All you need to know about the Values for ELT makeup is here: sections, sources, approaches, standards, and disclosures. These 'hows' and 'whys' of the series are critical to get the most from each monthly value.
Materials development in English language teaching involves integrating theory, principles of effective teaching, creativity, student needs and authenticity. Developing customized materials can facilitate learning, motivate students, address their specific language needs and register, and provide practice using language authentically. Some key principles for materials development include exposing learners to authentic language use through sufficient practice and variety, helping them pay attention to language features, providing opportunities to use language communicatively, giving feedback, sustaining curiosity and attention, and stimulating intellectual and emotional involvement.
The document discusses Iteratees and Enumerators in Play Framework. It provides an overview of the important concepts - Enumerator produces values, Enumeratee transforms values, and Iteratee consumes input. It also summarizes the APIs for Enumerator, Enumeratee and Iteratee, including common patterns for building Iteratees. Links are provided for additional documentation and examples.
The document discusses two self-assessment worksheets that teachers can use with students. Worksheet 1 is intended for secondary students aged 13-17 and can be done individually once a week. Worksheet 2 is for primary students aged 7-12 and involves assessing learning before and after lessons. It also suggests doing self-assessments outdoors in pairs to engage students. Finally, it provides background information on self-assessment from authors like Penny Ur, H. Douglas Brown, and Jeremy Harmer.
Wind turbine blades need regular inspections and maintenance just like the rest of the turbine. While drones with high-res cameras may speed inspections, repairs will still be done with wind technicians on platforms and ropes. In this webinar Lou Dorworth of Abaris Training explores methods for repairing several types of common repairs, and Tony Gray will discuss the materials that best complete the work and more.
The document outlines principles for developing effective materials for writing instruction including: providing authentic texts as examples rather than constructed ones, using engaging content to motivate students to talk or write, exposing students to natural unscripted language, emphasizing review over presenting new grammar, providing personalized practice activities, integrating language skills so they build on each other, balancing inductive, deductive, and affective approaches, and respecting learners and the profession.
Data collection and Materials DevelopmentRabby Zibon
This document discusses the use of language corpora and concordancing in language teaching. It provides examples of how teachers can use hand-made concordances to analyze word usage, collocations, and grammatical structures. Sample classroom activities are presented that focus on high-frequency words like "as," "that," and "in," helping students better understand how these words are commonly used by analyzing example sentences from texts. Concordancing is suggested as a way for students to develop analytical skills and greater awareness of authentic language use.
a framework for materials writing and the process of materials writing with directions for the teachers path through the production of new or adapted materials
Materials development in English language teaching involves integrating theory, principles of effective teaching, creativity, student needs and authenticity. Developing customized materials can facilitate learning, motivate students, address their specific language needs and register, and provide practice using language authentically. Some key principles for materials development include exposing learners to authentic language use through sufficient practice and variety, helping them pay attention to language features, providing opportunities to use language communicatively, giving feedback, sustaining curiosity and attention, and stimulating intellectual and emotional involvement.
The document discusses Iteratees and Enumerators in Play Framework. It provides an overview of the important concepts - Enumerator produces values, Enumeratee transforms values, and Iteratee consumes input. It also summarizes the APIs for Enumerator, Enumeratee and Iteratee, including common patterns for building Iteratees. Links are provided for additional documentation and examples.
The document discusses two self-assessment worksheets that teachers can use with students. Worksheet 1 is intended for secondary students aged 13-17 and can be done individually once a week. Worksheet 2 is for primary students aged 7-12 and involves assessing learning before and after lessons. It also suggests doing self-assessments outdoors in pairs to engage students. Finally, it provides background information on self-assessment from authors like Penny Ur, H. Douglas Brown, and Jeremy Harmer.
Wind turbine blades need regular inspections and maintenance just like the rest of the turbine. While drones with high-res cameras may speed inspections, repairs will still be done with wind technicians on platforms and ropes. In this webinar Lou Dorworth of Abaris Training explores methods for repairing several types of common repairs, and Tony Gray will discuss the materials that best complete the work and more.
The document outlines principles for developing effective materials for writing instruction including: providing authentic texts as examples rather than constructed ones, using engaging content to motivate students to talk or write, exposing students to natural unscripted language, emphasizing review over presenting new grammar, providing personalized practice activities, integrating language skills so they build on each other, balancing inductive, deductive, and affective approaches, and respecting learners and the profession.
Data collection and Materials DevelopmentRabby Zibon
This document discusses the use of language corpora and concordancing in language teaching. It provides examples of how teachers can use hand-made concordances to analyze word usage, collocations, and grammatical structures. Sample classroom activities are presented that focus on high-frequency words like "as," "that," and "in," helping students better understand how these words are commonly used by analyzing example sentences from texts. Concordancing is suggested as a way for students to develop analytical skills and greater awareness of authentic language use.
a framework for materials writing and the process of materials writing with directions for the teachers path through the production of new or adapted materials
This document discusses learner autonomy and teacher development. It defines learner autonomy as self-government or self-determination in learning. An autonomous learner aims to learn both inside and outside the classroom using self-learning strategies. Routes to developing autonomy include learner training, providing learning hints, and using self-access centers (SACs). SACs provide a variety of learning resources for students to direct their own learning. The document also discusses the importance of teacher development through activities like action research, reading professional literature, collaborating with colleagues, and avoiding predictable lesson routines and reactions to promote innovation.
The document outlines a process for systematically evaluating materials by first identifying requirements, then analyzing selected materials against those requirements using objective and subjective criteria. Materials are scored on a scale based on how well they match desired features, with the highest-scoring materials that match the most important criteria being selected. The evaluation process aims to match needs with available solutions in a way that saves effort and possible reveals existing materials that fulfill requirements.
The document discusses various topics related to developing and evaluating language learning materials. It defines key terms like authentic and artificial materials. It also outlines different types of syllabus approaches that can be used in materials like situational and topical. The document provides guidelines for evaluating existing materials using checklists of criteria and describes strategies for developing new materials to fill gaps, such as analyzing objectives, classifying them, finding supplemental content, and reorganizing into a coherent curriculum.
Forces and materials teaching ideas JVillisJoanne Villis
Teaching ideas for teaching year 3/4 forces and the properties of materials. These ideas are linked to the Australian Curriculum. Additional teaching ideas related to technology can be found on one of my websites called http://technologiesjvillis.weebly.com/ .
Student work samples will be added to this PowerPoint after I have taught the lessons.
Presentation About Materials Development in ELTPrincess Lover
ELT must at all times stimulate interaction as well as to be able to meet the practical needs of teachers and learners matching the realities of publishing materials.
Material Development for Language Learning and TeachingDwi Firli Ashari
The document outlines key topics in materials development for language learning, including:
1. A history of publications on materials development from the 1970s to present day, with increasing focus on principles and practical guidance.
2. Issues in materials development like the value of textbooks, authenticity, and ideology. Research suggests textbooks often don't match claimed methodologies.
3. Processes of materials evaluation, adaptation, production, and exploitation. Guidelines are provided for making materials more principled, contextualized, and humanized.
4. The roles of new technologies and need for more research connecting materials design and empirical evidence of learner effects.
5. Overall, the literature shows progress in raising awareness and creativity
The document discusses learner autonomy and self-assessment. Learner autonomy refers to students taking responsibility for their own learning by setting goals, developing learning strategies, and assessing their own progress. It involves gradually moving from teacher dependence to independence. Self-assessment requires students to reflect on their learning, identify strengths and weaknesses, and evaluate their performance based on clear objectives. While self-assessment promotes learner involvement and reflection, issues can include the validity of student assessments and allowing personal relationships to influence objectivity.
Materials development in language teachingFadi Sukkari
For Tomlinson, language learning materials need to be improved in several ways:
1. They should cater to different learning styles and not just favor analytic learners.
2. Self-access materials specifically should encourage experiential learning and help learners make conscious decisions.
3. Both student and teacher materials need to provide more options and activities to accommodate different preferences.
The document discusses materials development in language learning. It defines materials as tools or resources used for teaching and learning a language. Materials development refers to the design, implementation, and evaluation of language teaching materials. The roles of materials include presenting language, providing practice activities, and serving as a reference. Authentic materials from real-world sources are discussed as well as textbooks. Factors to consider in evaluating and selecting textbooks include how they match learner and teacher needs and program goals.
Approaches To Learner Autonomy In Language LearningErin Lowry
The document discusses approaches to fostering learner autonomy in language learning. It defines learner autonomy as students taking responsibility for their own learning rather than relying on teachers. Characteristics of autonomous learners include taking an active approach and willingness to revise hypotheses. The document outlines various versions and attributes of autonomy and recommends that teachers act as facilitators by encouraging student decision-making, awareness of learning styles, and development of learning strategies. It provides examples of how to support autonomy through self-access resources, technology, classroom activities, curriculum, and teacher professional development.
Materials development for language learning and teachingBike
The document discusses the history and evolution of literature on materials development for language learning. It covers several key topics:
1) The types and purposes of instructional materials.
2) The growth of publications on materials development, evaluation, and adaptation from the 1970s to present.
3) Frameworks and guidelines for evaluating materials, moving from checklists to more principled approaches considering context and beliefs.
4) Reports on evaluating currently used materials and adapting materials to make them more suitable for different contexts and learners.
5) Calls for more research on the actual effects of materials on learners and the processes involved in writing materials.
Everyone has their own take on work (love, hate, or everything in between). Why is it important? How can I instill it as part of my English class? What are the benefits for our lives, subject, and across the curriculum? Find some answers and ideas here!!
The document summarizes a training session on managing generational diversity in the workplace. It discusses different generational characteristics and challenges, provides examples of how to apply generational knowledge to areas like leadership, management and conflict resolution. The training teaches skills for better communication and managing conflict between different generations in the multi-generational workforce.
This document provides guidance for a student writing a media studies essay on representations in advertising. It includes outlines for an introduction, discussing representations through mise-en-scene, camera shots, editing, soundtracks and a conclusion. Key terms on media language are defined, such as stereotypes, representation, and audience. The student is instructed to analyze how elements like setting, costumes, lighting and shots are used to convey certain meanings and reinforce representations.
Assessment 1 1500 words Assessment detailsThis assessment task.docxdavezstarr61655
Assessment 1 1500 words
Assessment details
This assessment task comprises the following three components:
Part A: Scenario 375 words
You are to develop a scenario that captures the diverse needs of an individual student (e.g. dyslexia, gifted, refugee, Down syndrome etc.) within a primary based context. Your scenario should include a brief profile of the student, summarise any relevant information that you can provide about the student’s learning needs (academic, social and emotional) and should contextualise the learning environment in which they are currently in.
Power point from my teacher
Part A: Scenario
Develop a scenario that captures the needs of a student. The student can be hypothetical or can be based on your knowledge of a particular child and their needs
Diversity can include
· a learning difficulty, (eg dyslexia)
· a specific disability (eg Down syndrome)
· Giftedness
· Refugee or similar traumas.
The scenario is to be based in the primary school context (ie, not secondary)
INCLUDE:
A brief profile of the student
Any relevant information about the child’s learning needs (academic, social and emotional)
The context of the school/learning environment the child is currently experiencing
Please note: If you are basing your paper on an actual case you are familiar with, please ensure no identifying information is included in your paper
DO NOT USE THIS EXAMPLE THIS IS WHAT MY TEACHER GAVE US
EXAMPLE:
Mary is a ten-year-old grade four student with diagnosed Autism Spectrum Disorder (ASD), which is described as high-functioning. No funding assistance is allocated for Mary’s education. Mary attends a mainstream government primary school and is well supported by her parents. The primary school services a student population of 375 students of which 15% are from indigenous backgrounds and 10% from a diverse range of cultural backgrounds. The school has a broad socio-economic mix and is located in a major regional centre. Mary is a member of a composite grade three and four class of 22 students, including three from indigenous backgrounds and one for whom English is an additional language (EAL). The class teacher is an experienced three year graduate with no additional training in any specialist area.
Part B: Consideration of theoretical perspectives 375 words
In relation to the three theoretical perspectives outlined within this unit (developmental, sociocultural and critical theory) analyse of how these perspectives can be used to help you support the child discussed in the scenario (Part A) and support your recommendations (from Part C).
Power point from my teacher
Part B: Consideration of theoretical perspectives
Discuss the three theoretical perspectives outlined in this unit (developmental, socio-cultural and critical theory), and analyse how these can be used to help you support the child in this scenario. Show how these perspectives can help support the recommendations you will make in part C.
Make sure you prov.
Copy of intro to a2 course g325 critical perspectives in media - question bhammonda
This document provides guidance to students on completing a theoretical evaluation of their coursework for their G325 exam. It instructs students to evaluate their coursework using the concepts of genre, narrative, representation, audience, and media language. Students are asked to define each concept, relate relevant theories, and analyze how each concept was used in their coursework. The document also provides prompts for applying each concept and recommends using various digital tools to create revision documents to aid exam preparation. A deadline of 3 weeks is given to complete this task.
The document provides guidance for students on how to approach section A, question 1b of the A2 media exam. It outlines the key concepts of genre, narrative, representation, audience and media language that students need to understand. It provides examples of how to apply various theories related to each concept to analyze a piece of coursework. Students are instructed to create revision documents using digital technologies that analyze their coursework through applying all five concepts and incorporating relevant theories.
Blackboard and SafeAssignAll writing assignments must be succe.docxmoirarandell
Blackboard and SafeAssign
All writing assignments must be successfully and properly uploaded through SafeAssign in Blackboard in order to receive a grade higher than zero and in order to avoid late submission penalties. SafeAssign accepts files in .doc, .docx, .docm, .ppt, .pptx, .odt, .txt, .rtf, .pdf, and .html file formats only. Files of any other format will not be checked through SafeAssign and, consequently, will not count as successfully or properly uploaded. Thus the assignment will be given a zero and a late penalty will be assessed for each day the assignment has not been properly and successfully uploaded. It is the student’s responsibility to utilize the appropriate technology to submit the assignment correctly and on time.
Troubleshooting Unsuccessful Uploads
Try uploading document in a different format/file type
Try using a different web-browser
Try using a different computer
Go to the ASC lab and ask for help
Term Paper
Students will author a 1,200 to 1,400 word term paper on one of three topics (see below). Papers will be graded once and no revisions will be permitted. Students are urged to 1) closely examine the instructions below, 2) review the term paper rubric below, 3) contact and/or meet the professor about any questions concerning the paper, and 4) to utilize the writing center’s services to ensure the submitted term paper is of the highest quality and, thus, more likely to receive a higher mark. Please note that term papers will be graded in a rigorous fashion, thus As are reserved for outstanding or excellent work, Bs for very good work, Cs for satisfactory work, Ds for poor work, and Fs for unacceptable work.
Important note
, papers that fail to engage with assigned course materials, including readings and lectures, will earn a grade of no greater than 50%. The purpose of the term paper is to assess students’ understanding and ability to apply key ideas from the course. In order to demonstrate this understanding and ability students must explicitly engage with those key ideas.
Important note
: Putting Names and Ideas to Faces: Students are required to include a head-shot at the top right of all formal assignment submissions including the Term paper. The requirement of the head-shot is to aid the professor in recognizing students by putting ideas and names to faces. Include a photo of yourself at the top right of page one, below the header with your name and page number on page one, only. The absence of the photo on the term paper will result in a 2% deduction.
Option 1: Cultural Analysis
Author a 1,200 to 1,400-word critical interpretation of a cultural artifact—movie, book, TV series, album, work of art, comedy act, monument, historical site—that is relevant to one or more of the major themes discussed in our course: the value of the humanities (including the arts), thinking philosophically, the meaning of life, the good life (happiness, pleasure), truth and knowledge, political philosophy and power, .
This document provides guidance on how to evaluate a coursework production using five key media concepts: genre, narrative, representation, audience, and media language. It instructs the reader to analyze their coursework in detail using theories related to each concept over the next two weeks. The analyses will serve as important revision aids for an upcoming exam that requires evaluating one's coursework based on one of the five concepts selected by the examiner.
This document discusses learner autonomy and teacher development. It defines learner autonomy as self-government or self-determination in learning. An autonomous learner aims to learn both inside and outside the classroom using self-learning strategies. Routes to developing autonomy include learner training, providing learning hints, and using self-access centers (SACs). SACs provide a variety of learning resources for students to direct their own learning. The document also discusses the importance of teacher development through activities like action research, reading professional literature, collaborating with colleagues, and avoiding predictable lesson routines and reactions to promote innovation.
The document outlines a process for systematically evaluating materials by first identifying requirements, then analyzing selected materials against those requirements using objective and subjective criteria. Materials are scored on a scale based on how well they match desired features, with the highest-scoring materials that match the most important criteria being selected. The evaluation process aims to match needs with available solutions in a way that saves effort and possible reveals existing materials that fulfill requirements.
The document discusses various topics related to developing and evaluating language learning materials. It defines key terms like authentic and artificial materials. It also outlines different types of syllabus approaches that can be used in materials like situational and topical. The document provides guidelines for evaluating existing materials using checklists of criteria and describes strategies for developing new materials to fill gaps, such as analyzing objectives, classifying them, finding supplemental content, and reorganizing into a coherent curriculum.
Forces and materials teaching ideas JVillisJoanne Villis
Teaching ideas for teaching year 3/4 forces and the properties of materials. These ideas are linked to the Australian Curriculum. Additional teaching ideas related to technology can be found on one of my websites called http://technologiesjvillis.weebly.com/ .
Student work samples will be added to this PowerPoint after I have taught the lessons.
Presentation About Materials Development in ELTPrincess Lover
ELT must at all times stimulate interaction as well as to be able to meet the practical needs of teachers and learners matching the realities of publishing materials.
Material Development for Language Learning and TeachingDwi Firli Ashari
The document outlines key topics in materials development for language learning, including:
1. A history of publications on materials development from the 1970s to present day, with increasing focus on principles and practical guidance.
2. Issues in materials development like the value of textbooks, authenticity, and ideology. Research suggests textbooks often don't match claimed methodologies.
3. Processes of materials evaluation, adaptation, production, and exploitation. Guidelines are provided for making materials more principled, contextualized, and humanized.
4. The roles of new technologies and need for more research connecting materials design and empirical evidence of learner effects.
5. Overall, the literature shows progress in raising awareness and creativity
The document discusses learner autonomy and self-assessment. Learner autonomy refers to students taking responsibility for their own learning by setting goals, developing learning strategies, and assessing their own progress. It involves gradually moving from teacher dependence to independence. Self-assessment requires students to reflect on their learning, identify strengths and weaknesses, and evaluate their performance based on clear objectives. While self-assessment promotes learner involvement and reflection, issues can include the validity of student assessments and allowing personal relationships to influence objectivity.
Materials development in language teachingFadi Sukkari
For Tomlinson, language learning materials need to be improved in several ways:
1. They should cater to different learning styles and not just favor analytic learners.
2. Self-access materials specifically should encourage experiential learning and help learners make conscious decisions.
3. Both student and teacher materials need to provide more options and activities to accommodate different preferences.
The document discusses materials development in language learning. It defines materials as tools or resources used for teaching and learning a language. Materials development refers to the design, implementation, and evaluation of language teaching materials. The roles of materials include presenting language, providing practice activities, and serving as a reference. Authentic materials from real-world sources are discussed as well as textbooks. Factors to consider in evaluating and selecting textbooks include how they match learner and teacher needs and program goals.
Approaches To Learner Autonomy In Language LearningErin Lowry
The document discusses approaches to fostering learner autonomy in language learning. It defines learner autonomy as students taking responsibility for their own learning rather than relying on teachers. Characteristics of autonomous learners include taking an active approach and willingness to revise hypotheses. The document outlines various versions and attributes of autonomy and recommends that teachers act as facilitators by encouraging student decision-making, awareness of learning styles, and development of learning strategies. It provides examples of how to support autonomy through self-access resources, technology, classroom activities, curriculum, and teacher professional development.
Materials development for language learning and teachingBike
The document discusses the history and evolution of literature on materials development for language learning. It covers several key topics:
1) The types and purposes of instructional materials.
2) The growth of publications on materials development, evaluation, and adaptation from the 1970s to present.
3) Frameworks and guidelines for evaluating materials, moving from checklists to more principled approaches considering context and beliefs.
4) Reports on evaluating currently used materials and adapting materials to make them more suitable for different contexts and learners.
5) Calls for more research on the actual effects of materials on learners and the processes involved in writing materials.
Everyone has their own take on work (love, hate, or everything in between). Why is it important? How can I instill it as part of my English class? What are the benefits for our lives, subject, and across the curriculum? Find some answers and ideas here!!
The document summarizes a training session on managing generational diversity in the workplace. It discusses different generational characteristics and challenges, provides examples of how to apply generational knowledge to areas like leadership, management and conflict resolution. The training teaches skills for better communication and managing conflict between different generations in the multi-generational workforce.
This document provides guidance for a student writing a media studies essay on representations in advertising. It includes outlines for an introduction, discussing representations through mise-en-scene, camera shots, editing, soundtracks and a conclusion. Key terms on media language are defined, such as stereotypes, representation, and audience. The student is instructed to analyze how elements like setting, costumes, lighting and shots are used to convey certain meanings and reinforce representations.
Assessment 1 1500 words Assessment detailsThis assessment task.docxdavezstarr61655
Assessment 1 1500 words
Assessment details
This assessment task comprises the following three components:
Part A: Scenario 375 words
You are to develop a scenario that captures the diverse needs of an individual student (e.g. dyslexia, gifted, refugee, Down syndrome etc.) within a primary based context. Your scenario should include a brief profile of the student, summarise any relevant information that you can provide about the student’s learning needs (academic, social and emotional) and should contextualise the learning environment in which they are currently in.
Power point from my teacher
Part A: Scenario
Develop a scenario that captures the needs of a student. The student can be hypothetical or can be based on your knowledge of a particular child and their needs
Diversity can include
· a learning difficulty, (eg dyslexia)
· a specific disability (eg Down syndrome)
· Giftedness
· Refugee or similar traumas.
The scenario is to be based in the primary school context (ie, not secondary)
INCLUDE:
A brief profile of the student
Any relevant information about the child’s learning needs (academic, social and emotional)
The context of the school/learning environment the child is currently experiencing
Please note: If you are basing your paper on an actual case you are familiar with, please ensure no identifying information is included in your paper
DO NOT USE THIS EXAMPLE THIS IS WHAT MY TEACHER GAVE US
EXAMPLE:
Mary is a ten-year-old grade four student with diagnosed Autism Spectrum Disorder (ASD), which is described as high-functioning. No funding assistance is allocated for Mary’s education. Mary attends a mainstream government primary school and is well supported by her parents. The primary school services a student population of 375 students of which 15% are from indigenous backgrounds and 10% from a diverse range of cultural backgrounds. The school has a broad socio-economic mix and is located in a major regional centre. Mary is a member of a composite grade three and four class of 22 students, including three from indigenous backgrounds and one for whom English is an additional language (EAL). The class teacher is an experienced three year graduate with no additional training in any specialist area.
Part B: Consideration of theoretical perspectives 375 words
In relation to the three theoretical perspectives outlined within this unit (developmental, sociocultural and critical theory) analyse of how these perspectives can be used to help you support the child discussed in the scenario (Part A) and support your recommendations (from Part C).
Power point from my teacher
Part B: Consideration of theoretical perspectives
Discuss the three theoretical perspectives outlined in this unit (developmental, socio-cultural and critical theory), and analyse how these can be used to help you support the child in this scenario. Show how these perspectives can help support the recommendations you will make in part C.
Make sure you prov.
Copy of intro to a2 course g325 critical perspectives in media - question bhammonda
This document provides guidance to students on completing a theoretical evaluation of their coursework for their G325 exam. It instructs students to evaluate their coursework using the concepts of genre, narrative, representation, audience, and media language. Students are asked to define each concept, relate relevant theories, and analyze how each concept was used in their coursework. The document also provides prompts for applying each concept and recommends using various digital tools to create revision documents to aid exam preparation. A deadline of 3 weeks is given to complete this task.
The document provides guidance for students on how to approach section A, question 1b of the A2 media exam. It outlines the key concepts of genre, narrative, representation, audience and media language that students need to understand. It provides examples of how to apply various theories related to each concept to analyze a piece of coursework. Students are instructed to create revision documents using digital technologies that analyze their coursework through applying all five concepts and incorporating relevant theories.
Blackboard and SafeAssignAll writing assignments must be succe.docxmoirarandell
Blackboard and SafeAssign
All writing assignments must be successfully and properly uploaded through SafeAssign in Blackboard in order to receive a grade higher than zero and in order to avoid late submission penalties. SafeAssign accepts files in .doc, .docx, .docm, .ppt, .pptx, .odt, .txt, .rtf, .pdf, and .html file formats only. Files of any other format will not be checked through SafeAssign and, consequently, will not count as successfully or properly uploaded. Thus the assignment will be given a zero and a late penalty will be assessed for each day the assignment has not been properly and successfully uploaded. It is the student’s responsibility to utilize the appropriate technology to submit the assignment correctly and on time.
Troubleshooting Unsuccessful Uploads
Try uploading document in a different format/file type
Try using a different web-browser
Try using a different computer
Go to the ASC lab and ask for help
Term Paper
Students will author a 1,200 to 1,400 word term paper on one of three topics (see below). Papers will be graded once and no revisions will be permitted. Students are urged to 1) closely examine the instructions below, 2) review the term paper rubric below, 3) contact and/or meet the professor about any questions concerning the paper, and 4) to utilize the writing center’s services to ensure the submitted term paper is of the highest quality and, thus, more likely to receive a higher mark. Please note that term papers will be graded in a rigorous fashion, thus As are reserved for outstanding or excellent work, Bs for very good work, Cs for satisfactory work, Ds for poor work, and Fs for unacceptable work.
Important note
, papers that fail to engage with assigned course materials, including readings and lectures, will earn a grade of no greater than 50%. The purpose of the term paper is to assess students’ understanding and ability to apply key ideas from the course. In order to demonstrate this understanding and ability students must explicitly engage with those key ideas.
Important note
: Putting Names and Ideas to Faces: Students are required to include a head-shot at the top right of all formal assignment submissions including the Term paper. The requirement of the head-shot is to aid the professor in recognizing students by putting ideas and names to faces. Include a photo of yourself at the top right of page one, below the header with your name and page number on page one, only. The absence of the photo on the term paper will result in a 2% deduction.
Option 1: Cultural Analysis
Author a 1,200 to 1,400-word critical interpretation of a cultural artifact—movie, book, TV series, album, work of art, comedy act, monument, historical site—that is relevant to one or more of the major themes discussed in our course: the value of the humanities (including the arts), thinking philosophically, the meaning of life, the good life (happiness, pleasure), truth and knowledge, political philosophy and power, .
This document provides guidance on how to evaluate a coursework production using five key media concepts: genre, narrative, representation, audience, and media language. It instructs the reader to analyze their coursework in detail using theories related to each concept over the next two weeks. The analyses will serve as important revision aids for an upcoming exam that requires evaluating one's coursework based on one of the five concepts selected by the examiner.
Intro to a2 course g325 critical perspectives in media - question bMr Smith
1) Students are asked to evaluate one of their coursework projects using theories of genre, narrative, representation, audience, and media language.
2) They should brainstorm the concepts in pairs and apply relevant theories to their project in detail.
3) Students must create revision documents using various digital technologies like Prezi, Flickr, YouTube to analyze their project through the critical concepts.
4) The documents created will be important study aids for the exam next summer.
This document provides an overview of topics and activities covered in a workshop on becoming a reflexive practitioner in technical and vocational education (TVET). It discusses the importance of reflection and critically examining one's own assumptions and practices. It suggests activities for participants to reflect on their own experiences, identities, potential biases, and areas for growth. The goal is to help educators become more self-aware and able to create inclusive learning environments.
A step-by-step process on how to design and implement a critical pedagogical approach in educating English Learners.
https://www.youtube.com/watch?v=qsIC1Hd7QS0
How To Write A College Paper Step By Step GuidMelanie Smith
The Fulbright Program aims to promote international educational exchange and cultural understanding between the U.S. and other countries. It provides grants for students, scholars, teachers, professionals, scientists and artists to undertake international graduate study, advanced research, university teaching and teaching in elementary and secondary schools abroad. Since its inception in 1946, the program has awarded over 4,500 grants annually and has become one of the most prestigious international exchange programs in higher education.
Colleges are often NOT collegial. As crossroads of students from around the world and around the block, of faculty struggling for recognition and decent pay, of staff who must constantly juggle demands of students, faculty and administrators, colleges are petri dishes of conflict. This can be awful or it can be tremendously exciting. The Collegio program unites diversityDNA software (human diversity, individual insight) with structured storytelling to provide strong communication skills. Colleges should be collegial. Let's learn how.
This photo-teaching innovative programme develops positive stories that support quality education. It uses photos to explore 'positive stories of development', inspired by Quality Education - one of the 17 global goals suggested in the World’s Largest Lesson Plan.
This document discusses differentiated instruction and key education trends and frameworks that inform its use. It begins by outlining external drivers of change in education like technology, demographics, and globalization. It then discusses how schools are improving through school improvement efforts and changing to meet the needs of a changing world. A key part of this is ensuring rigor and relevance for all students through differentiated instruction. The document presents models for applying knowledge at different levels from basic recall to real-world application. It also summarizes findings from a national skills study that showed gaps in students' essential skills. The goals of the Common Core standards and next generation assessments are also outlined as aiming to develop skills like problem-solving and critical thinking. Examples and frameworks are provided
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This document discusses developing tools to facilitate effective online discussions. It recommends establishing clear guidelines for student participation, including expected quantity and quality of posts. Instructors should model discussion participation by asking Socratic questions and providing feedback. Rubrics can be used to assess student posts and provide guidance on areas for improvement. The goal is to move students beyond simple agreement posts and encourage critical thinking through probing questions and substantive discussion.
Similar to Values for ELT #0: Intro & Framework (20)
Business meetings, discourse markers & ed techAndrés Ramos
This document outlines a workshop on using discourse markers to improve fluency in business and academic settings. The workshop will:
1. Contrast informal and formal situations where discourse markers are used and have participants match them.
2. Have participants classify discourse markers into categories and rearrange them in a model communication sequence.
3. Assign teams to create a formal situation and practice it as a business meeting conversation using infographics hosted in the Cloud.
The goal is to help adult English language learners and STEM students expand their vocabulary and boost fluency by practicing the use of discourse markers in semiformal and formal contexts like business meetings. Mobile apps and Cloud resources will be used during the workshop.
VenTESOL Social Media for Effective Teacher DevelopmentAndrés Ramos
How can we develop professionally 24/7 all year-round? We make efforts to attend national and local ELT conferences; but we long for reliable sources and ways to coach ourselves and one another, access to content that can help us make a difference in our teaching practice. And we need all this accomplished affordably and realistically, in the context of our realities and constraints, namely time and money, as we struggle with the priorities of our daily lives. To address this need, along with ELT events, projects and activities, VenTESOL has been deploying a variety of social media outlets where we can access and engage with content and contacts that we can customize to our teacher development purposes, the coverage of our cell phones, the capacity of our devices and the width of our internet connection. Let’s connect age-old principles of research methodology to our personal use of simple, ubiquitous social media platforms at this BYOD (bring your own device) workshop where you have the power of knowledge at your fingertips. Discover the hashtags, tips, and shortcuts where a community of teachers helping teachers will help you succeed at your strife for excellence.
CoPs: 00-Teachers, Non-Secret Agents of ChangeAndrés Ramos
This document discusses communities of practice (CoPs) and how teachers can become non-secret agents of change through CoPs. It explores how teachers often want to improve their surroundings but feel limitations in their roles, priorities, and potential for change. However, by joining CoPs, teachers can reflect on issues, devise practical ways to leave a legacy, and identify topics they can contribute to based on their strengths. The document also examines how teachers can choose to be more active "movers and shakers" by making changes happen within their jobs and viewing things with a fresh perspective. Ultimately, CoPs provide opportunities for teachers to do small parts that can make a big difference by connecting to colleagues and finding ways to address personal priorities
Social Media in ELT: A Case for PinterestAndrés Ramos
In our midst, many teachers and schools cannot afford proprietary Virtual Learning Environments (VLEs). Some teachers have developed modest to moderate digital skills, and feel that open-source or free VLEs are overwhelming. How can we accessibly and manageably include online activity in our teaching? We can resort to general-purpose social media. Why? Because students use them for personal purposes, and so do teachers. Besides, they are pervasive, and adapting them to ELT is simpler than perceived. At this workshop, an analysis of leading social media in the light of generally accepted criteria for the educational cycle will be made. Such analysis will lay the foundation to apply an A-B-C (“aggregate, bookmark, and curate”) rationale to Pinterest, and practice classroom-ready strategies suitable for ESOL educators and learners. Witness firsthand how to manage announcements, post and share content, give feedback, and assess portfolios made by your students with Pinterest’s tools assisting your syllabus and face-to-face class activity. Whether you have a smartphone or not, your line still has internet MBs or ran out of them, you always use computers or occasionally check your e-mail at a cybercafé, this session is for you!
Subcultures in The Classroom: Informing ELT, engaging students!Andrés Ramos
More often than we expect, there is a disconnect between our well-meaning efforts to make English classes meaningful to students and their “whatever” attitude. Is it us? Is it them? Is it the books? We will review the application of key concepts from demographics and sociolinguistics as simple research tools, and their application along with ELT strategies. As teachers, we can develop skills to replicate our students’ subcultures and urban tribes, so that they can contextualize English as a relevant aspect of their lives, in ways conducive to their really speaking and writing.
No guts, no glory! If you expect the extraordinary, also expect to go where no one has gone before. It's true for all. If Nature doesn't endow someone with initiative, we can nurture them with it. Teacher-to-teacher, heart-and-soul tricks, techniques, and foundation on approaches to make it happen, here.
Memes: Witty Cultural Discourse for An ELT Blast!Andrés Ramos
Do photos with catchy phrases, pop culture buzz, and smart lines make you laugh? If so, why not use them in the ELT classroom? Your possible reaction: "Say whaaaat (TF...OMG)?" with a Grumpy Cat face. Before the idea triggers "diabeetus" in you, let me elaborate: Digging further into their apparent frivolousness, discover their richness in authentic discourse, depth in meaning, accuracy in use and usage, in other words, what makes them amusing. These virally spreading snippets of cultural commentary are imitated because they encapsulate relevant insights of current events. Their wisdom is rewarded by listeners with a laugh, and appeal to the most serious adult's inner brat. We can help our students benefit from their playful creativity by matching them with helpful ELT criteria for creative and brilliant fun at the crossroads of language, culture, and life!
When is more content coming? (Venezuela happens!)Andrés Ramos
NO MORE videos, pins, or presentations? Things in the making for different social media soon to be released, for instance, two more Values for ELT and the release of Nurturing Teachers here on Slideshare in April!!
Under Construction... A Glimpse at Upcoming ContentAndrés Ramos
Branching out of my day job, I'm developing content for friends and colleagues on social media platforms. Find out:
- Why now?
- What to expect?
- Your part
Join me. It's our journey!!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
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 ...
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. Values for ELT
INTRODUCTION
AND FRAMEWORK
Photo: Claire Lau / Flickr CC
Andrés Ramos
Concepts supporting this series’ tips for values teaching
2. Values or Competencies?
Competencies, or Life Skills, encompass knowledge,
skills, values, and attitudes for performance in different
fields as their aim (UNESCO, 1998).
Photo: Claire Lau / Flickr CC
Out of all the four aspects above, this series will focus
on values as a means to address the individual’s
personal growth, with performance as a start and the
person’s inner development as an end.
3. So we teach them and all
become ‘good’ people?
Diverse philosophies regard humankind as good,
bad, or prone to change. This series does not
discuss the State of Nature.
Photo: Claire Lau / Flickr CC
Nurture, instead, is this series’ concern. To whichever
extent – lesser or greater – values in ELT help, instilling and
exemplifying them impact us, our colleagues, our students,
and our communities for the better.
4. How does Values for ELT work?
Every month, a value will be published, covering these sections:
Photo: Claire Lau / Flickr CC
• Are You Tired of…
• What Is (Value) All about?
• Talk The Talk about (Value)
• Walk The Walk towards (Value)
• (Value) + ELT Strategies
• (Value), The Perfect Match for
• Inspiration from (Value)
With distinct photo art to facilitate concept awareness and use:
5. “Are You Tired of...”
… This slide lists adverse consequences
arising from not living by the value addressed.
Using the “are you tired of…” line of
infomercials, the need for the value is
presented in a humorous way.
Photo: US Library of Congress / Flickr CC
6. What Is This Value All about?
This slide is devoted to definitions from
contemporary and classical dictionaries,
with language suitable for learners and
speakers of English.
Photo: Greeblie / Flickr CC
Now, let’s see the value for ELT.
7. Talk The Talk about (Value):
Three lists:
• On top: Expressions, language chunks, model sentences
at A1-A2 levels from CEFR (EU, 2001).
•In the middle: Expressions, lexical sets, idioms, with
language level suitable for CEFR A2-B1.
• At the bottom: Utterances, lexical units at a language level
compatible with CEFR B2-C1.
No context is provided. The following slides can give you ideas for
situations or topics as contexts in which to place the model expressions
found in this “Talk The Talk about (Value)” slide.
All of the above allows you to match the expressions to your
students’ current or target level, choose those relevant in
your case, and identify contexts to use them.
Ways to assist students in practicing this, next!
Photo: LetThemTalk by Jennifer / Flickr CC
8. Walk The Walk towards (Value)…
Along with children:
• Tasks, situations, exercises providing meaningful
contexts for young learners, easily adaptable to relate
to your context.
• The activities will be suitable for Kohlberg’s pre-
conventional to conventional stages of moral
development (Kohlberg, 1969).
Teens can also walk this way by…
Photo: Santiago / Flickr CC
9. Photo: Alan Browser / Flickr CC
Adults and professionals can go along!
Walk The Walk towards (Value)…
Along with teens:
• Tasks, situations, exercises providing meaningful
contexts for this demographic, easily adaptable to
relate to your context.
• The activities will be suitable for Kohlberg’s
conventional to post-conventional stages of moral
development.
10. Photo: Mark Interrante / Flickr CC
A few tricks of the trade to make it happen, next!
Walk The Walk towards (Value)…
Along with young adults & adults or professionals:
• Tasks, situations, exercises providing meaningful
contexts for undergraduates and graduates, easily
adaptable to relate to your context.
• The activities will be suitable for Kohlberg’s post-
conventional stage of moral development.
11. Cognitive: Strategies suitable for the value from
Piaget (1926-1962), Flavell (1979), O’Malley &
Chamot (1990) Gardner (1993), Ausubel (2000),
Jensen (2008) among others.
(Value) + ELT Strategies from
Cognitive, SLA, IT, or Other Nature
Second Language Acquisition: Exploring the language
for each value in the light of contributions by Krashen
(1982-2003), Lewis (1996), Crystal (1999), and the like.
CALL-ICT: Pinpointing techniques to practice each value from
concepts by Procter (2003), Graham (2005), Sharma (2007),
Klopfer et al. (2009), UNESCO (2011), and more.
Let’s see how all this connects across the curriculum.
Photo: Canadian Youth Delegation / Flickr CC
12. (Value), The Perfect Match for…
Photo: Eva García Pascual / Flickr CC
Three boxes: One for Elementary School
subjects, another one for High School, and the
last one for Careers and ESP.
Each subject / career listed will suggest a specific idea
or topic related to each value. The purpose is to help
teachers intertwine the value with their syllabi, thus
avoiding distractions and optimizing planning.
The criteria for these cross-curricular links stem from
UNESCO (1998), the Common Core (2010), and local
curricula as standardized by national agencies.
Last but not least, inspiration!
13. Inspiration from (Value)
Anonymous proverbs
Photo: Reza Vaziri / Flickr CC
Quotes from personalities
Passages from books that we all hold dear.
Our first value (next week): Perseverance
14. Values-Informed Disclosures
Photo: Claire Lau / Flickr CC
SOURCES:
For style, clarity, and
brevity, no other
references will be made in
any monthly Value
presentation, as they are
stated herein.
CONTACT AND INQUIRIES:
For further info on the series, or its sources, author activities and related matters, or to make an
inquiry, please contactAndrés Ramos via SlideShare message, comment thread, or by clicking
the buttons of his other social media under (or to the left of) this presentation.
RIGHTS & CLEARANCES:
This series is available as Creative Commons Attribution-
NonCommercial-NoDerivatives 4.0 International. Photo art has
been diligently secured from royalty-free sources and duly
attributed on each slide. If any rights have been inadvertedly
overlooked,Andrés Ramos will be pleased to make the
necessary arrangements at the earliest opportunity (see
Contact and Inquiries below).
ENTIRETY OF WORK:
Each monthly Value, this Introduction, and any future supplementary audio, video, text, image,
interactive resources or links stored in any form or service, constitute one single work for
authorship, moral rights, title, clearances, and other purposes hereof.
Next, preview and find links to Values for ELT published!
15. Values for ELT
PERSEVERANCE
Photo: Marcos Vasconcelos / Flickr CC
Andrés Ramos
The first installment of this series, available at
http://www.slideshare.net/AndrsRamos/values-for-elt-1-perseverance
16. Values for ELT
Photo: Daily Pleasure / Flickr CC
Andrés Ramos
The second installment of this series, available at
http://www.slideshare.net/AndrsRamos/values-for-elt-2-work
WORK
17. Values for ELT
Photo: Kathryn McCallum / Flickr CC
Andrés Ramos
The third installment of this series, available at
http://www.slideshare.net/AndrsRamos/values-for-elt-3-initiative
INITIATIVE
18. Values for ELT
INTRODUCTION
AND FRAMEWORK
Photo: Claire Lau / Flickr CC
Andrés Ramos
Concepts supporting this series’ tips for values teaching