This document discusses blogging and strategies for encouraging students to blog. It addresses common reasons why students may be reluctant to blog and provides suggestions for supporting student blogging through scaffolding activities and modeling effective blogging. The document emphasizes introducing blogging as a process and taking students through stages of planning, writing, and responding to develop their blogging skills over time with instructor guidance.
Abstract
Presenting language in small fragments hoping that they will one day automatically transform into fluent near-native talk may not be enough. This talk will highlight ways in which skilled performers achieve excellence and focus on practical activities promoting holistic language learning using a variety of free online tools.
Rationale - Details of Talk
The standard practice of the Foreign Language classroom is to present language in fragments, smaller chunks, or grammar McNuggets, as Scott Thornbury recently called then in a blog post on his A-Z blog.
Teachers do so in the hope that these partial views of language will one be successfully synthesized to form a coherent whole in the learner's mind, hopefully resulting in fluent output.
Research and experience have proved this inadequate.
In this talk, I will be looking at the profiles of skilled performers, drawing analogies between what they do to achieve a polished and skillful performance and what this implies that foreign language learners ought to do in order to improve their productive skills – their performance skills, in other words, in the target language.
Suggestions for practical classroom activities will focus on holistic language practices involving
Sustained talk / long turns
Connected writing
Engaging learners in higher order thinking processes
involving technology which promotes holistic learning rather than iterative practice
motivating learners to acquire language through collaborative and meaningful projects using a variety of Web 2.0 tools.
Developing creative thinking skills in english language teachingMarisa Constantinides
Marisa Constantinides, CELT Athens Teacher Education Centre Director
Creative thinking, or divergent production potential is present in all learners but many of the standard classroom activities stunt rather than develop it. This presentation aims to point out opportunities for making this part of our design including activities that have the potential of developing the different facets of this composite aspect of human intellect.
Presented at the City & Guilds 1st Teacher Development Symposium in Athens & Thessaloniki in 2011 (February 20 & 27)
Making it relevant: Dogme, the Web and business English materialsNick Robinson
In 2005, Scott Thornbury laid out the principles of dogme ELT. From them emerges a picture of the classroom as an engaging, interactive space with the learner at its centre, free from the constraints of "third-party, imported materials". Where does this leave teachers who still want to "import" materials into the classroom? Do business English coursebooks, other published resources and material from the Web have a place in the dogme classroom? I'd argue they do, especially when personalised and localised to achieve another of dogme ELT's key goals: relevance. Reference will be made to English360.
These are the slides for my talk at IATEFL Brighton 2011
ABSTRACT:
Teacher education centres attempting to integrate technology into courses may face resistance by trainees, tutors or community. The case study of a small Teacher Ed institution will be used to illustrate issues, along with the results of a study investigating competencies and attitudes of CELTA tutors regarding technology. Discussion will include suggestions on best practices for those facing similar challenges.
SUMMARY:
This presentation aims to share the experiences gained in the context of a small teacher development centre in a non-English speaking country and its attempts to introduce and integrate educational uses of technology into it programmes. The emphasis on “small” is important, as the larger and better-established teacher training institutions may be facing their own challenges, which however may be of a different kind.
These attempts, the successes, failures, resistances by all parties concerned, including the tutors, trainees as well as the wider local and international ELT community will be described during the first part of the talk by discussing specific processes adopted and tools used including:
• Wikis
• Virtual classrooms
• Twitter
• Social networks such as nings and Facebook
The steps followed will be discussed with reference to action and reaction of
• Trainees
• Course tutors
• Employers
• Wider local and international ELT community
The results of a survey amongst CELTA tutors investigating their competencies in and attitudes towards the use of technology on initial training courses such as the Cambridge CELTA in a fully integrated way will also be presented to the audience to illustrate points regarding resistance, denial, acceptance or full adoption.
It is felt that embracing new technologies in an educational context may be, to a large extent, a case of modeling best practices and the implications of this will also be discussed.
In the final part of this talk, some suggestions of possible benefit to small institutions of a similar kind, will be offered and discussed with the audience.
SPECIAL INTEREST AREAS:
Learning Technologies
Teacher Training & Education
"The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly" Ausubel, D..P. (1960) Thia short presentation hopes to show the value of using a variety of tools including graphics organizers which function as 'advance organizers' in Ausubel's quote above and help the teacher scaffold learning
Abstract
Presenting language in small fragments hoping that they will one day automatically transform into fluent near-native talk may not be enough. This talk will highlight ways in which skilled performers achieve excellence and focus on practical activities promoting holistic language learning using a variety of free online tools.
Rationale - Details of Talk
The standard practice of the Foreign Language classroom is to present language in fragments, smaller chunks, or grammar McNuggets, as Scott Thornbury recently called then in a blog post on his A-Z blog.
Teachers do so in the hope that these partial views of language will one be successfully synthesized to form a coherent whole in the learner's mind, hopefully resulting in fluent output.
Research and experience have proved this inadequate.
In this talk, I will be looking at the profiles of skilled performers, drawing analogies between what they do to achieve a polished and skillful performance and what this implies that foreign language learners ought to do in order to improve their productive skills – their performance skills, in other words, in the target language.
Suggestions for practical classroom activities will focus on holistic language practices involving
Sustained talk / long turns
Connected writing
Engaging learners in higher order thinking processes
involving technology which promotes holistic learning rather than iterative practice
motivating learners to acquire language through collaborative and meaningful projects using a variety of Web 2.0 tools.
Developing creative thinking skills in english language teachingMarisa Constantinides
Marisa Constantinides, CELT Athens Teacher Education Centre Director
Creative thinking, or divergent production potential is present in all learners but many of the standard classroom activities stunt rather than develop it. This presentation aims to point out opportunities for making this part of our design including activities that have the potential of developing the different facets of this composite aspect of human intellect.
Presented at the City & Guilds 1st Teacher Development Symposium in Athens & Thessaloniki in 2011 (February 20 & 27)
Making it relevant: Dogme, the Web and business English materialsNick Robinson
In 2005, Scott Thornbury laid out the principles of dogme ELT. From them emerges a picture of the classroom as an engaging, interactive space with the learner at its centre, free from the constraints of "third-party, imported materials". Where does this leave teachers who still want to "import" materials into the classroom? Do business English coursebooks, other published resources and material from the Web have a place in the dogme classroom? I'd argue they do, especially when personalised and localised to achieve another of dogme ELT's key goals: relevance. Reference will be made to English360.
These are the slides for my talk at IATEFL Brighton 2011
ABSTRACT:
Teacher education centres attempting to integrate technology into courses may face resistance by trainees, tutors or community. The case study of a small Teacher Ed institution will be used to illustrate issues, along with the results of a study investigating competencies and attitudes of CELTA tutors regarding technology. Discussion will include suggestions on best practices for those facing similar challenges.
SUMMARY:
This presentation aims to share the experiences gained in the context of a small teacher development centre in a non-English speaking country and its attempts to introduce and integrate educational uses of technology into it programmes. The emphasis on “small” is important, as the larger and better-established teacher training institutions may be facing their own challenges, which however may be of a different kind.
These attempts, the successes, failures, resistances by all parties concerned, including the tutors, trainees as well as the wider local and international ELT community will be described during the first part of the talk by discussing specific processes adopted and tools used including:
• Wikis
• Virtual classrooms
• Twitter
• Social networks such as nings and Facebook
The steps followed will be discussed with reference to action and reaction of
• Trainees
• Course tutors
• Employers
• Wider local and international ELT community
The results of a survey amongst CELTA tutors investigating their competencies in and attitudes towards the use of technology on initial training courses such as the Cambridge CELTA in a fully integrated way will also be presented to the audience to illustrate points regarding resistance, denial, acceptance or full adoption.
It is felt that embracing new technologies in an educational context may be, to a large extent, a case of modeling best practices and the implications of this will also be discussed.
In the final part of this talk, some suggestions of possible benefit to small institutions of a similar kind, will be offered and discussed with the audience.
SPECIAL INTEREST AREAS:
Learning Technologies
Teacher Training & Education
"The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly" Ausubel, D..P. (1960) Thia short presentation hopes to show the value of using a variety of tools including graphics organizers which function as 'advance organizers' in Ausubel's quote above and help the teacher scaffold learning
From a presentation at IATEFL 2015 - a topic which was then of great interest to teacher educators - this may need updating now as Evernote may have changed some of its features - but video recording still not possible
There isn't usually enough time to do as much speaking as is necessary to truly develop our students' speaking - this session hopes to provide you with some ideas for maximising opportunities for speaking in class as well as out of class
Most teachers have to use coursebooks, often coursebooks they were not involved in selecting.
Whether they have positive feelings about their assigned coursebooks or not, “it is a truth universally
acknowledged” that all coursebooks need positive intervention from the teacher, for practical and
pedagogic reasons. In this presentation, I would like to share ideas about how to apply principles of
communicative materials design to materials adaptation, turn meaningless exercises into meaningful
and creative activities, consider how these adaptations can be tailored to mixed-level teaching.
HOMEWORK WITH A VOICE – VIDEO & VOICE APPS FOR SPEAKING HOMEWORK
Marisa Constantinides, CELT Athens
Angelos Bollas, CELT Athens
16:00 - 16:50, 8 May, 2022, Spring ’22 Virtual IP Exhibition
Visit Spring ’22 Virtual IP Exhibition
Even with the best of intentions, classroom opportuni.es for developing speaking fluency and accuracy are never enough. Technology can come to the rescue with a variety of easy to use applications and tools that can motivate and maximize student talking .me. Our presentation will cover tools and apps for all ages and levels and will be especially useful for preparing for speaking exams.
Curation of digital assets is a first step to discovering and organizing great content, making sense of the avalanche of information on the web and getting connected. In this workshop, a case will be made for curation as a first important step to content creation for teachers in pursuit of their own development or learners on their path to autonomous language development.
Developing creative & critical thinking skills in teachers in training IATEF...Marisa Constantinides
Critical and creative thinking are needed by teachers - some activities in this short presentation may be useful to trainers
You can watch the video here https://www.youtube.com/watch?v=KocJT2HKtnE
#ELTchat - hashtagged conversations and CPD through social networkingMarisa Constantinides
Every Wednesday at 19:00 p.m. GMT, a great number of ELT teachers from all over the world log into their Twitter account and for one hour they hold an online discussion (chat) on a topic they have selected.
#ELTchat is a hashtag which appears on all tweets in this online conversation, it’s searchable and anyone who ‘searches’ for it and uses it can converse with any other Twitter user following the same hashtag. It’s followed by hundreds of ELT teachers every week.
This short presentation will look at how hashtagged discussions such as #ELTchat can
- create a feeling of community online amongst ELT professionals
- disseminate information, publications and research which would otherwise remain obscure to the average teacher
- engage and inspire teachers by sharing materials and links
- encourage teachers to keep abreast of new publications and new technologies
- help teachers maintain their interest in their profession
- provide support and create important relationships and connections
The result of this is an expanded and strong Personal Learning Network (PLN) which can help teachers personally and professionally and keep them motivated and connected by maintaining their relationship with an ever expanding PLN through other Social Networks such as
• Facebook
• Linked In
• Google+
It can develop dialogues and disseminate blog posts and materials shared – thus becoming a tool tools for Continuous Professional Development which is free, autonomous, and self-directed.
Recording (23min):
http://lancelot.adobeconnect.com/p6eu0wupb69/
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?
From a presentation at IATEFL 2015 - a topic which was then of great interest to teacher educators - this may need updating now as Evernote may have changed some of its features - but video recording still not possible
There isn't usually enough time to do as much speaking as is necessary to truly develop our students' speaking - this session hopes to provide you with some ideas for maximising opportunities for speaking in class as well as out of class
Most teachers have to use coursebooks, often coursebooks they were not involved in selecting.
Whether they have positive feelings about their assigned coursebooks or not, “it is a truth universally
acknowledged” that all coursebooks need positive intervention from the teacher, for practical and
pedagogic reasons. In this presentation, I would like to share ideas about how to apply principles of
communicative materials design to materials adaptation, turn meaningless exercises into meaningful
and creative activities, consider how these adaptations can be tailored to mixed-level teaching.
HOMEWORK WITH A VOICE – VIDEO & VOICE APPS FOR SPEAKING HOMEWORK
Marisa Constantinides, CELT Athens
Angelos Bollas, CELT Athens
16:00 - 16:50, 8 May, 2022, Spring ’22 Virtual IP Exhibition
Visit Spring ’22 Virtual IP Exhibition
Even with the best of intentions, classroom opportuni.es for developing speaking fluency and accuracy are never enough. Technology can come to the rescue with a variety of easy to use applications and tools that can motivate and maximize student talking .me. Our presentation will cover tools and apps for all ages and levels and will be especially useful for preparing for speaking exams.
Curation of digital assets is a first step to discovering and organizing great content, making sense of the avalanche of information on the web and getting connected. In this workshop, a case will be made for curation as a first important step to content creation for teachers in pursuit of their own development or learners on their path to autonomous language development.
Developing creative & critical thinking skills in teachers in training IATEF...Marisa Constantinides
Critical and creative thinking are needed by teachers - some activities in this short presentation may be useful to trainers
You can watch the video here https://www.youtube.com/watch?v=KocJT2HKtnE
#ELTchat - hashtagged conversations and CPD through social networkingMarisa Constantinides
Every Wednesday at 19:00 p.m. GMT, a great number of ELT teachers from all over the world log into their Twitter account and for one hour they hold an online discussion (chat) on a topic they have selected.
#ELTchat is a hashtag which appears on all tweets in this online conversation, it’s searchable and anyone who ‘searches’ for it and uses it can converse with any other Twitter user following the same hashtag. It’s followed by hundreds of ELT teachers every week.
This short presentation will look at how hashtagged discussions such as #ELTchat can
- create a feeling of community online amongst ELT professionals
- disseminate information, publications and research which would otherwise remain obscure to the average teacher
- engage and inspire teachers by sharing materials and links
- encourage teachers to keep abreast of new publications and new technologies
- help teachers maintain their interest in their profession
- provide support and create important relationships and connections
The result of this is an expanded and strong Personal Learning Network (PLN) which can help teachers personally and professionally and keep them motivated and connected by maintaining their relationship with an ever expanding PLN through other Social Networks such as
• Facebook
• Linked In
• Google+
It can develop dialogues and disseminate blog posts and materials shared – thus becoming a tool tools for Continuous Professional Development which is free, autonomous, and self-directed.
Recording (23min):
http://lancelot.adobeconnect.com/p6eu0wupb69/
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?
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.
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.
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
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
A Survey of Techniques for Maximizing LLM Performance.pptx
Why do i blog
1. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
Marisa Constantinides – @Marisa_CMarisa Constantinides – @Marisa_C
2. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
TEFL MattersTEFL Matters
3. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
Teaching & Learning Foreign LanguagesTeaching & Learning Foreign Languages
4. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
The Cambridge CELTA BlogThe Cambridge CELTA Blog
5. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
The Cambridge DELTA BlogThe Cambridge DELTA Blog
6. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
The #The #ELTchatELTchat BlogBlog
7. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
Ξενόγλωσση Παιδεία –Ξενόγλωσση Παιδεία – My Greek BlogMy Greek Blog
9. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
Marisa Constantinides @Marisa_CMarisa Constantinides @Marisa_C
10. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
10
Richard St. JohnRichard St. John’’s 8 secrets of successs 8 secrets of success
11. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
educator teachereducator teacher
writer teacher educatorwriter teacher educator
presenterpresenter
12. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
educator teachereducator teacher
writer teacher educatorwriter teacher educator
presenterpresenter
13. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
I love my job
I love my job
Passion for
Passion forteaching
teaching
Maintains myMaintains my
enthusiasm forenthusiasm for
educationeducation
14. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
ItIt’s one of my roles
’s one of my roles
I want to give backto my community
I want to share my ideas
I want to share my ideas
15. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
It gets me out of
It gets me out ofmy comfort zone
my comfort zone
16. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
Photo Credit: SnaPsi Сталкер via Compfight
focus more on my interest
focus more on my interest
Curate &Curate &
learnlearn
Critical thinking
Critical thinking
evaluating ideas
evaluating ideas
17. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
18. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
18
•even when I am tired
•good results need hard work!
Photo Credit: Ryan Ritchie via Compfight
19. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
19
•Perseverance is importantPerseverance is important
for learningfor learning
•communicating your ideascommunicating your ideas
is part of learning!is part of learning!
Photo Credit: sgvisuals via Compfight
20. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
20
Photo Credit: Giulia Forsythe via Compfight
PLNPLN
connect toconnect to
growgrow
maintainmaintain
formform
21. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
21
Photo Credit: Erman Akdogan via Compfight
PLNPLN
evidenceevidence
Professional portfolio
Professional portfolio
conversations
conversationsrelationships
relationships
Photo Credit: Erman Akdogan via Compfight
22. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
22
23. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
23
No!No!
24. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
24
25. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
25
• Coursework loadCoursework load
• Fear of exposing lack of knowledgeFear of exposing lack of knowledge
• Writing issuesWriting issues
• Unconvinced of ValueUnconvinced of Value
• ComplacencyComplacency
• Lack of tech knowledgeLack of tech knowledge
26. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
26
Looking for a
job now
I don’t have
ideas
I don’t know
what to write
about
No idea how
to create a
blog
27. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
27
• Do we do enough?Do we do enough?
• Do weDo we ‘teach’ how to blog?‘teach’ how to blog?
• Do we encourage it?Do we encourage it?
• Is it compulsory?Is it compulsory?
• Is it part of the coursework?Is it part of the coursework?
• Do we show them how to use their bloggingDo we show them how to use their blogging
platform?platform?
28. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
28
29. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
Image courtese of http://cdn4.vtourist.com/4/4120548-Propylaea_from_inside_on_Acropolis_Athens.jpg
support given during the learningsupport given during the learning
process which is tailored to the needsprocess which is tailored to the needs
of the student with the intention ofof the student with the intention of
helping the student achieve his/herhelping the student achieve his/her
learning goalslearning goals
(Sawyer, 2006).(Sawyer, 2006).
30. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
… the building is not yet
complete…
31. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
…… writing as processwriting as process
…… take through the pacestake through the paces
…… plan a series of sessionsplan a series of sessions
32. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
http://langwitches.org/blog/2008/12/25/creating-an-outline-for-blogging-unit-plan/
33. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
•Models/blogs to read and addModels/blogs to read and add
commentscomments
•Reading to respond toReading to respond to
•Lesson to reflect onLesson to reflect on
•An activity to describeAn activity to describe
•A question or series of questionsA question or series of questions
•Verbal cues or promptsVerbal cues or prompts
34. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
http://www.hubspot.com/blog-topic-generator
35. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
36. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
37. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
38. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
http://bit.ly/YnL8vX
39. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
http://www.pearltrees.com/#/N-u=1_1255376&N-p=78804442&N-fa=8031289&N-
f=1_8182343&N-s=1_8182343
40. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
http://cambridgecelta.org/2014/02/26/i-have-been-tagged/
41. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
42. Spring Blog Festival 2014 - Marisa Constantinides – CELT Intl – info@celt.edu.gr
My email marisa.constantinides@gmail.comMy email marisa.constantinides@gmail.com
Twitter @Marisa_CTwitter @Marisa_C
My Centre www.celt.edu.grMy Centre www.celt.edu.gr
Image credits Images not credited either my own orImage credits Images not credited either my own or
from http://www.morguefile.comfrom http://www.morguefile.com