Slides from my presentation for the Read.Write.Act 2012 Virtual Conference
If you'd like access to the sample lessons indicated on Slide 18, please message me with your email address. I will send you the link right away.
This presentation will provide several instructions to improve Vocabulary Learning.
Presentation provided by UTPB West Texas Literacy Center, an HSI funded program. HSI is a federally funded program granted by the Department of Education Title V programs. Developed by Ana Miller, M.A., Reading Specialist
Vocabulary Development for Local Use: A DIY IntroductionDiane Hillmann
Presented on Saturday, June 25 at the American Library Association Annual Conference in Orlando Florida. The presentation was sponsored by the ALCTS CaMMs Copy Cataloging Interest Group
CSCL 2015 | The Development of Productive Vocabulary in Knowledge Building: A...Leanne Ma
We report a longitudinal study on the development of 22 students’ productive vocabulary in knowledge building from Grade 1 to 6. Vocabulary growth was assessed based on the student discourse in Knowledge Forum, an online community space designed to support Knowledge Building. Analysis of lexical proficiency based on Lexical Frequency Profile and P_Lex indicated significant growth in productive written vocabulary, especially for words beyond the first two 1,000 word lists. By tracing the growth of vocabulary extracted from specific word lists, we found that the growth rate for different types of words varied across each year but correlated with each other. Correlation analyses between these lexical measures and Knowledge Building behavioral indicators revealed that note revisions are the strongest predictor of vocabulary growth rate, whereas note reading is related with lexical proficiency measures.
Jenny Bixby and Joe McVeigh present tips and procedures for designing reading activities for ESL/EFL students. Download the accompanying Word handout at www.joemcveigh.org/resources
The Namtional Assembely Pakistan proceedings of the special committee of the whole house held in Camera to consider the Qadiani Issue - Vol 5 out of 27
This presentation will provide several instructions to improve Vocabulary Learning.
Presentation provided by UTPB West Texas Literacy Center, an HSI funded program. HSI is a federally funded program granted by the Department of Education Title V programs. Developed by Ana Miller, M.A., Reading Specialist
Vocabulary Development for Local Use: A DIY IntroductionDiane Hillmann
Presented on Saturday, June 25 at the American Library Association Annual Conference in Orlando Florida. The presentation was sponsored by the ALCTS CaMMs Copy Cataloging Interest Group
CSCL 2015 | The Development of Productive Vocabulary in Knowledge Building: A...Leanne Ma
We report a longitudinal study on the development of 22 students’ productive vocabulary in knowledge building from Grade 1 to 6. Vocabulary growth was assessed based on the student discourse in Knowledge Forum, an online community space designed to support Knowledge Building. Analysis of lexical proficiency based on Lexical Frequency Profile and P_Lex indicated significant growth in productive written vocabulary, especially for words beyond the first two 1,000 word lists. By tracing the growth of vocabulary extracted from specific word lists, we found that the growth rate for different types of words varied across each year but correlated with each other. Correlation analyses between these lexical measures and Knowledge Building behavioral indicators revealed that note revisions are the strongest predictor of vocabulary growth rate, whereas note reading is related with lexical proficiency measures.
Jenny Bixby and Joe McVeigh present tips and procedures for designing reading activities for ESL/EFL students. Download the accompanying Word handout at www.joemcveigh.org/resources
The Namtional Assembely Pakistan proceedings of the special committee of the whole house held in Camera to consider the Qadiani Issue - Vol 5 out of 27
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docxcockekeshia
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
.
Diversity Simplified: Diversity Leadership Academy 2012: Capstone PresentationKevin Finke
Diversity Simplified believes we can positively transform organizations, culture and each other with thoughtful conversations that work towards a common ground. For their capstone presentation, this team reminded us that we never stop learning, and when placed in learning environments, we possess a diverse array of learning preferences. Our individual learning styles actually have a strong influence on the lessons we understand and retain, and also those we struggle to understand or may even choose to reject. Diversity Simplified wants to find a common ground with all of you and welcome you into a thoughtful conversation about one specific learning environment that was shared in common by this team.
Building Capacity in Your 21st Century Teacherscatapultlearn
We will examine what is needed from building a multi-tiered, differentiated professional development plan to identifying the six performance traits necessary to provide challenge and support to our students.
• Identify the critical attributes of building capacity in a 21st century teacher
• Examine the multi-tiered approach to differentiated professional development
• Identify the six performance traits and what it takes to develop expertise in our students and ourselves.
Presented at the 2017 Faculty Summer Institute
Research suggests that building a strong sense of connectedness in an online course promotes
student success, engages students, and retains students. This requires that you establish a strong
teaching presence within the course, and that you create structures for students to form a community.
In this session, you will learn strategies to make your online course more personal and techniques to
build faculty and student presence in your online course.
Recruitment Strategies, Credentialing, and On-boarding New Career Education ...Michelle Walker-Wade
The information is this presentation pertain specifically to California Adult Education schools .
Recruiting, hiring and creating a team environment with new CE is one of the major challenges we face in creating CE pathways.
This workshop will feature a round-table discussion on:
• Recruitment strategies
• How to help aspiring CE instructors obtain the appropriate teaching credential.
• How to induct a new staff member into the culture of adult education Target audience: Individuals involved in developing Career pathway programs in adult education.
What the bible says about eating meat by Yahweh's Restoration MinistryMichelle Walker-Wade
The read more about it and to order their book, go to www.yrm.org
Please LIKE my FaceBook page: www.facebook.com/EatRightPrayRight
*** The views and opinions expressed in this publication do not necessarily reflect my own.
Adult ES/ESOL students asked a question:
“What’s difference between Speaking and Pronunciation" ?
Michelle Walker-Wade gives an answer that one ESL teacher said was the best she's ever heard!
Evidence for my ePortfolio.
As Marketing Coordinator, I designed our course catalogs using InDesign and Photoshop and managed the relationship. with our printing company, Folder Graphics
Evidence for my ePortfolio.
New Haven Adult School On-Site Customized Training
can design a training plan at low cost, on short notice,
to meet your specific needs.
Evidence for my ePortfolio.
Developing data tracking methods to keep students on track, instructors accountable and stakeholders informed is essential to the success of any training program.
http://eportfolio4mwalkerwade.wordpress.com
Evidence for my ePortfolio
In 2006 when I promoted from classroom instructor to Career Training Program Manager, New Haven Adult School did not have an official Career & Technical Education program; it had nothing more than a single computer class that ran all year-around. With my business and planning skills, coupled with the guidance and assistance of our Profession Development Program Manager (Karen Barroso) I grew the programs to what you see here.
http://eportfolio4mwalkerwade.wordpress.com/
Evidence for my ePortfolio - Here you see sample of two training agendas from my staff development sessions wherein we us the Professional Learning Communities (PLC) model.
http://eportfolio4mwalkerwade.wordpress.com/
Evidence for my ePortfolio -
One unit from my 13-lesson manual designed as a self-paced study for the janitorial staff of our school district.
http://eportfolio4mwalkerwade.wordpress.com/
Evidence for my ePortfolio - An excerpt from my 72-page manual called An Introduction to Small Business - An English Language and Civics, Business Education Workbook for English Language Learners.
http://eportfolio4mwalkerwade.wordpress.com
Evidence for my ePortfolio - I designed this 8-hour training to prepare employees for the installation of a new, more automated telephone system.
http://eportfolio4mwalkerwade.wordpress.com
Evidence for my ePortfolio - 33.5-hour training designed for a team of 12 new hires who would be community advocates promoting the new recycling requirements imposed by AB 341.
http://eportfolio4mwalkerwade.wordpress.com
Formative Assessments: Classroom Formative Vs. Common Formative. Adapted from Dufour, Solution Tree. Translated into easy-to-use- language by: Michelle Walker-Wade
Using bloom's taxonomy to construct cohesive lesson objectives and assessmentsMichelle Walker-Wade
Using bloom's taxonomy to construct cohesive lesson objectives and assessments is intended to be used as a teacher professional development tool. In addition to this PowerPoint, "students" should have prior knowledge of Bloom's Taxonomy of verbs and how this comprehensive list of verbs is constructed.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter 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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Vocabulary Development For Workplace Communications
1. Presenter: Michelle Walker-Wade
New Haven Adult School, Union City CA
http://www.linkedin.com/in/mwalkerwade
SCALE Read.Write.Act
Virtual Conference 2012
1
2. Today we will discuss techniques and
instructional strategies for developing and
delivering workplace vocabulary lessons in a
way that is engaging and relevant.
We will look at methods for taking vocabulary
lessons beyond the knowledge and
comprehension levels of Bloom’s Taxonomy,
and into the higher levels of application,
analysis, synthesis, and evaluation.
2
3. Download the slides now or at the end
Respond to questions in the chat box or in
the polls
Raise your hand
Applaud or give a thumbs up
3
4. 1. From what city and state are
you joining us?
2. What type of clients, students,
or learners do you currently
work with (or plan to work with
in the future)?
4
5. Vocabulary is fundamental to
every other literacy skill and for
most communication skills.
•Reading •Speaking
•Writing •Listening
5
6. Workplace literacy includes all the basic
skills needed to succeed in any workplace,
such as:
The ability to read, write, and communicate
The ability to communicate and follow
instructions, work on a team, and work
within the culture of the workplace
The ability to gain he skills needed to keep
up with technology
The overall ability to obtain, retain, and
make progressive steps in the workplace
6
7. Based on A 5-Point Scale
4.60 The ability to work in a team structure
4.59 The ability to verbally communicate with persons inside
and outside the organization
4.46 The ability to obtain and process information
4.04 The ability to proficiently work with computer software
3.65 The ability to create and/or edit written reports
Source: www.naceweb.org/job_outlook_2012
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8. How do these employer wants relate
to the need to provide focused, in-
depth workplace literacy
communication skills?
8
9. How can educators and literacy advocates
provide learning opportunities that:
Are relevant for today’s workforce?
Are engaging and appropriate for our
population of learners?
Have enough breadth and depth to
prepare them to meet their employer’s
needs?
9
11. Identify the industry and job titles most
applicable for your student demographic
given the labor market needs in your area.
Look for realia.
◦ Published textbooks are great IF they have
what you need; but don’t just stick to
published textbooks. Use real-life materials.
11
13. Example: We had several students looking to
work in food services
◦ I created a series of lessons covering
communication skills for:
◦ The waiter/waitress, host/hostess, and the
Café Barista
We had similar needs for entry-level office
work, healthcare, retail, hotel housekeeping,
janitorial services, and a salt manufacturing
plant.
13
14. Vocabulary development must go beyond
basic knowledge and comprehension levels
(referring to Bloom’s Taxonomy levels)
When vocabulary instruction and outcomes
only require learners to memorize, recall,
define, match, select, rephrase, or explain
vocabulary, the learner is not yet ready to use
the new words with fluidity and ease.
14
16. Effective Vocabulary development instruction includes:
Defining, matching and explaining verbally and in
writing
Discussing in the current context as well as in a
different context
Using vocabulary in writing and in dialog
Associating vocabulary with images from real life
Examining vocabulary in “what-if” scenarios
And more…
16
17. Lessons were created for higher-level ESL
Differentiation, wrap around lessons and activities
were added as needed
Instructors took their time delivering instruction,
stopping to add-in any resources and realia as
needed
I’ve sited the source materials used to create these lessons right on the
lessons themselves.
17
19. 1. Teaching words before they appear in a text
2. Discussing words in context
3. Reading and analyzing words in realia
4. Seeing words as used in word chunks
5. Post-reading activities with vocabulary use
requirement
19
20. Vocabulary Discovery Charts
◦ Predict, define (in context), discover, and
associate
Flash cards with text and visuals
◦ See & say, see & read, bingo, concentration, other
pair share activities
Dialog
◦ Hear dialog, participate in dialog, repeat dialog,
write dialog, present dialog
20
21. Word chunks (collocations)
◦ Examine words as seen in common phraseologies
Idioms
◦ Discuss words as seen in common idioms
Regular review of past vocabulary
◦ Post a running list, vocabulary wall of post-its –
you can do all kinds of warm-up, pair share, free
writing, and internet research activities
21
22. Teach or reinforce word groups
◦ Example: Pay, paying, paid | Help, helpful,
helping
◦ Example: tip and gratuity | barista and bartender
Teach prefixes
◦ Example: happy customer, unhappy customer
◦ Example: heat, reheat | sell, upsell
22
23. EXAMPLE ACTIVITY INSTRUCTIONS
Working independently, place your vocabulary
words in the appropriate category.
After everyone has finished, examine the diagram.
Ask other students for clarification about the
placement of any vocabulary words they may not
agree with.
Ask the student who placed the word to explain
and defend the placement of the vocabulary word.
Collaborate with your group and decide if
vocabulary word should be placed in a different
category.
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24. JOB-RELATED VOCABULARY: HEALTH CARE – FOOD SERVICES – HOTEL SERVICES
Accommodations Guest Register
Acute Beverage Reservation
Arriving Hospitality Room
Prep Housekeeping Safety
Chronic Inventory Service
Consumption Lodging Skin
Cook Menu Team
Customer Nutrition Therapeutic
Diagnosis Patient Tips
Facilities Recipes Unit
24
28. Which statement about strategies/ideas gained from this workshop is
most true for you?
1. I gained SEVERAL strategies and ideas for teaching
vocabulary that I can immediately put to use
2. I gained A FEW strategies and ideas for teaching
vocabulary that I can immediately put to use.
3. I gained ONE strategy or ideas for teaching vocabulary
that I can immediately put to use
4. I did not gain any strategies and ideas for teaching
vocabulary that I can immediately put to use.
28
29. Thank You For Participating!
SCALE Read.Write.Act
Virtual Conference 2012
Presenter: Michelle Walker-Wade
Where to Find Me
LinkedIn: www.linkedin.com/in/mwalkerwade
Wordpress: workplacelit4adults.wordpress.com
Facebook: www.facebook.com/mwalkerwade
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