The document describes various graphic organizers that can be used in teaching and learning. It discusses how graphic organizers help structure information, facilitate the learning process, and benefit different types of learners. Some key graphic organizers described include ranking ladders for prioritizing information, stair steps for step-by-step processes, sequence charts for ordering events, and Venn diagrams for comparing and contrasting items. The document provides examples and suggestions for how different organizers can be applied across various school subjects.
Psycholinguistics : Discourse Comprehension and Memorytranslatoran
Psycholinguistics
Discourse Comprehension and Memory
Chapter 7 Psychology of Language by David W.Carroll- How we comprehend and remember units of language larger than the sentence—that is, connected discourse. Analyzing the Burden on Memory
situational model
Language Comprehension
Language Production
Understanding Experiential Function of LanguageRusdi Noor Rosa
These slides introduce the basic understanding of experiential functions of language. Besides, some examples of simple analysis of clauses based on their transitivity elements were presented.
"Transitivity analysis' of Process Types in PoemUnaiza Saeed
This presentation includes the summary of process types of Transitivity system proposed by Halliday and the analysis of Shakespeare's poem "All the World is a Stage"
Psycholinguistics : Discourse Comprehension and Memorytranslatoran
Psycholinguistics
Discourse Comprehension and Memory
Chapter 7 Psychology of Language by David W.Carroll- How we comprehend and remember units of language larger than the sentence—that is, connected discourse. Analyzing the Burden on Memory
situational model
Language Comprehension
Language Production
Understanding Experiential Function of LanguageRusdi Noor Rosa
These slides introduce the basic understanding of experiential functions of language. Besides, some examples of simple analysis of clauses based on their transitivity elements were presented.
"Transitivity analysis' of Process Types in PoemUnaiza Saeed
This presentation includes the summary of process types of Transitivity system proposed by Halliday and the analysis of Shakespeare's poem "All the World is a Stage"
Coursebook Analysis of the New Headway Intermediate.pptxMrShavkat
Categorization is something that humans and other organisms do: "doing the right thing with the right kind of thing." The activity of categorizing things can be
Developing principled frameworks for material developmentH. R. Marasabessy
A. What does ‘Materials development’ mean?
○ ‘Materials development’ refers to all the processes made use of by practitioners who produce and/or use materials for language learning, including materials evaluation, their adaptation, design, production, exploitation and research. Ideally, all of these processes should be given consideration and should interact in the making of language-learning materials.
○ Materials development is both a field of study and a practical undertaking. As a field it studies the principles and procedures of the design, implementation and evaluation of language teaching materials
B. Frameworks for materials development
Richards (1995:102-103) describes frameworks as the process of designing a “design or frame for a unit in a textbook” which can “serve as a formulae which the author can use in writing the book
C. Principles in Materials Development
Most writers on the process of the materials development focus on needs analysis as starting point. And some writers report starting by articulating their principles.
Bell and Gower (1998:122-125) started by articulating principles which they wanted to guide their writing:
○ Flexibility
○ From text to language
○ Engaging content
○ Natural language
○ Analytic approaches
○ Emphasis on review
○ Personalized practice
○ Integrated skills
○ Balance of approaches
○ Learner development
○ Professional respect
Tomlinson (1999b) describes a principled and flexible framework designed to help teachers to develop materials efficiently and effectively.
Penaflorida (1995:172-179) reports her use of the six principles of materials design identified by Nunan (1988):
1. Materials should be clearly linked to the curriculum they serve.
2. Materials should be authentic in terms of text and task
3. Materials should be authentic in terms of text and task
4. Materials should allow learners to focus on formal aspects of the language
5. Materials should encourage learners to develop learning skills, and skills in learning
6. Materials should encourage learners to apply their developing skills to the world beyond the classroom.
D. A Text-driven Approach to Materials Development
Tomlinson’s own preference is the text-driven approach, in which an engaging written or spoken text drives a unit of materials in which readiness activities activate the learners’ minds in relation to the text, initial response activities stimulate engagement whilst experiencing the text, intake response activities encourage articulation of personal responses, input response activities invite exploration of features of the text and development activities encourage learner production (Tomlinson 2003c).
Coursebook Analysis of the New Headway Intermediate.pptxMrShavkat
Categorization is something that humans and other organisms do: "doing the right thing with the right kind of thing." The activity of categorizing things can be
Developing principled frameworks for material developmentH. R. Marasabessy
A. What does ‘Materials development’ mean?
○ ‘Materials development’ refers to all the processes made use of by practitioners who produce and/or use materials for language learning, including materials evaluation, their adaptation, design, production, exploitation and research. Ideally, all of these processes should be given consideration and should interact in the making of language-learning materials.
○ Materials development is both a field of study and a practical undertaking. As a field it studies the principles and procedures of the design, implementation and evaluation of language teaching materials
B. Frameworks for materials development
Richards (1995:102-103) describes frameworks as the process of designing a “design or frame for a unit in a textbook” which can “serve as a formulae which the author can use in writing the book
C. Principles in Materials Development
Most writers on the process of the materials development focus on needs analysis as starting point. And some writers report starting by articulating their principles.
Bell and Gower (1998:122-125) started by articulating principles which they wanted to guide their writing:
○ Flexibility
○ From text to language
○ Engaging content
○ Natural language
○ Analytic approaches
○ Emphasis on review
○ Personalized practice
○ Integrated skills
○ Balance of approaches
○ Learner development
○ Professional respect
Tomlinson (1999b) describes a principled and flexible framework designed to help teachers to develop materials efficiently and effectively.
Penaflorida (1995:172-179) reports her use of the six principles of materials design identified by Nunan (1988):
1. Materials should be clearly linked to the curriculum they serve.
2. Materials should be authentic in terms of text and task
3. Materials should be authentic in terms of text and task
4. Materials should allow learners to focus on formal aspects of the language
5. Materials should encourage learners to develop learning skills, and skills in learning
6. Materials should encourage learners to apply their developing skills to the world beyond the classroom.
D. A Text-driven Approach to Materials Development
Tomlinson’s own preference is the text-driven approach, in which an engaging written or spoken text drives a unit of materials in which readiness activities activate the learners’ minds in relation to the text, initial response activities stimulate engagement whilst experiencing the text, intake response activities encourage articulation of personal responses, input response activities invite exploration of features of the text and development activities encourage learner production (Tomlinson 2003c).
Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals
First of a series of 3 full day sessions, K-12
Coquitlam Apr10 - Formative Assessment and Quality Teaching in Inclusive Clas...Faye Brownlie
3rd in a series, conducted with mentors/demonstration leaders from Coquitlam, Burnaby, Mission and Richmond. Focus K-5 and 8-12. This is the whole group section of the day.
I planned the induction to last over six months. We started before school with a two day (mostly) intensive, then had an hour and a half session once a month until December.
Quality Teaching and Assessment for Learning - the first of the 2011-12 PNS series, K-12, with demonstration teachers. This session focuses on frameworks for learning and AFL.
1. Using
Graphic Organisers
in
Teaching and
Learning
S ECOND L EVEL
SUPPORT SERVICE
SEIRBHÍS TACAÍOCHTA
DARA LEIBHÉAL
The SLSS is funded by the Department of Education and
Science under the National Development Plan