The First International Annual Conference on Democratic Citizenship, organized by the Moroccan Center for Civic Education, MCCE, in Marrakech, Morocco, February 26-March 1, 2014.
Teaching Writing Skills to Engineering Students: Panel Discussion via Google ...Dilip Barad
This presentation was a part of online participation via Google Hangout in the panel discussion on 'Teaching Writing Skills to Engineering Students. It was organised by Samvad Faculty forum of Dept. of Communication Skills, Marwadi Education Foundation's Group of Institutions, Rajkot (Gujarat - India)
teaching writing is really important for those who want to develop their writ...OungNaren
Adults communicate in writing on a daily basis through notes to children’s teachers, work activity logs and forms, e-mails to family and co-workers, online service forms, shopping lists, and so on. Adults in postsecondary education or technical training courses face expectations to produce a variety of writing products from lecture notes, summaries, and critiques to research papers and essays. The pervasiveness of writing in daily life underscores the need for learners and their instructors to focus on adults becoming flexible, fluent, and confident writers.
There is plenty of evidence to suggest that many adults in America are not flexible, fluent, confident writers. National reports decry that nearly 40 percent of community college registrants have skills below the college level and are referred to developmental instruction in reading, writing, or mathematics (Strong American Schools, 2008). Similarly, reports document that the writing demands of most jobs—even at the entry level—are increasing, and businesses are stressed to provide the remedial writing instruction that workers need (Business Roundtable, 2009; Casner-Lotto & Barrington, 2006; Graham & Perin, 2007).
The urgency of this situation is further heightened by the introduction of the Common Core State Standards (CCSS) framework’s College and Career Ready Benchmarks. CCSS is an initiative of the National Governors Association and the Council of Chief State School Officers to write academic standards that are “(1) research and evidence based, (2) aligned with college and work expectations, (3) rigorous, and (4) internationally benchmarked” (CCSS Initiative, 2010, p. 3). These standards have been adopted in 46 states and will be the basis of student K–12 assessments, as well as the revised GED tests, to be released in 2014, in cooperative development with two consortia of states and publishers.
The CCSS Initiative represents the latest of many national efforts to increase standards and expectations for K–12 education and to elucidate the lack of alignment between secondary and postsecondary expectations (ACT, 2008; CCSS Initiative, 2010; National Commission on Writing, 2006). For adult education, the adoption of CCSS represents a significant increase in the expectations for learners and writing instruction. The CCSS description of College and Career Ready writing includes the following:
To be college- and career-ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to know how to combine elements of different kinds of writing—for example, to use narrative strategies within argument and explanation within narrative—to produce complex and nuanced writing. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately.
AECT 2006 - Effective Web-Based Design for Secondary School StudentsMichael Barbour
Barbour, M. K. (2006, October). Effective web-based design for secondary school students. Roundtable session at the annual convention of the Association for Educational Communication and Technology, Dallas, TX.
This is an example of Writing IV syllabi. Students in English language education are required to have passed Writing OneTwo and Three prior to attending this subject
The First International Annual Conference on Democratic Citizenship, organized by the Moroccan Center for Civic Education, MCCE, in Marrakech, Morocco, February 26-March 1, 2014.
Teaching Writing Skills to Engineering Students: Panel Discussion via Google ...Dilip Barad
This presentation was a part of online participation via Google Hangout in the panel discussion on 'Teaching Writing Skills to Engineering Students. It was organised by Samvad Faculty forum of Dept. of Communication Skills, Marwadi Education Foundation's Group of Institutions, Rajkot (Gujarat - India)
teaching writing is really important for those who want to develop their writ...OungNaren
Adults communicate in writing on a daily basis through notes to children’s teachers, work activity logs and forms, e-mails to family and co-workers, online service forms, shopping lists, and so on. Adults in postsecondary education or technical training courses face expectations to produce a variety of writing products from lecture notes, summaries, and critiques to research papers and essays. The pervasiveness of writing in daily life underscores the need for learners and their instructors to focus on adults becoming flexible, fluent, and confident writers.
There is plenty of evidence to suggest that many adults in America are not flexible, fluent, confident writers. National reports decry that nearly 40 percent of community college registrants have skills below the college level and are referred to developmental instruction in reading, writing, or mathematics (Strong American Schools, 2008). Similarly, reports document that the writing demands of most jobs—even at the entry level—are increasing, and businesses are stressed to provide the remedial writing instruction that workers need (Business Roundtable, 2009; Casner-Lotto & Barrington, 2006; Graham & Perin, 2007).
The urgency of this situation is further heightened by the introduction of the Common Core State Standards (CCSS) framework’s College and Career Ready Benchmarks. CCSS is an initiative of the National Governors Association and the Council of Chief State School Officers to write academic standards that are “(1) research and evidence based, (2) aligned with college and work expectations, (3) rigorous, and (4) internationally benchmarked” (CCSS Initiative, 2010, p. 3). These standards have been adopted in 46 states and will be the basis of student K–12 assessments, as well as the revised GED tests, to be released in 2014, in cooperative development with two consortia of states and publishers.
The CCSS Initiative represents the latest of many national efforts to increase standards and expectations for K–12 education and to elucidate the lack of alignment between secondary and postsecondary expectations (ACT, 2008; CCSS Initiative, 2010; National Commission on Writing, 2006). For adult education, the adoption of CCSS represents a significant increase in the expectations for learners and writing instruction. The CCSS description of College and Career Ready writing includes the following:
To be college- and career-ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to know how to combine elements of different kinds of writing—for example, to use narrative strategies within argument and explanation within narrative—to produce complex and nuanced writing. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately.
AECT 2006 - Effective Web-Based Design for Secondary School StudentsMichael Barbour
Barbour, M. K. (2006, October). Effective web-based design for secondary school students. Roundtable session at the annual convention of the Association for Educational Communication and Technology, Dallas, TX.
This is an example of Writing IV syllabi. Students in English language education are required to have passed Writing OneTwo and Three prior to attending this subject
One and done ppt (simple k12) (July 2014)Matt Bergman
Are you a one-and-done iPad user? A one-and-done is an educator who uses one iPad app per educational experience. Not all students learn the same way; therefore, we need to design opportunities for multiple apps.
http://sandymillin.wordpress.com/iateflhungary
This was a plenary session I presented at the IATEFL Hungary conference in Siófok in October 2023.
It summarises ideas I have about how to make sure that language learning materials flow smoothly, making them easier to use and more effective for both learners and teachers.
Two teachers comprehensions, perceptions, and use of Understanding by Design
Jason Martel
University of Minnesota
Contact information included in PowerPoint
Utilisation des applications mobiles pour promouvoir l'apprentissage des langues étrangères: cas de l'anglais
Agadir, 17-18 Juillet 2019.
Abdellatif Zoubair
Second International ELT Conference,
Laayoune, April 26-28, 2019.
Abdellatif Zoubair.
abdellatif.zoubair@gmail.com
www.zoubaireltcommunity.ac.ma /
www.zoubaireltcommunity.wix.com/eduresources
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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!
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.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Feb.2013
Using Web 2.0 Tools to
Promote Students’ Writing
IST Workshop,
Agadir, February 19th, 2013.
Abdellatif Zoubair.
Email: abdellatif.zoubair@gmail.com
Web: www.zoubaireltcommunity.ac.ma
1
2. Outline
1. Update on recent events and projects
2. Reminder of basic notions relating to writing
3. Recap of main approaches to teaching writing
4. Identifying main problems students have with
writing
5. Introducing sample Web 2 tools
6. Coming up with practical recommendations
Feb.2013 2
3. Update on programs, projects and recent
events
1. IST workshop programme
2. AFL / TLCs
3. Access program
4. SIGs
5. Poster session
6. MATE news, www.mate.ma
7. MoRCE-Net news, www.morce.net
8. Resource centers/ English clubs
9. School events
10. Teachers’ promotion
11. Website, www.zoubaireltcommunity.ac.ma
12. . . . . . Feb.2013 3
4. I. Food for thought
A. Complete the quotations:
1. "If you do what you've always _ _ _ _ , you'll get
what you've always _ _ _. "
2. "You can't do . . . . . 's job with yesterday's . . . . . .“
3. "Writing is not just about checking grammar and
_ _ _ _ _ _ _ _. It is about the expression of _ _ _ _ _ in
a _ _ _ _ _ _ _ _ form."
4. "What is written _ _ _ _ _ _ _ effort is read without
_ _ _ _ _ _ _ _." S. Johnson
Feb.2013 4
5. 5. "The most _ _ _ _ _ _ _ _ _ learning of writing skills
seems to take place when students are writing messages
for _ _ _ _ audiences." (Harmer 2, 39)
6. "Most people feel _ _ _ _ _ in their work and want it
to be _ _ _ _." (Ur, 1996 in Harmer, 2004)
7. "Judging(. . .)student work written over a_ _ _ _ _ _of
time is (. . .) _ _ _ _ _ _ than 'sudden _ _ _ _ _' final
tests." (Harmer, 2004)
Feb.2013 5
6. 1. "If you do what you've always DONE, you'll get what
you've always GOT."
2. "You can't do TODAY’S’s job with yesterday's
TOOLS".
3. "Writing is not just about checking grammar and
SPELLING. It is about the expression of IDEAS in a
COHERENT form“.
4. "What is written WITHOUT effort is read without
PLEASURE." S. Johnson
Feb.2013 6
7. 5. "The most EFFECTIVE learning of writing skills
seems to take place when students are writing messages
for REAL audiences." (Harmer 2, 39)
6. "Most people feel PRIDE in their work and want it to
be READ." (Ur, 1996 in Harmer, 2004)
7. "Judging(. . .)student work written over a PERIOD
of time is (. . .) FAIRER than 'sudden DEATH' final
tests." (Harmer, 2004)
Feb.2013 7
8. B. Reflect on the following:
What are the implications of the ideas above
on the teaching and learning of writing?
Feb.2013 8
9. II. More brainstorming:
1. Why do we write?
2. Is writing useful / important?
3. How does writing differ from the other
skills, namely speaking?
4. What sub-skills are involved in writing?
5. Does writing take the same formats?
6. What about the teacher's role(s)?
Feb.2013 9
10. III. What approaches to writing
do the activities below represent?
1. Students are encouraged to get engaged in
imaginative tasks such as poetry, short stories or drama.
2. Students plan, draft then edit their writing before they
submit the final version.
3. Students work in groups during the whole writing
process.
4. The teacher assigns a topic / writing tasks. Students
submit their final productions in due time.
Feb.2013 10
13. V. Which Web 2.0 tools would
you like to try? Justify.
-
-
-
- . . .
Feb.2013 13
14. VI. Reflect on how you will
reconsider your teaching
practises with regard to writing
Feb.2013 14
15. ¤Bibliography :
-Harmer, J. (2007). How to Teach Writing.
Essex: Pearson Longman.
-Harmer, J. (2001). The Practice of English
Language Teaching. London: Pearson Education
Limited.
-Richards, Jack C. & Scmidt, R. 2010.
Dictionary of Language Teaching and Applied
Linguistics. Longman.
-Westwood, P. 2008. What Teachers Need to
Know about Reading and Writing Difficulties.
Victoria, Australia: ACER Press.Feb.2013 15
16. ¤Webliography
http://cooltoolsforschools.wikispaces.com/Writ
ing+Tools (Huge list of tools to help both
students and teachers with writing)
http://edte.ch/blog/2008/12/12/10-digital-
writing-opportunities-you-probably-know-and-
10-you-probably-dont/
http://www.squidoo.com/essaywritingtools
http://www.fas.harvard.edu/~wricntr/resources
.html
http://mashable.com/2008/12/13/writers-
toolbox/
Feb.2013 16