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Show all documents Technology-Assisted-Reflection: A Study of Pre-service Teacher Education in Middle School Language Arts and Social Studies and Secondary English Education and Social Studies In the third phase of her study, Martin administered her modified questionnaire and validated it through Cronbach's alpha and by test-retest correlation to determine consistency and stability in the responses over time.
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Show all documents Technology-Assisted-Reflection: A Study of Pre-service Teacher Education in Middle School Language Arts and Social Studies and Secondary English Education and Social Studies In the third phase of her study, Martin administered her modified questionnaire and validated it through Cronbach's alpha and by test-retest correlation to determine consistency and stability in the responses over time. A third higher education institution was included in the sample, and most students who participated were enrolled in classes that utilized computers.
The correlation gathered in her study did support six of her eight stages. The strongest correlation was given to stages: Contextual 0 , Informational 1 , and Personal 2. In addition, Martin found some validation for the stages of Consequence for Self 4s , Collaboration 5 and Refocusing 6. There appears to be mixed support for the factors associated with stage 3 as it loaded higher on other stages. Stage 4o item was associated with stage 3 Management and dispersed throughout stages 3, 4s, and 5.
We look to the work of Nagle , who, with colleagues, explores how teachers and teacher educators have responded to and learned from ELLs. Nagle recognizes that in the current era of accountability and its increased demand for recognition of multiple forms of literacy and literate practice, ELLs comprise a significant portion of the student population across the United States; therefore, teachers in all content areas must be responsible for providing high quality instruction that meets the needs of this group of students.
Outlining the essential components of the collaborative effort is key to understanding why a teacher learning framework can be successful within a given context. An internationally known scholar in English language arts education , Dr. Langer specializes in developing teaching approaches that can enrich and improve what gets done on a daily basis in classrooms.
She was inducted into the International Reading Hall of Fame and has received many other notable awards, including an honorary doctorate from the University of Uppsala, Sweden, for her research on literacy education. Vol 16, No 1 First, professional development programs should include theoretical input that responds to the needs and wants identified in the needs analysis prior to starting a program. Second, these programs should include explicit activities for teachers to discuss issues around theoretical underpinnings: Whether they can be applied, whether they need to be adapted, and so forth.
Third, teachers in this program should be encouraged to explicitly use the theory they study in practical realizations such as lesson plans, class observations, and the planning and execution of classroom activities. Teachers benefit from being asked to use theory this way and to reflect upon it.
Lastly, activities that combine theory and practice in professional development programs, especially ones that address planning and executing teaching ideas, should have follow-up sessions for reflection.
Teachers and teacher educators, or collaborators Freeman, , should reflect prior to and on action to see in what ways the program is having an impact on teachers. Ed curriculum is positive step forward. It gives the future teacher an opportunity to connect with their students in artistic ways like through music, acting, paining it enhances their skill as well as their personality.
Arts promotes and develops certain skills and characteristics. Drama and Arts can be extremely helpful in the all-round development of the students. The arts and education can be seen in three contexts- as a means to build an appreciative and informed audience, as means to develop the professional arts practitioner and to prepare students to engage in a creative, cultural life.
However, there are some hindrances, using art in education like the defiance of being open to changes, No Knowledge of any of the Performing Art, Scarcity of Resources etc.
This paper is about the meaning and advantages of arts in education and the difficulties in using art in education and few ways to overcome such difficulties. Should the teacher find the materials too much, he or she was allowed to skip some numbers in a particular type of exercise e. What the teacher should bear in mind was that all of the types of exercises had to be experienced by the students. When the materials were considered too little meaning that more time was left , the teacher was required to use the rest of the time by working on materials from different sources as he or she liked.
Or, he or she could give the students other activities such as games, songs, or riddles. Specifically in the session of independent study, the teacher served more as a facilitator for students who needed helps.
A framework for developing community and promoting language use in the online English as a second language learning environment There are many suggestions on improving practice. The sensible choice would be to refine the pedagogical and theoretical foundations to underpin the infusion of technology Garret, ; Chapelle, ; Kern and Warschauer, because there is no ideal second language teaching approach or method to reflect online language teacher practices Compton, However, it appeared that there is a dearth of research on the specific area of interest Table 1.
Exploring perceptions of curriculum change in initial English Language Teacher Education : a case in Argentina Nevertheless, the curriculum innovations regarding situated learning and a stronger sociocultural perspective were neither favoured nor enacted. Autonomy, which could have been sought through self-study material both printed and online use of virtual classrooms , was not considered an asset either by the student-teachers or the teacher educators.
Raviraj Furde2 Collaborative learning has the best and largest empirical base of any educational innovation. Collaborative processes have been shown to advance higher-level conceptual learning and develop thinking skills. Collaborative learning is well worth exploring or useful to promote the higher education. Title III consortium. Daily ELD instruction by proficiency level will be provided. This is also the language of teacher education in Pakistan Rahman, A language has four basic skills: reading, writing, listening and speak- ing.
Learning a language needs to learn these four basic skills. Learning in Pakistani universities is assessment driven Ali et al. Instead of assessing four basic skills only writing skills are assessed in the public sector educational institutions including universities in Pakistan Alam, ; Coleman, The assessment of writing skills alone gives high grades and students work hard for mastery in writing excellent pieces.
That is why students do not pay attention to English speaking skills. Consequently, the level of English speaking proficiency is very low in outgoing graduates of higher education in Pakistan Alam, ; Bilal et al. Not to talk about the weak students even bright students who get high scores in written examinations are unable to speak English language properly Bilal et al. Speaking skills em- power human to create new ways of speaking to others about any topic or experience Honig, ; Huang, ; Wu, To speak fluently, correctly with proper.
Literacy and Numeracy Learning for Life : The National Strategy to Improve Literacy and Numeracy among Children and Young People Similarly, students experience significant changes in content and teaching approaches between primary and lower secondary education. In addition, we know that children will arrive in first year of post-primary school with a very varied range of achievement in literacy and numeracy.
Many twelve-year-olds will have very advanced skills in literacy and numeracy, others will require much more consolidation of these skills, and a minority will not have developed their skills sufficiently to access the post- primary curriculum. Despite the existence of these very varied learning needs, it is not clear that post-primary teachers pay sufficient regard to the prior learning of individual students in literacy and numeracy when they are.
Communicative language teaching and language teacher education through the kind of written exercises that are so familiar to these learners. Moreover, given what has been established as a legitimate, if limited, role for the targ[r]. Exploring perceptions of curriculum change in initial English language teacher education : a case in Argentina Both the and the curricula shared the vision of future teachers as trans- formatory intellectuals who empower others.
Teaching was conceptualised as the engineering of certain conditions for learners to learn what we believe is worth learning. In turn, learning was approached as situated. This means that situated learning is a complex activity which includes mental, physical, emotional, and cognitive processes which occur in an intersubjective network.
However, the main difference between both curricula resided in their over- all qualifying function. While the curriculum only educated teachers for ELT in secondary education , the curriculum educated teachers for kindergarten, primary and secondary education. Seeing the bigger picture: investigating the state of the arts in teacher education programs in Australia Recent research highlights the many and profound benefits that the arts have to offer education Aprill, ; Bamford, It has been demonstrated that the needs of the teachers in terms of skills are closely related to their profile.
Exceptions do exist but some general findings were applicable for generalizations. Teachers who attended pre-service English education were found to be more confident with their English proficiency, but were found in great need of provision of pedagogical techniques and exposure to young learners.
On the contrary, teachers who graduated from PGSD and SPG were generally not confident with their English proficiency, but were more versatile in terms of their pedagogical practices and their skill in dealing with young learners. Teachers without an English background but had lengthy experience in dealing with young learners were struggling in several pedagogical areas and were not very much confident with their English proficiency. All of this amidst a general opinion shared by parents, teachers, politicians, etc.
In this context an urgent need arises for an innovative and very creative design to change the curricula at universities so that the country can raise the quality in foreign language education.
The aim is for language education to have a real impact in the school communities. Having Critical Pedagogy as one of the main supporting models, this design we report on is based on the idea that the traditional curriculum is a pedagogy that transmits inflexible social truths; consequently, this proposal incorporates participatory and reflective instructional activities, such as situated and transformed practice and critical framing.
This innovative curriculum also includes on-going education , inviting classroom teachers to be part of Methodology classes, Reflection Workshops, early Teaching Practice, and Mentoring as a key practice in creating and consolidating communities of interest in language education. Examining the validity and reliability of the Activities Specific Balance Confidence Scale 6 ABC 6 in a diverse group of older adults Approaching the front entrance of Marian Academy a pseudonym , the first thing one sees is the beautiful mosaic sculpture garden.
Inside the main lobby brightly glazed ceramics catch the eye and student artwork decorates walls and display shelves in classrooms, hallways, and meeting areas. Many of the curriculum materials posted in classrooms utilized image and color to communicate the concepts teachers presented to students. This plethora of visual art was not a coincidence. Marian Academy made a conscious, purposeful commitment to weaving the arts throughout every subject area.
The teachers were dedicated to providing students with multiple pathways for learning and expression Eisner, , often through the arts. Such a philosophy asked teachers to consider the way they viewed, taught, and interacted with students. In my experiences there, I saw an emphasis on both encouraging students to express themselves creatively and helping students accommodate their learning needs through visual arts. For this study, I was interested in investigating English language arts.
Top management and leadership commitment, in this study, was found to be another critical core principle of TQM as it came second in contributing to the production of quality English language teacher education programs.
Certainly, committed leadership is essential for successful quality improvement programs. Leaders should pave the way for quality implementation by promoting the spirit of teamwork to achieve continuous improvement and creating a vision which mirrors the devotion to attain total quality. This finding illustrates that the top managements of the participated schools and faculties give great importance to research, publication and development with a highest mean score 3.
Not only that but they are also quality-oriented leaders who visibly and explicitly direct efforts towards continuous improvement because of their commitment to quality with a mean score of 3.
Of course, the top managements of the participated schools and faculties trust their staff members to do their work properly scored 3. Furthermore, the top managements of schools are always keen on delivering the latest technology to sustain quality scored 3. It was also found that there is an inclination of top management to allocate sufficient resources and time for quality management efforts with a mean score 3.
Additionally, elements of quality management structure are in place to manage the school quality journey with a mean score 3.
Collaborative learning can occur peer-to-peer or in larger groups. Peer learning, or peer instruction, is a type of collaborative learning that involves students working in pairs or small groups to discuss concepts or find solutions to problems. Similar to the idea that two or three heads are better than one, educational researchers have found that through peer instruction, students teach each other by addressing misunderstandings and clarifying misconceptions. Research shows that educational experiences that are active, social, contextual, engaging, and student-owned lead to deeper learning. The benefits of collaborative learning include:.
Straightforward and reader friendly, it introduces the concepts and offers a step-by-step guide to going through an action research process, including illustrations drawn widely from international contexts. Once you have used this curriculum in your classroom, please complete and return the evaluation form. This book is only one resource out of several that can be used to help you with ideas for activities and teaching methods to meet the needs of all pupils and to. This revised guide is designed to help students better understand the science, cause and effect, and regulatory and citizen action that are part of understanding and addressing acid rain. On these pages, we have information about both innovative and tried-and-true, research-based practices for English language learners ELLs. As of today we have 77,, eBooks for you to download for free. Instructional Guide for University Faculty and Teaching Assistants This guide is a brief compilation of teaching-related information from several sources, including instructional guidebooks from other institutions, journals, and contributions from master teachers and academic support units at Northern Illinois University.
PDF | Collaborative teaching, a significant concept in the field of English language with learning disabilities (Hudson & Glomb, ), and special education.
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Learn insights about the benefits of proactive retraining and reskilling, and how you can better understand the economics of learning. You will get actionable tips on how to improve and implement collaborative learning within your organisation. This approach actively engages learners to process and synthesize information and concepts, rather than using rote memorization of facts and figures. Learners work with each other on projects, where they must collaborate as a group to understand the concepts being presented to them.
Collaborative learning is a situation in which two or more people learn or attempt to learn something together. These include both face-to-face conversations  and computer discussions online forums, chat rooms, etc. Thus, collaborative learning is commonly illustrated when groups of students work together to search for understanding, meaning, or solutions or to create an artifact or product of their learning. Furthermore, collaborative learning redefines the traditional student-teacher relationship in the classroom which results in controversy over whether this paradigm is more beneficial than harmful.
Classroom English For Teachers Ppt. Skillshare is a learning platform with online classes taught by the world's best practitioners. Classroom helps students and teachers organize student work, boost collaboration, and foster better communication. The teacher can provide this student with a classroom setting wherein he can feel comfortable, accepted and welcome. Free Spanish PowerPoint presentations to teach. Autumn crafts, reading comprehension passages, puzzles, and calendars.
Collaborative learning is a method of teaching and learning in which students team together to explore a significant question or create a meaningful project. A group of students discussing a lecture or students from different schools working together over the Internet on a shared assignment are both examples of collaborative learning. Cooperative learning, which will be the primary focus of this workshop, is a specific kind of collaborative learning. In cooperative learning, students work together in small groups on a structured activity. They are individually accountable for their work, and the work of the group as a whole is also assessed. Cooperative groups work face-to-face and learn to work as a team.
Oxford AcademicCollaborative Language Learning and. Teaching by David Nunan(PDF) COLLABORATIVE. LEARNING IN ENGLISH LANGUAGE LEARNING.
PDF | Theteaching and learning of English as a second language and its approaches have been an issueof great concern to both educationists.