Using Researching Together
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This document discusses the implementation of an inquiry-based learning program called Researching Together: Engaging Minds (R2G) at The Hamilton and Alexandra College. It details the school's journey with R2G beginning in 2005 through developing units and teacher training. Tips are provided on getting started with R2G including exploring the program, attending training sessions, and collaborating with teachers on unit development.
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Students performance
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Teachers guide
This guide introduces teachers to the British Council's LearnEnglish Teens website, which provides online resources for students in grades 7-9. The website contains materials to help students develop their reading, writing, listening and speaking skills through activities, videos and exercises. It also includes sections on grammar, vocabulary, exam preparation, UK culture, study breaks and a magazine. Teachers can find materials mapped to the Georgian national curriculum to supplement classroom lessons and motivate students' English learning both in and outside of class.
How I Developed Ireland
The document summarizes the development of the school library at EBI da Charneca de Caparica in Portugal from 2002 to 2007. When the author became coordinator in 2002, the library had 650 students but few resources. Over the following years, with support from the GrandSlam project, library attendance and use of resources grew substantially as new technologies and emphasis on reading were introduced in line with the project's goals of developing lifelong learning skills. Statistics showed the library played an important role in the school's aims of supporting student success with technology and reading.
Cross curricular projects 2021
This document provides guidance for planning a curriculum embedded unit with real world connections using a project-based learning approach. It outlines key aspects of planning such an interdisciplinary unit, including developing an engaging driving question, launching the project, creating authentic products, incorporating showcases and field experiences, providing feedback and assessment, and considering next steps. Planning requires collaboration across departments to identify overlaps and ensure coherence, as well as outreach to experts and community partners to connect learning to the real world. The process emphasizes student agency, developing cultural and social capital, and creating value for an authentic audience.
UAH information literacy
The UAH Information Literacy Program takes an active, collaborative approach to teaching information literacy skills. It embeds these skills throughout courses and instructional sessions by designing each around the subject matter and information needs of the class. Students participate in hands-on assignments and collaborative activities to develop critical skills for lifelong learning. The program works closely with faculty to align information literacy goals with class objectives. Students leave sessions with a solid start on their research projects and an understanding of how to effectively find and use information.
Cultivate the ground before the plant: developing an organic environment for ...
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This document summarizes the experience of implementing new information literacy training at Essex Business School in collaboration with the university library. It describes how informal conversations led to replacing traditional library tours with student-led tours and videos. Over time, the library and business school expanded their collaboration through additional online resources, workshops, and embedding sessions into courses. By being patient and listening to needs, their relationship grew organically to include various campus partners. Moving forward, they aim to further collaborate across academic departments and embed information literacy into core curriculums.21st century English skills
(Slides taken from a conference presentation) What are the 21st Century Skills that students need to thrive? How is this related to a language teaching context? The case study of Finland is also presented as an example.
2015 2016 lms library annual report (5)
The Lassiter Library annual report summarizes the 2015-2016 school year. It established the library as a strong resource for the over 900 students, all with free or reduced lunch status, who speak 9 different languages. The library helped teachers find fiction and non-fiction works for reading interventions and expanded its internship program. Looking ahead, the librarian aims to focus on technology-based research, digital citizenship, and monthly technology professional development for teachers.
Spain performance assessment of students
The document summarizes the working subjects and student performance for the first year of the Multidisciplinary Flipped Learning with ICT project. It provides graphics showing student performance ratings from September 2015 to April 2016 for tasks such as creating a project logo, presentations on cyberbullying and culture, and an e-guide. Overall, most students improved their English skills, cooperated well, and were highly motivated, though some needed more practice publishing and citing sources for their work.
2013 nasdme conference
This document discusses programs for newcomer immigrant students in northern Colorado. It describes a Newcomer Academy in Fort Morgan that provides English language instruction and acculturation support to recent immigrants with limited English skills. The academy has partnerships with community organizations and uses migrant education funds. It assesses students' English levels upon entry and exit to determine completion of the program. The presentation also discusses summer programs and transitional support for middle and high school students.
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