Weebly Educator is a free website builder that teachers can use to create websites for their classes. It allows teachers to post assignments, class information, videos, pictures and links. Teachers can create classes, add students, collect assignments digitally, and create digital student portfolios. To get started, teachers sign up for a free account and create a site by selecting a design and adding content like titles, paragraphs and files. They can publish the site and make changes later, and view any forms or blog responses submitted by students.
A new breed of collaborative,
knowledge-building tools.
Downes, S. (2006). Learning networks and
connective knowledge.
Shetzer, H., & Warschauer, M. (2000). An
electronic literacy approach to network-based
language teaching.
Pegrum, M. (2009). From blogs to bombs: The
future of digital technologies in education.
Warschauer, M. (1997). Computer-mediated
collaborative learning: Theory and practice.
38
This document provides step-by-step instructions for creating and customizing a wiki. It outlines how to create a wiki account, set up the home page and navigation menu, add external and multimedia links, upload files, invite members, and more. The instructions are accompanied by screenshots to illustrate each step. The overall goal is to teach users how to build out a fully functioning wiki website.
Weebly Educator is a free website builder that teachers can use to create websites for their classes. It allows teachers to post assignments, class information, videos, pictures and links. Teachers can create classes, add students, collect assignments digitally, and create digital student portfolios. To get started, teachers sign up for a free account and create a site by selecting a design and adding content like titles, paragraphs and files. They can publish the site and make changes later, and view any forms or blog responses submitted by students.
A new breed of collaborative,
knowledge-building tools.
Downes, S. (2006). Learning networks and
connective knowledge.
Shetzer, H., & Warschauer, M. (2000). An
electronic literacy approach to network-based
language teaching.
Pegrum, M. (2009). From blogs to bombs: The
future of digital technologies in education.
Warschauer, M. (1997). Computer-mediated
collaborative learning: Theory and practice.
38
This document provides step-by-step instructions for creating and customizing a wiki. It outlines how to create a wiki account, set up the home page and navigation menu, add external and multimedia links, upload files, invite members, and more. The instructions are accompanied by screenshots to illustrate each step. The overall goal is to teach users how to build out a fully functioning wiki website.
This document discusses using wikis in an English as a foreign language classroom to promote creative and collaborative learning. It describes how wikis can be used as an online classroom space for sharing activities, homework, and notes. Wikis allow students to collaboratively write stories, newspapers, film reviews, and more. The document outlines how wiki process writing projects familiarize students with peer review and collaborative writing, and provides tips for implementing wiki writing projects that include forming groups, setting timelines, and publishing final drafts.
The document provides instructions for creating and editing a wiki using Wikispaces. It outlines the basic functions of a wiki including creating pages, editing the navigation menu, adding links, uploading files and videos, inviting other users, and commenting on pages. The instructions demonstrate how to set up and customize a wiki site for classroom use through Wikispaces.
Relating language examinations to the common European reference levels of lan...Nelly Zafeiriades
This document discusses relating language examinations to the Common European Framework of Reference for Languages (CEFR). It provides an overview of the RELANG project which aims to promote quality assurance in education and facilitate mobility through linking language exams to the CEFR. The document outlines the CEFR model of language use and competences, and discusses key concepts for developing valid, reliable, fair and ethical language exams such as familiarization with the CEFR, linking procedures, validity, reliability, fairness and ethical concerns.
Relating Language Examinations to the Common European Framework of Reference ...Nelly Zafeiriades
This document provides information about relating language examinations to the Common European Framework of Reference for Languages (CEFR). It discusses how the CEFR describes levels of language proficiency in different skill areas. It also provides forms and checklists for describing reading comprehension and writing examinations based on CEFR levels. Sample reading comprehension questions and descriptions of writing tasks are presented along with indications of which CEFR levels they correspond to. The goal is to provide a common basis for describing and measuring language ability across examinations.
Classroom management for culturally respossive teachingNelly Zafeiriades
Urban teachers were interviewed about their classroom management strategies. They reported using several strategies aligned with culturally responsive teaching, including developing personal relationships with students, creating a caring community, establishing clear expectations in a business-like learning environment, and using communication styles congruent with students' cultures. However, questions remain about how well teacher education prepares teachers for the classroom management challenges of urban schools.
This document provides an overview and analysis of fables, folktales, and fairy tales as forms of traditional children's literature. It discusses their origins and characteristics, and analyzes several contemporary books that fall within these genres. The document examines how these stories can be used to help children connect with cultural heritage and explore themes in a developmentally appropriate way. It emphasizes the importance of storytelling and selecting stories based on goals and the needs of individual children.
This article discusses how English language classes in Greek schools could shift from a focus on English as a foreign language to developing students' multicultural awareness. It introduces the concept of Multicultural Awareness Through English (MATE) as an alternative teaching paradigm. MATE aims to help students understand and appreciate cultural diversity, develop intercultural skills, and recognize how language expresses cultural attitudes. The article argues MATE aligns with Greece's new Cross-Thematic Curriculum Framework, which emphasizes multiculturalism and preparing students for life in a diverse society.
The esl teacher's role in heritage language maintenanceNelly Zafeiriades
The document discusses ways that English as a Second Language (ESL) teachers can support students in maintaining their heritage languages. It notes that while ESL instruction focuses on teaching English, the native languages of students influence their acquisition of English. The document outlines suggestions from ESL teachers on communicating with parents of heritage language students. Teachers recommended holding events outside of school to build relationships with parents, visiting students' homes, and inviting parents to observe their children in the classroom. The goal is for teachers to help parents feel respected and reassured about their children's progress as they learn English.
This document discusses the colonial roots of language teaching methods and the need to move from nativization to decolonization. It makes three key points:
1. Traditional language teaching methods were developed during colonial times to serve colonial interests and marginalize local knowledge. They portrayed Western knowledge as superior and non-Western knowledge as inferior.
2. While world Englishes have successfully adapted the language, decolonization requires shifting control over language planning, teaching, and policies from Western to local professionals.
3. A "postmethod" approach is proposed as a way to decolonize English language teaching by decentering Western authority and restoring agency to local communities. However, fully realizing this approach faces challenges.
Peterson et al. (2016). teachers' expliicit and implicit biasesNelly Zafeiriades
This document summarizes a research article that examined the relationship between teachers' explicit expectations, implicit prejudiced attitudes, and student achievement and the ethnic achievement gap. The study found that:
1) Students in classrooms of teachers with high explicit expectations for all students performed better in reading, but teachers' explicit expectations were unrelated to mathematics achievement.
2) Teachers' implicit prejudiced attitudes, as measured by an implicit association test, predicted student mathematics performance, with students benefiting most when their teacher implicitly favored their own ethnic group.
3) The findings suggest teachers' explicit expectations and implicit prejudiced attitudes differentially influence student achievement and may underlie the persistence of ethnic achievement gaps.
This document discusses definitions and approaches to multicultural children's literature. It examines how such literature often uses common narrative schemas and stereotypes in depicting "the other", including an initial refusal of acceptance by the dominant group, testing of the other to prove their value, and eventual acceptance. While intending to promote diversity and cultural acceptance, these works sometimes undermine those goals by superficial or simplistic treatment of issues. The document also explores the use of folk tales from various cultures to teach cultural understanding and respect for differences in a more authentic way.
This document discusses using wikis in an English as a foreign language classroom to promote creative and collaborative learning. It describes how wikis can be used as an online classroom space for sharing activities, homework, and notes. Wikis allow students to collaboratively write stories, newspapers, film reviews, and more. The document outlines how wiki process writing projects familiarize students with peer review and collaborative writing, and provides tips for implementing wiki writing projects that include forming groups, setting timelines, and publishing final drafts.
The document provides instructions for creating and editing a wiki using Wikispaces. It outlines the basic functions of a wiki including creating pages, editing the navigation menu, adding links, uploading files and videos, inviting other users, and commenting on pages. The instructions demonstrate how to set up and customize a wiki site for classroom use through Wikispaces.
Relating language examinations to the common European reference levels of lan...Nelly Zafeiriades
This document discusses relating language examinations to the Common European Framework of Reference for Languages (CEFR). It provides an overview of the RELANG project which aims to promote quality assurance in education and facilitate mobility through linking language exams to the CEFR. The document outlines the CEFR model of language use and competences, and discusses key concepts for developing valid, reliable, fair and ethical language exams such as familiarization with the CEFR, linking procedures, validity, reliability, fairness and ethical concerns.
Relating Language Examinations to the Common European Framework of Reference ...Nelly Zafeiriades
This document provides information about relating language examinations to the Common European Framework of Reference for Languages (CEFR). It discusses how the CEFR describes levels of language proficiency in different skill areas. It also provides forms and checklists for describing reading comprehension and writing examinations based on CEFR levels. Sample reading comprehension questions and descriptions of writing tasks are presented along with indications of which CEFR levels they correspond to. The goal is to provide a common basis for describing and measuring language ability across examinations.
Classroom management for culturally respossive teachingNelly Zafeiriades
Urban teachers were interviewed about their classroom management strategies. They reported using several strategies aligned with culturally responsive teaching, including developing personal relationships with students, creating a caring community, establishing clear expectations in a business-like learning environment, and using communication styles congruent with students' cultures. However, questions remain about how well teacher education prepares teachers for the classroom management challenges of urban schools.
This document provides an overview and analysis of fables, folktales, and fairy tales as forms of traditional children's literature. It discusses their origins and characteristics, and analyzes several contemporary books that fall within these genres. The document examines how these stories can be used to help children connect with cultural heritage and explore themes in a developmentally appropriate way. It emphasizes the importance of storytelling and selecting stories based on goals and the needs of individual children.
This article discusses how English language classes in Greek schools could shift from a focus on English as a foreign language to developing students' multicultural awareness. It introduces the concept of Multicultural Awareness Through English (MATE) as an alternative teaching paradigm. MATE aims to help students understand and appreciate cultural diversity, develop intercultural skills, and recognize how language expresses cultural attitudes. The article argues MATE aligns with Greece's new Cross-Thematic Curriculum Framework, which emphasizes multiculturalism and preparing students for life in a diverse society.
The esl teacher's role in heritage language maintenanceNelly Zafeiriades
The document discusses ways that English as a Second Language (ESL) teachers can support students in maintaining their heritage languages. It notes that while ESL instruction focuses on teaching English, the native languages of students influence their acquisition of English. The document outlines suggestions from ESL teachers on communicating with parents of heritage language students. Teachers recommended holding events outside of school to build relationships with parents, visiting students' homes, and inviting parents to observe their children in the classroom. The goal is for teachers to help parents feel respected and reassured about their children's progress as they learn English.
This document discusses the colonial roots of language teaching methods and the need to move from nativization to decolonization. It makes three key points:
1. Traditional language teaching methods were developed during colonial times to serve colonial interests and marginalize local knowledge. They portrayed Western knowledge as superior and non-Western knowledge as inferior.
2. While world Englishes have successfully adapted the language, decolonization requires shifting control over language planning, teaching, and policies from Western to local professionals.
3. A "postmethod" approach is proposed as a way to decolonize English language teaching by decentering Western authority and restoring agency to local communities. However, fully realizing this approach faces challenges.
Peterson et al. (2016). teachers' expliicit and implicit biasesNelly Zafeiriades
This document summarizes a research article that examined the relationship between teachers' explicit expectations, implicit prejudiced attitudes, and student achievement and the ethnic achievement gap. The study found that:
1) Students in classrooms of teachers with high explicit expectations for all students performed better in reading, but teachers' explicit expectations were unrelated to mathematics achievement.
2) Teachers' implicit prejudiced attitudes, as measured by an implicit association test, predicted student mathematics performance, with students benefiting most when their teacher implicitly favored their own ethnic group.
3) The findings suggest teachers' explicit expectations and implicit prejudiced attitudes differentially influence student achievement and may underlie the persistence of ethnic achievement gaps.
This document discusses definitions and approaches to multicultural children's literature. It examines how such literature often uses common narrative schemas and stereotypes in depicting "the other", including an initial refusal of acceptance by the dominant group, testing of the other to prove their value, and eventual acceptance. While intending to promote diversity and cultural acceptance, these works sometimes undermine those goals by superficial or simplistic treatment of issues. The document also explores the use of folk tales from various cultures to teach cultural understanding and respect for differences in a more authentic way.
This document discusses intercultural communication and cultural differences. It begins by defining intercultural communication as understanding one another without sharing a common culture. It then discusses how historically, cultures have dealt with differences by avoiding, converting, or killing those unlike themselves. The document emphasizes that understanding subjective culture, or shared patterns of thinking and behavior, is key to developing intercultural competence. It also discusses how stereotypes can arise from cultural generalizations but can be avoided by recognizing that all cultures contain diversity and no generalization applies to all individuals.
The document discusses applying emotional intelligence theory to language and literature teaching. It describes how traditional teaching ignores students' emotions and focuses only on subject content. The researcher designed new empathy-based activities to improve language acquisition and emotional intelligence skills like self-awareness, expression, and empathy. Questionnaires show these activities provide benefits by allowing a more student-centered approach that starts from their emotional responses to texts.
1. The document discusses the potential roles of information and communication technologies (ICTs) in modern foreign language teaching and learning from ages 5 to 19. It outlines 6 key ways ICTs could support language learning, such as increasing motivation, enabling practice in authentic contexts, and allowing teachers to share resources.
2. Specific ICT-based activities are proposed for each key stage, from using songs and games at Key Stage 1 to introduce sounds and vocabulary, to using DVDs, websites and email exchanges at Key Stage 2 to explore other cultures and practice communication. Key Stage 3 activities may include those currently used at Key Stage 2 to maintain engagement as languages are started earlier.
This article provides an overview of key concepts from sociocultural theory and how they can be applied to second language learning research. It discusses four main concepts:
1. Mediation - Learning is viewed as a socially mediated process where language and other tools mediate cognition. Interaction with more capable individuals also mediates learning.
2. Zone of proximal development - The ZPD represents what students can achieve with assistance that exceeds their independent abilities. Social interaction within the ZPD activates learning and development.
3. Scaffolding - Support provided within the ZPD, such as simplifying tasks or demonstrating solutions, allows students to accomplish tasks they cannot yet do independently. Peer scaffolding can also facilitate language development.
This document provides lessons to teach students about tolerance, in honor of Martin Luther King Jr. It includes lessons that address stereotyping, appreciating differences, and how words can hurt or heal. The lessons are designed to make a difference in students' lives by exposing them to messages of tolerance at the start of the school year or around Martin Luther King Jr. Day in January. Five specific lessons are described that use balloons, surveys, stories, music lyrics, and art to illustrate themes of tolerance for different grades. Additional tolerance lessons can also be found on the provided website.
2. Weebly
• To Weebly είναι μια διαδικτυακή υπηρεσία
φιλοξενίας ιστοσελίδων.
• Από τον Αύγουστο του 2012 το Weebly
φιλοξενεί πάνω από 20 εκατομμύρια ιστοσελίδες
με μηνιαίο ρυθμό πάνω από 1.000.000
μοναδικούς επισκέπτες.
• Το weebly έχει 3 πλατφόρμες. Η 1η πλατφόρμα
είναι η κανονική, η 2η πλατφόρμα είναι για
εκπαιδευτικούς και η 3η πλατφόρμα είναι για
επαγγελματίες.
A.Chouvardas,2015 2
3. Weebly για εκπαιδευτικούς
• Το Weebly για εκπαιδευτικούς έχει μόνο δύο
διαφορές από το κανονικό.
• 1η : Οι μαθητές μπορούν να έχουν λογαριασμό στην
ιστοσελίδα που θα δημιουργήσετε
• 2η : Μπορείτε να βάλετε φόρμα υποβολής εργασιών.
Π.Χ αν έχετε βάλει κάποια εργασία στους μαθητές σας
μπορούν να επιλέγουν το αρχείο από τον ηλεκτρονικό
υπολογιστή τους και να την ανεβάζουν
* Όποια στιγμή θέλετε μπορείτε να μετατρέψετε τον κανονικό
λογαριασμό σας σε λογαριασμό για εκπαιδευτικούς.
A.Chouvardas,2015 3
4. Δημιουργία Λογαριασμού
• Βήμα 1ο: Πληκτρολογήστε την διεύθυνση
weebly.com στον web browser σας.
• Βήμα 2ο : Κάντε εγγραφή ή συνδεθείτε
εφόσον έχετε λογαριασμό ή με τον Google ή
με τον Facebook λογαριασμό σας
* Εφόσον συνδεθείτε με τους λογαριασμούς
Facebook ή Google κάθε φορά που θα συνδέεστε
θα κάνετε την ίδια διαδικασία
A.Chouvardas,2015 4
6. Δημιουργία Ιστολογίου
• Μόλις κάνετε εγγραφή θα σας εμφανιστεί η
παρακάτω εικόνα. Εσείς θα διαλέξετε η το
Site ή το Blog.
Διαλέξτε ανάλογα με το
project που θα κάνετε.
Π.χ αν κάνετε μια εργασία
που θα είναι σαν ένα
βιβλίο διαλέξτε το Blog
Αλλιώς , διαλέξτε το Site.
* Επίσης το Site έχει και
την δυνατότητα του Blog. A.Chouvardas,2015 6
7. Δημιουργία Ιστολογίου
• Αφού επιλέξτε Site ή Βlog το weebly θα σας ζητήσει
να διαλέξετε ένα θέμα για το ιστολόγιο σας. Το
weebly φιλοξενεί πάνω από 500 θέματα.
Αφού διαλέξετε
ένα πατήστε
Choose
A.Chouvardas,2015 7
8. Δημιουργία Ιστολογίου
• Αφού διαλέξετε το θέμα μετά πρέπει να
διαλέξετε την διεύθυνση URL που οι άλλοι θα
μπαίνουν στην ιστοσελίδα σας.
• Η διεύθυνση που τελειώνει σε .weebly.com
είναι δωρεάν. Επίσης μπορείτε αγοράσετε ένα
Domain ή να καταχωρίσετε ένα Domain που ήδη
έχετε αγοράσει.
• Τέλος, πατήστε Continue για να συνεχίσετε…..
A.Chouvardas,2015 8
10. Δημιουργία Ιστολογίου
• Αφού τελειώσετε και με την επιλογή της
διεύθυνσης URL το weebly θα σας εμφανίσει
ένα βιντεάκι με οδηγίες. Μπορείτε να το
παραλείψετε
πατώντας το Χ.
A.Chouvardas,2015 10
11. Βασικά Εργαλεία
Αριστερά σας βλέπετε την
μπάρα με τα βασικά εργαλεία
Τίτλος, κείμενο, εικόνα, γκαλερί,
Χάρτης, φόρμα επικοινωνίας,
slideshow,
και κώδικας ενσωμάτωσης
A.Chouvardas,2015 11
12. Media Tools
Πιο κάτω, όταν κατεβάσετε
τον κέρσορα σας θα βρείτε
τα Media Tools
* Όσα εργαλεία έχουν ένα
γκρι αστεράκι η χρήση
τους δεν είναι δωρεάν
A.Chouvardas,2015 12
14. http://help.education.weebly.com/pages.html
Weebly help center
A website can have an unlimited number of pages and almost
everything you need to know about those pages can be found
here.
• Create a New Page
• Create Sub-Pages
• Hide Pages from the Navigation
• Password Protect Pages
• Copy / Delete Pages
• Reorder Pages
• Redirect / Link a Page to Another SiteA.Chouvardas,2015 14