This document introduces the Walky-Talky ESL book series, which has five levels designed for students from grades 2-8. Each level contains units that focus on a theme (Walky) or grammar point (Talky). Level 1 combines these, while levels 2-5 separate them. Feedback is welcomed to continue improving the series. The goal is for lessons to be both enjoyable and effective for English language learning.
Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...Kamil Trzebiatowski
A training to all mainstream teaching staff at my school (I delivered this in October 2014): on how to use graphic organizers, substitution tables, collaborative learning and DARTs in mainstream classrooms. Very well received.
Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...Kamil Trzebiatowski
A training to all mainstream teaching staff at my school (I delivered this in October 2014): on how to use graphic organizers, substitution tables, collaborative learning and DARTs in mainstream classrooms. Very well received.
The Introduction of Easy Step to Chinese (English Edition)北语社美国中小学精品教材《轻松学中文》...Shiqi Yuan
1)It is suitable for non-Chinese speakers, ranging from primary school students in Grade one to high school students in Grade 12.
2)Students can study this series from Book 1 for total beginners or choose any volume corresponding to their own level of Chinese proficiency.
3)The primary school stage focuses on cultivating students’ interest, helping them lay a solid foundation and giving them extensive exposure to the Chinese language and culture
4)The middle school stage, directed at the IB and AP Chinese tests, helps to intensify students’ integrated language skills in listening, speaking, reading and writing.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
"Easy Steps to Chinese" series is designed for 5-12th grades Chinese students. This slide introduces the compilation idea of the books and provides sample lesson. Teachers and students speak highly of "Easy Steps to Chinese" series for its content and features.
The Introduction of Easy Step to Chinese (English Edition)北语社美国中小学精品教材《轻松学中文》...Shiqi Yuan
1)It is suitable for non-Chinese speakers, ranging from primary school students in Grade one to high school students in Grade 12.
2)Students can study this series from Book 1 for total beginners or choose any volume corresponding to their own level of Chinese proficiency.
3)The primary school stage focuses on cultivating students’ interest, helping them lay a solid foundation and giving them extensive exposure to the Chinese language and culture
4)The middle school stage, directed at the IB and AP Chinese tests, helps to intensify students’ integrated language skills in listening, speaking, reading and writing.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
"Easy Steps to Chinese" series is designed for 5-12th grades Chinese students. This slide introduces the compilation idea of the books and provides sample lesson. Teachers and students speak highly of "Easy Steps to Chinese" series for its content and features.
Appropriation de l’analyse de vidéo pour le développement continu d’enseignan...Université de Sherbrooke
Proposition Colloque CRIFPE 2016
Symposium « Usages de la vidéo»
Titre : Appropriation de l’analyse de vidéo pour le développement continu d’enseignants du supérieur
Auteurs : Florian Meyer ; Claudia Gagnon ; Magda García Quintanilla ; Lizette Berenice González Martínez
Courriels : florian.meyer@usherbrooke.ca ; claudia.gagnon2@usherbrooke.ca ; magda.garciaq@uanl.mx ; lizette.gonzalezm@uanl.mx
Établissements : Université de Sherbrooke, Québec, Canada ; Universidad autonoma de Nuevo León (UANL), Mexique.
Résumé
Suivant son Plan de développement institutionnel 2012-2020, l'Université autonome de Nuevo León (UANL) au Mexique espère des changements dans la conception de la fonction et du travail des professeurs, en établissant notamment que le professeur doit travailler sur des projets de recherche et être formé à l’utilisation des technologies de l’information et de la communication (TIC). Dans ce contexte, un projet de recherche-action participative est amorcé et s’appuie particulièrement sur l’analyse de vidéos. Des « clubs vidéo » (Gaudin et Chaliès, 2012) permettront d’analyser les pratiques des professeurs de l’’UANL participants en vue de soutenir leur appropriation des TIC et leur développement de pratiques technopédagogiques, tout en leur permettant de développer des compétences en recherche en étant impliqués à la fois comme objets et comme acteurs, voire cochercheurs (Anadon, 2001; 2013). Dans ce sens le travail participatif effectué est une combinaison de recherche, éducation-apprentissage et action (Balcazar, 2003; Guay, Prud’homme et Dolbec, à paraître).
Nous présenterons les premières étapes de cette recherche-action en posant un regard attentif sur l’appropriation de la démarche d’analyse vidéo dans une perspective de formation continue et la place de cette analyse dans la construction de connaissances nouvelles en technopédagogie universitaire issues de la recherche.
Références
Anadón, M. (2001). La recherche participative. Multiples regards. Québec : PUQ.
Anadón, M. (2013). « recherche participative », in Casillo, I., Barbier, R., Blondiaux, l., Chateauraynaud, F., Fourniau, J.-M., Lefebvre, R., Neveu, C. et Salles, D. (dir.), Dictionnaire critique et interdisciplinaire de la participation, Paris, GIS Démocratie et Participation. URL : http://www.dicopart.fr/fr/dico/recherche-participative.
Balcazar, F.E. (2003). Investigación acción participativa (iap) : Aspectos conceptuales y dificultades de implementación. Fundamentos en humanidades, I/II(7/8), 59-77.
Gaudin, C., et Chaliès, S. (2012). L'utilisation de la vidéo dans la formation professionnelle des enseignants novices. Revue Française de Pédagogie, 178(1), pp. 115-130.
Guay, M.-H., Prud’homme, L. et A. Dolbec. (À paraître). «La recherche-action». Dans B. Gauthier et I. Bourgeois, Recherche sociale : De la problématique à la collecte de données. Québec : PUQ.
Voor veel projecten is er een website, er wordt gewerkt met nieuwsbrieven. Het is veel ‘zenden’ van informatie. Er valt iets groots te melden, er is wat besloten, er valt ergens een vlag uit te hangen, en dat wordt dan wereldkundig gemaakt. Daarnaast zijn er veel voorlichtingsavonden voor nieuwe projecten, of wordt er gestreefd naar burgerparticipatie: dmv ontmoetingen en workshops bestaat de mogelijkheid om ideeën in te brengen over allerlei soorten onderwerpen. Deze vormen werken goed.
Een nieuwe ontwikkeling in de wereld van communicatie zijn de social media. LinkedIn, Hyves, Twitter, Youtube en andere vormen van sociale netwerksites zijn ook bij de provinciale medewerkers steeds meer bekend. Deze netwerksites worden nog niet, of nog niet veel, gebruikt voor werk. Om dat te kunnen doen moeten mensen er eerst wat low profile ervaring mee opgedaan hebben. Met vacaturefilmpjes op Youtube, de groepen bijvoorbeeld van LinkedIn, Het internationale vriendjesforum van Facebook, of met Twitter en een aantal bekende collega’s elders bij de overheid.
Hoe ga je om met deze nieuwe media?
Deze presentatie gaat in op de digitale middelen die je in projecten in kunt zetten. Dusdanig dat het aansluit bij je vertrouwde project- of communicatieproces.
Presentazione del progetto elaborato durante il Laboratorio di sintesi Finale della Laurea Magistrale in Design dei Servizi presso il Politecnico di Milano.
The jury is in! Converging research calls for stand-alone English Language Development (ELD) for all ELs up to proficiency. But what does this mean? What does it look like? How do you start? We’ll look at research, resources, and approaches to bring about this seismic change in what we do.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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.
1. Introducing ...
a brand new ESL book series
by Donald Anderson and Yeoyoung Lim
2. Introducing WALKY
WALKY represents exploration. Walk around, take a
look. What’s this? What’s that? How does the world fit
together?
WALKY units are theme-based, focussing on different
content areas. These include basic introductions to school
subjects such as science, geography, and computers. It
also includes fun stuff like movies and amusement parks,
and everyday survival language for hospitals, banks, and
the post office.
3. Introducing TALKY
TALKY represents communication, one person
talking to another. How does one express their feeling, their
needs, and their goals? How does one describe how things
function?
TALKY units are based on a grammatical structure or
a convenient talking-point. The intention is to put grammar
in context, while showing through easily-understood
situations how these structures open the way for
communication. Efficient communication, rather than
precise grammar for its own sake, is the aim.
4. Introducing the 5 Levels
The series has five color-coded levels.
1. EASIEST
18 Walky-Talky Units Level 1 combines Walky’s themes and Talky’s
talking points into one unit (18 units in total).
12 Walky Units
+ 12 Talky Units Levels 2 to 5 each have 12 Walky units and 12 Talky
units.
12 Walky Units
+ 12 Talky Units Altogether, there are 114 units. Almost all the basic
ESL points are featured, in a non-repetitive way.
12 Walky Units
The tone of the books is neither childish nor adult-
+ 12 Talky Units
like. The lessons should be well-received by
students as young as grade 2 or 3 to early teenagers
5. HARDEST (grade 7 or 8), who have not lived abroad or have
12 + 12 not already been studying at an English school for
years and years.
5. Introducing ...
WALKY-TALKY CAMP VERSION
- BOOKS A - D
A special version of Walky-Talky has been compiled for English camps in
Korea. Camp Versions Books A to D compile all five levels into one book,
while spreading the content across four different books to cover four different
camp sessions. Each book has six level 1 lessons and three Walky and three
Talky units (6 total) for each of the other 4 levels.
At an English camp, a large group of students arrives at once for a short-
term program. Unlike a longer-term program at a year-round English school,
it is difficult to get students into exactly the right level. Thus, a multi-leveled
Walky-Talky book gives teachers some flexibility to mix and match levels. A
teacher of a high-level class may teach from both level 4 and 5 units, while
lower-level classes might do units from both levels 1 and 2.
6. LEVEL 1 WALKY + TALKY
Walky-Talky’s Level 1 is not designed for students who have
never studied any English before. It is a suitable starting point for
students who have already studied phonics and are comfortable
reading basic words. Students at this level should already be
familiar with the most basic questions such as: “How are you?”
“What’s your name?” and “What’s this?”
In South Korea, English is a compulsory school subject from
grade 3, while many students receive English lessons from as
early as kindergarten.
Thus, level 1 of Walky-Talky should be suitable for the typical
grade 2-3 Korean student, exceptionally bright grade 1s and
older elementary school students who started studying English
late.
7. LEVEL 1 What’s in a Level 1 unit?
Each Walky-Talky level 1 unit has 6 pages. The Walky units’ theme concept
and Talky units’ talking-point concept are combined. In other words, each unit
has a theme and a key sentence structure.
Pg. 1 - is a cartoon, which introduces
the unit’s theme and key sentence.
Pg. 2 - is a picture dictionary page, for
practicing the key vocabulary.
Pg. 3 - is a reading.
Pg. 4 - has a listening activity (the
teacher decides the script) and a short
dialogue.
Pg. 5 - is an additional practice page or
quiz page.
Pg. 6 - has an activity or writing
practice.
8. LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
Levels 2 to 5 separate the Walky theme and Talky talking-points into different
units. Depending on the teacher’s (or academic director’s) preference, the units
may be alternated between. Levels get gradually more difficult. This is easiest to
see by comparing the Talky key sentences between the levels.
L 1 - I have a book.
L 2 - I want to play soccer.
L 3 - The cheetah is the fastest animal.
L 4 - Before eating lunch, wash your hands.
L 5 - He said that he wants to play soccer.
Level 1 sentences are simple. Gradually, more particles and pieces are
introduced to the sentences. By level 5, tenses are mixed within one compound
sentence.
Based on the grammar introduced in the Talky lessons, the readings for the
Walky lessons are constructed; however, the emphasis in the Talky lessons is on
being able to construct the sentences by oneself, while the Walky lessons
emphasize recognition of a variety of sentences. Thus, the Walky readings stay
one step ahead of the the Talky grammar points.
9. TALKY Levels 2 to 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
Each Talky unit has four pages.
Pg. 1 - is a cartoon, which introduces
the unit’s grammar point in context.
Pg. 2 - makes clear the point of the
unit, and sometimes has some
explanation or a picture matching
activity.
Pg. 3 - is usually a dialogue or
practice page.
Pg. 4 - is usually an expansion
activity.
10. WALKY Levels 2 to 5
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5
Each Walky unit has four pages. The
difference between Walky levels 2-3 and
levels 4-5 is that 2-3 have a picture
vocab page before the reading, while
4-5 have a vocab/questions page after
the reading.
Pg. 1 - is a warm-up page that
introduces the theme.
Pg. 2/3 (L 2-3)- is a Picture Dictionary
vocab page followed by the reading.
Pg. 2/3 (L4-5) - a reading page followed
by a vocab/questions page.
Pg. 4 - is an expansion activity page.
11. A Work In Progress
The Walky-Talky series is a work-in-progress. The units have been
completed; however, supplementary teaching materials, such as teacher’s
guides and multimedia materials, will be completed over time. There will also
be revisions made over time.
Feedback is welcomed, as are questions about how to teach certain units.
For questions and feedback related to level 1, please contact Yeoyoung
Lim by email:
limyeoyoung@gmail.com
For questions and feedback related to levels 2 to 5, please contact Donald
Anderson by email:
donandi@gmail.com
It is our hope that both teachers and students find the Walky-Talky series to
be both fun and effective.
Thank you.