-ecological approach
oEnables teachers to understand their learners holistically in
order to support their learning
8. DISCUSSION
• What is the difference between needs, assets and
strengths?
• How does the asset-based approach view problems in
comparison to needs-based approach’s view?
• How are individuals viewed in the asset-based approach
compared to the needs-based approach?
9. How can you use the asset-based approach
to support this learner?
10. CASE STUDY
• Thandi is 8 years old, she lives with her grandmother and three
older cousins in a township in Gauteng. Her grandmother is the
breadwinner of the family, however she has not been able to work
because she has been sick. The family has been relying on social
grants and one of the cousin’s part-time income.
• There has been an increase in cable theft and illegal connection of
electricity in the neighbourhood. This has led to no electricity in
Thandi’s neighbourhood.
• Thandi struggles to communicate in English. Her family
communicates with her in isiZulu only. In class, her peers laugh at
her when she tries to speak in English.
• Thandi loves to draw and play with dolls. She always comes to
school with her homework completed, although it often done
11. How would assist Thandi using
THE BIO-ECOLOGICAL & ASSET-BASED APPROACH?
DOMAIN AREA NEEDS STRENGTHS ASSETS &
RESOURCES
PROCESS Formal
Informal
PERSON Demand
Resource
Force
CONTEXT Microsystem
Exosystem
Macrosystem
TIME Microtime
Mesotime
Macrotime
12. ASSET-MOBILISATION
• The use of assets that are available within in an individual or
system (but not necessarily utilised as yet) for support.
• Developing relationships between people and organisations so
that they can support each other
• Considering Thandi’s needs, assets, resources and
strengths, how would you provide support and
empower her?
13. SOCIAL-NETWORKING:
AN ASSEST IN THE CLASSROOM
• Opportunity to incorporate real-world experiences into the
classroom.
Facebook: Create a page for birthday wishes; inspirational
quotes etc
YouTube: Lesson videos, practical videos related to lesson
content
Linkedin: Build your CV and connect with other professionals
Twitter: Classroom tips, notices & updates; video or article
links