English Retreat Findings
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The document discusses findings from an English retreat regarding class sizes and the time it takes for teachers to grade student essays. It notes that with a class size of 35 students, it would take an English teacher around 29 hours to proficiently read, mark, grade, and enjoy one set of essays from five classes. Even cutting the grading time in half to 10 minutes per essay, it would take a teacher over 24 hours per week to grade papers for five classes of 29 students. Recommendations included raising class sizes to 35 students, investigating better ways to measure student communication outcomes, and providing more inspirational gatherings for teachers.
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Presentation China Innovation Trip 2008 (Interimic and Marketingfacts)
The document summarizes developments in China between 1996 and 2008. It notes that China doubled its GDP during this period and achieved many of its goals laid out in a 1996 roadmap. Chinese culture became less Confucian and more ambitious and materialistic. Digitally, China saw a huge growth in internet and mobile users, with many local brands and technologies booming. The future is predicted to see China continue growing its economy and digital sectors.
Ahistoricoverview
This document provides a historic overview of approaches to language teaching from ancient Greece and Rome to the 20th century. It discusses 10 major approaches: the grammar translation approach used in ancient times; the direct method in the late 19th century; reading, audiolingualism, and situational approaches in the early-to-mid 20th century; and cognitive, affective-humanistic, comprehension-based, and communicative approaches in the late 20th century. Each approach is summarized with its key principles and techniques.
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The document discusses using color-coded feedback to help students identify strengths and weaknesses in their grammar. Color-coding errors in student writing can help raise students' awareness of common mistakes and motivate them to focus on improving specific grammar points. Research suggests color-coded feedback is more effective than traditional methods at helping students notice their errors and engage with feedback. The presenter conducted studies showing students found color-coded feedback easier to understand and that it helped them identify weaknesses to target in future writing.
Free response email
The document provides information about the free response section of the AP Spanish Language and Culture exam. It makes up 50% of the exam and consists of 4 sections worth 12.5% each, testing all three communication modes. The email task is the first free response and takes 15 minutes, while the cultural comparison is the last task at 7 minutes. It discusses the skills tested in each task, such as maintaining the exchange, providing details, and language control. Preparing for the email can begin in level 1 Spanish classes by practicing skills like opening and closing salutations, and these skills are further developed in later levels.
Tasques online en tàndem a les assignatures de llengües estrangeres a la UOC
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The document discusses tandem language learning between students at the Universitat Oberta de Catalunya (UOC) and other universities. It describes pilots where UOC students practiced speaking in foreign languages via Skype with partner students learning Spanish. Key findings included high initial anxiety giving way to satisfaction, a need for guided tasks and follow-up activities, and the importance of integrating the tasks into course assessment. Future plans focused on tool development, training, and integrating additional modalities like email and chat to provide language learning opportunities through negotiated interaction.WAC Highlights
This document discusses writing across the curriculum (WAC). It defines WAC as using writing in all subject areas to aid teaching and learning. WAC has been shown to improve student engagement, retention of information, depth of knowledge, critical thinking skills, and independent thinking. However, writing must have purpose and be supported by reading and critical thinking to be effective. The document provides examples of writing to learn activities that can be used in different subjects and discusses how writing can improve math literacy.
Teacherless activities ccsf esl colloquium 2015
This document provides information about teacherless activities that can be used in beginner level language classrooms. It defines teacherless activities as those that involve students relying on each other for knowledge and practicing the target language without teacher involvement. Several specific teacherless activities are described, including class mingles, information gaps, jigsaw activities, messenger/scribe, double dictation, and games like bingo and battleships. The document explains that teacherless activities are highly interactive, provide repetition, encourage meaningful conversation between students, help build a comfortable classroom environment, and allow students to work at their own pace.
Writers workshop look fors2
1) The document outlines the components and best practices of a writer's workshop, including a 10-15 minute mini-lesson, 20-40 minutes of writing time, conferencing during writing time, and a 5-10 minute sharing time.
2) During the mini-lesson, teachers provide direct instruction on writing procedures, strategies, or examples of good writing. Writing time is the main part of the workshop where students write and the teacher conferences, models writing, or provides small group lessons.
3) Conferencing involves asking open-ended questions to learn about each student's writing and provide feedback focused on one skill. Sharing allows students to present their writing and get feedback from peers or teachers.
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The document discusses the importance of robust conversations and accountable talk at all levels in schools. It provides examples of how teachers can encourage productive discussions through questioning techniques, addressing student errors, and scaffolding reluctant students' participation. Specific strategies are described, such as having students explain their thinking, considering alternative approaches, and making thinking visible through discussion.
TexTESOL Conference October 2015
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My Master Degree Viva presentation.
The document summarizes an examination of Belfaci Imane and Chakrare Khadidja's thesis supervised by Mr. Maamar MISSOUM at Blida02 University of Ali Lounici. The thesis examines the effect of extensive reading on creative writing skills of second year English students. It includes an introduction, literature review, methods and procedures, data presentation and discussion, implications, and conclusion. Data was collected through a student questionnaire, teacher interviews, and an experiment with a pre-test, extensive reading program, and post-test. Results showed that extensive reading improved students' vocabulary, background knowledge, and creative writing skills. The current writing course was found to not emphasize extensive reading or creative writing.
Use of l1 at primary level in l2 learning class room
This study investigated the use of students' first language (L1) in primary-level English classrooms in Pakistan. Classroom observations and teacher/student questionnaires found that L1 was used occasionally to explain difficult words, concepts, and grammar. Both teachers and students viewed the limited use of L1 as helpful rather than detrimental to learning English. The study concluded that judicious use of L1 can assist the teaching and learning process without reducing English exposure.
Muhammad asif presentation
This study investigated the use of students' native language (L1) in primary-level English classrooms in Pakistan. Classroom observations and teacher/student questionnaires found that L1 was used occasionally to explain difficult words, concepts, and grammar. Both teachers and students viewed the limited use of L1 as helpful rather than detrimental to learning English. The study concluded that judicious use of L1 can assist teaching and learning without reducing English exposure.
Teacher training course
The document provides an overview of topics and activities covered in a teacher training program from 3-13 August 2010, including phonetics, pronunciation, grammar, vocabulary, learner autonomy, and listening exercises. Key areas covered are Chinese whispers for practicing pronunciation, books on pronunciation, a poem about pronunciation, emerging vocabulary and blends of words, grappling with grammar challenges, developing learner autonomy, and choosing video clips for listening exercises.
Running a college Language Lab
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The document provides information about preparing for and taking the Cambridge English: Preliminary for Schools exam. It begins by describing what the exam involves and the different components - Reading and Writing, Listening, and Speaking. It then provides details about each component, including timing, tasks, and skills assessed. The document offers tips for preparing, such as practicing with sample tests, improving specific skills like writing and listening, and developing vocabulary and grammar. It also provides practical information about registering, materials to bring to the exam, and tips for managing time on exam day.
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This document provides an overview of Session 2 of a teacher training program conducted by the British Council and Estado de Guanajuato in 2014. It discusses the importance of needs analysis in teacher training to understand what teachers require to improve. The session aims to help trainers understand their role, complete a needs analysis form, and analyze the results. Key aspects of effective versus ineffective trainers are outlined. Core trainer tasks like facilitating study, lesson planning support, observation and feedback are also reviewed. Finally, models of teacher education and the importance of reflection are examined.
Bc phase one_session2
This document provides an overview of Session 2 of a teacher training program conducted by the British Council and Estado de Guanajuato in 2014. It discusses the importance of needs analysis in teacher training and outlines several key topics to be covered in the session, including understanding the roles and skills of effective teacher trainers, different models of teacher training, and how to complete a needs analysis form and analyze the results.
E accomplishment and failure
This lesson plan aims to help secondary 3 students practice English through oral interaction and reading on the topic of accomplishment and failure. The plan includes a variety of activities such as watching a video on successful people who initially failed, discussing opinions on failure and success, learning equine vocabulary through a split information activity, reading a poem, sharing personal experiences, and working in groups to solve problems related to dealing with failure. The teacher models activities, provides scaffolding, integrates Chinese culture, and incorporates multiple opportunities for cooperative learning and oral interaction. While the plan was realistic given the students' English level and discipline, the teacher could have better utilized the introductory video and anticipated differing student needs. Overall, cooperative learning activities and modeling instructions
Speaking activities for clil
This document provides guidance and suggestions for teaching speaking activities in a CLIL (Content and Language Integrated Learning) classroom. It discusses challenges teachers and learners face with speaking, such as students not using English or being disruptive. It then offers solutions like practicing fluency through information gap activities and accuracy through controlled drills. The document also provides tips for error correction, maximizing English use, and creating a supportive classroom climate.
Best publications
best" publication may vary from person to person, depending on their interests and needs. The key is to explore different publications within your area of interest and find the ones that resonate with you the most. Each of these publications offers a unique perspective and a commitment to excellence in its respective genre, making them worthy of exploration.
best science journals
science journals is essential for staying informed about the latest developments in your field of interest. The journals mentioned above are among the best in their respective disciplines, offering valuable insights and research findings. Remember that the choice of journal should align with your specific research area and goals, so it's essential to explore the journals that best serve your needs and interests.
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English Retreat Findings
- 2. Some Questions to Avoid Oil Painting Syndrome:
- 6. 35
- 8. 29
- 11. In the morning presentation we learned that 48% of students graduating from Miami Dade College can communicate at a proficient or exemplary level.
- 12. We also learned that there is evidence (from a dissertation) that the number of students in our classes did not significantly impact the quality of writing instruction.
- 13. In my breakout session, we focused on providing student feedback. We explored the need to enjoy the papers, not to become the grammar police, to aim for meaningful feedback. In essence, in the spirit of renewal that was the aim of the retreat, we reminded each other to use student writing as an opportunity to communicate authentically.
- 14. How much time does it take to read a set of essays for five classes in a hurry?
- 15. The same amount as it takes to see 52% of our students fail to communicate proficiently?
- 16. Recommendations
- 17. Raise class size for all campuses to 35.
- 18. Device a study to investigate how to measure the communication outcome more effectively.
- 19. Change some of the terminology so that it does not look like such a challenge that 52% of our graduates cannot communicate proficiently.
- 20. Set up a committee to study the challenge of 52% and come up with a technological fix for the inefficiency of English teachers to read, mark, grade, and enjoy student writing.
- 21. Continue to maintain the full time load for English teachers at five classes.
- 22. Provide more inspirational gatherings.