Full textbook for teachers to teach beginner to intermediate students. Get on EFL Classroom 2.0. http://community.eflclassroom.com/forum2/topics/teach-learn Blended approach and online learning activities provided to support the lessons. Print and teach!
Learning in the 21st Century Practical Tips for AdultsCompass Publishing
This session presented by James Hall at Compass Teacher's Day in Brazil in July of 2018. The session looks at two amazing courses, Blueprint and Interact, which help adult learners to develop their language competencies within the context of the 21st Century. The session looks at the changing needs of language learners away from just traditional forms of input and output into the 4cs of 21c learning and the growing need for practical and useful contexts for a real and dynamic world. (c) 2018 James Hall- please use citations with references.
Presentation used for literacy across the curriculum training September 2014. Created by Lindsay Maughan, Intervention Lead at The Aacdemy at Shotton Hall.
Full textbook for teachers to teach beginner to intermediate students. Get on EFL Classroom 2.0. http://community.eflclassroom.com/forum2/topics/teach-learn Blended approach and online learning activities provided to support the lessons. Print and teach!
Learning in the 21st Century Practical Tips for AdultsCompass Publishing
This session presented by James Hall at Compass Teacher's Day in Brazil in July of 2018. The session looks at two amazing courses, Blueprint and Interact, which help adult learners to develop their language competencies within the context of the 21st Century. The session looks at the changing needs of language learners away from just traditional forms of input and output into the 4cs of 21c learning and the growing need for practical and useful contexts for a real and dynamic world. (c) 2018 James Hall- please use citations with references.
Presentation used for literacy across the curriculum training September 2014. Created by Lindsay Maughan, Intervention Lead at The Aacdemy at Shotton Hall.
A very rough funny presentation and me and Kimchi, designed to show my course participants how you can put together a pretty good presentation in a taxi in 20 mins, at least one which hits some of the key skills in awesome presentations.
The role and design of instructional materialsSovanna Kakk
My name is Sovanna Kak, a lecturer at Unversity. I would like to share my knowledge with all of you. My facebook is Sovanna Kakk and my phone number is 093560021
Bulkely valley nov general session 2013Faye Brownlie
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
Engage students with experiential learning in your classroomSean Glaze
A how-to interactive training for teachers to help them learn how to use experiential learning in their classroom. Easy and fun activities that they can immediately apply after the training event to engage students
Why should Teacher Talk be limited? What is a good balance between Teacher Talk and Student Talk? What are some teaching strategies to accomplish this?
think pair share
This is the 14th in a series of 15 webinar modules reference material for Pedagogical Content Knowledge (PCK) for Lao Teacher Training of the Ministry of Education and Sports, Lao PDR, with assistance from the Education for Employment Sector Development Project (EESDP) with the Asian Development Bank. This initiative is a convergence effort of the Department of General Education (DGE), Research Institute for Educational Sciences (RIES), the Dept. of Teacher Training (DTE) and the Institute For Education Administration Development (IFEAD). Packaged by Project Implementation Consultant (PIC) Intem Philippines
1. Aaron D. Jolly Hanseo University Korea TESOL Teacher Trainer
2. Who am I? I resemble the thinker , therefore I am. (Rodin 1902, meets Descarte, 1637)
3. About me… I reflect therefore I teach. (Descarte 1637 meets Farrell 2008)
4. - Reflective teaching practice. -MI & critical thinking approaches. -Learner training/student centered. -Promoting acquisition over learning -Input based approaches like ER & EL
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6. More Warm Up Discuss with your partner Hi, my name is ______. Nice to meet you. (I’m _______ NTMY2) I was wondering would you tell me about _______________________? ~tell me a memorable school moment? ~tell me about your favorite teacher? ~tell me what ‘keys’ ingredients are?
16. “ As we start the new school year Mr. Smith I want you to know that I am an Abstract-Sequential Learner and trust that you will conduct yourself accordingly.”
27. Sharing about our ‘keys’ (1) A Happy & Inspired Teacher (2) A Student Centered Class (3) Affective Filters Lowered (4) Fun & Laughter in the Class (5) Using Nation’s 25% Rule (6) The class (or HW) is wired (7) Adaptation & Supplementals
30. i. Using “Entry Points”. ii. 5 minute “Brain Based” activities iii. “Multiple Intelligence” lesson plans. iv. Cooperative Learning activities. v. “Thinking Routines” from HGSE. vi. Speaking frames using PPT
31. There are 5 kinds of Entry Points : -The Aesthetic. -The Narrative. -The Logical/Quantitative. -The Foundational. -The Experiential. Gardner, H. (1991), The Unschooled Mind , New York: Basic Books .
32. The entry point through which learners respond to formal and sensory qualities of a subject or a work of art. http://brooklynartproject.ning.com/
33. Examples: *Use photos from artistic images to stimulate interest. *Show a famous painting or picture which is connected by theme to your topic . Theme: My family
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35. Use all kinds of pictures What do you see, think, wonder?
36. The entry point through which learners respond to the narrative (story) elements of a subject or work of art. Theme: My house
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39. The entry point through which learners respond to aspects of a subject, or work of art that invite deductive reasoning or numerical consideration .
40. 10,000 100,000 1 million 2 million 5 million 8 million 10 million Theme: Korea 2002 World Cup
41. 1. They are using sign language . 2. The girl is probably deaf. 3. The woman is a teacher/helper. Theme: Deaf children
42. The entry point through which learners respond to the broader concepts, or philosophical issues, raised by a subject or artwork.
43. Why is it so? Why do we need English? Why do you love your family? Why do you study so hard? Why do you play soccer? Why is Korea so busy? Why do people drive like that?
44. The entry point through which learners respond to a subject or work art by actually doing something with their hands or bodies.
45. *Play different trust games *Pretend to be blind (for unit on physically challenged kids) Theme: Friendship --- Caring/service
46. Adapted from WIDEWORLD professional development resources. http://www.wideworld.pz.harvard.edu/ These examples were excerpted and adapted from: Davis, J. (1996). The MUSE Book . Cambridge, MA: President and Fellows of Harvard College/Harvard Project Zero
48. What is brain based learning? http://eduscapes.com/tap/topic70.htm
49. What’s the most delicious word? What’s the most dangerous word? What’s the ugliest word? What’s the tallest word? What’s the funniest word? What’s your favorite word?
50. M.I. theory by Dr. Howard Gardner (1983), Professor of Education at Harvard University.
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54. 1. Using MI inventories , to evaluate students learning styles. 2. Creating a mix of different activities based on an MI lesson plan schema .
60. List all the things you know about ants ( in 1 minute) Next, make a list with your partner … next share with the two people next to you or behind you . No duplications please!
88. A: What’s your favorite ice-cream? B: My favorite ice-cream is _______. How about you? A: I like ___________. Do you like ___________? B: Yes I do/No I don’t actually.
89. 1 –Do I use entry points to lessons? 2- Do I use “brain based” cognivities ? 3- Are the MI’s of students factored? 4- Do I use cooperative learning? 5- Do I use thinking routines? 6- Do I use speaking frames?
91. i. Extensive reading ii. Video & audio materials iii. Learner journals iv. Dramatic skits and readings v. PPT books & read alouds vi. Online quizzes vii. Vocabulary cards viii. Websites for learning English
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93. Use Graded Readers! Graded Readers are “books prepared so that they stay within strictly limited vocabulary.” (Nation, 2001)
94. a. Use Real-English.com to watch videos with subtitles, for all levels. b. Find video materials on DVD or that are level appropriate. c. Use you-tube videos with script
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98. By Rob Waring (distributed in Korea by YBM Sisa)
111. 1 –Do I have time for anything? 2 – How can I make (more) time? 3-Do I practice the 1 + 1 approach? 4- Is it for in-class only, or out too? 5- How do I assess learning, or do I? 6- What varies? What stays the same?
Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
No sexism, racism, party political answers. Teams and give points! Rules nothing too emotional please!
Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
Students and parents praying for success on the university entrance exams.
For example: the color, line, expression, and composition of a painting; the intricate patterns on the surface of a beehive; or the alliteration and meter of a poem.
For example: the color, line, expression, and composition of a painting; the intricate patterns on the surface of a beehive; or the alliteration and meter of a poem.
Language Research has shown that comprehensible input is crucial, and also without narrative students cannot develop fluency.
For example: the legend depicted in a painting, the sequence of events in a period of history, or the story behind the construction of a skyscraper.
More about lexiled books later… joke about dark circles…
For example: the question of what decisions led to the creation of an art object, the problem of calculating the overall dimensions of an automobile, or the determination of which character in a mystery is the real villain.
For example: the question of what decisions led to the creation of an art object, the problem of calculating the overall dimensions of an automobile, or the determination of which character in a mystery is the real villain.
For example: the question of what decisions led to the creation of an art object, the problem of calculating the overall dimensions of an automobile, or the determination of which character in a mystery is the real villain.
For example: whether and why calculus is thought to be important to society, whether metaphors depict or defy reality, or why a painting of soup cans is considered art.
For example: whether and why calculus is thought to be important to society, whether metaphors depict or defy reality, or why a painting of soup cans is considered art.
For example: manipulating the same materials used in a work of art, producing a play about the history of a neighborhood, or setting a poem to music.
For example: manipulating the same materials used in a work of art, producing a play about the history of a neighborhood, or setting a poem to music.
-Think of an idea about an entry point that you might use for this example.
Think of activities that challenge your students to think and to be invested in the words, find inventive ways for them to use them and to own them…
-It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, he proposed 7 different intelligences to account for a broader range of human potential in children and adults.
What about you? What are you’re strongest?
What about you? What are you’re strongest?
The core routines are a set of seven or so routines that target different types of thinking from across the modules. These routines are easy to get started with and are commonly found in Visible Thinking teachers' toolkits. Try getting started with with one of these routines. http://www.pz.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03c_CoreRoutines.html
Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
Adapted for lesson with if_________ … _________ might happen
Language Research has shown that comprehensible input is crucial, and also without narrative students cannot develop fluency.
Think of activities that challenge your students to think and to be invested in the words, find inventive ways for them to use them and to own them…
Think of activities that challenge your students to think and to be invested in the words, find inventive ways for them to use them and to own them…
Think of activities that challenge your students to think and to be invested in the words, find inventive ways for them to use them and to own them…
Language Research has shown that comprehensible input is crucial, and also without narrative students cannot develop fluency.
Language Research has shown that comprehensible input is crucial, and also without narrative students cannot develop fluency.
Think of activities that challenge your students to think and to be invested in the words, find inventive ways for them to use them and to own them…
For classroom English
Always good to use PPT to keep a repertoire of speaking frames at hand, or plan them into your lesson plan…
Always good to use PPT to keep a repertoire of speaking frames at hand, or plan them into your lesson plan…
Think of activities that challenge your students to think and to be invested in the words, find inventive ways for them to use them and to own them…
Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
The books are the stars!!!
Insert – Silly Olympics Video Insert – Reading Videos
-Think of an idea about an entry point that you might use for this example.
Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
A lot of “Classroom English” is actually teacher modeling language at the right input level for teachers.