Beyond One Day Wkshp (post session version): TESOL 2010 (Cona/Moss of REEP program)
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TESOL 2010, March 25, 7:30a.m. questions: mcona@arlington.k12.va.us Description: Presenters share an online reflective practice group model that provides quality, sustained professional development for adult ESOL teachers through the asynchronous exploration of ideas and best practices. Presenters demonstrate the free Web tool they used and discuss issues surrounding online professional development and fostering program cohesion in practice.
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![Beyond the One-Day Workshop ,[object Object],Michele Cona, ITC mcona@arlington.k12.va.us Donna Moss, PD Coordinator dmoss@arlington.k12.va.us](https://image.slidesharecdn.com/postsessionversionbeyondonedaywkshptesol2010dmossmconareeparlingtonva-100329194439-phpapp01/85/Beyond-One-Day-Wkshp-post-session-version-TESOL-2010-Cona-Moss-of-REEP-program-1-320.jpg)
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The document summarizes a wiki project done by 8th grade students at Westmont Junior High School. The project objectives were for students to learn how to evaluate information from research, understand a historical decade, and work collaboratively in groups. Teachers provided additional training for students on setting up accounts and using the wiki tools. The project promoted student engagement, accountability, and better collaboration between group members. It also allowed for easier grading by teachers and was more environmentally friendly than printed papers. Lessons learned included giving students more time to work and having them create a site map to aid grading.
Blended online and onsite personalized professional learning for sustainable ...
This document discusses research on effective models for blended teacher professional development (PD). It proposes a model that provides:
1) Online access to digital content to enhance face-to-face PD experiences.
2) Extending face-to-face summer experiences online through discussions with colleagues about practices and strategies.
3) Interacting online in real-time with experts from organizations like NASA, NOAA, and NSF to discuss research and classroom applications.
4) Helping teachers develop long-term growth plans tailored to their needs and connecting them to resources and others with similar goals online, with opportunities for recognition.
Meeting and workshop project based learning february 4th 2014 by mr.samir bounab
The document outlines an agenda for a time training session and workshop. It includes an opening session, video presentation, powerpoint presentation, and two workshop sessions. The first workshop involves planning project works for different levels. The second workshop covers project work delivery and discussion. The document then provides information on defining themes, outcomes, structuring, skills, gathering information, analyzing, presenting, and evaluating project work. It describes project work as involving multi-skill activities focused on a theme of interest. Learners work together over several days or weeks both inside and outside the classroom. The document also notes some common reasons why teachers may avoid project work, such as lack of time.
Teaching & Learning Online: It's All About the Pedagogy Day 1
This is the presentation used for the the 1/2 day online learning workshop delivered by Mary Herring, Lois Lindell and Leigh Zeitz at the University of Northern Iowa.
It was delivered to assist professors at UNI in the process of transferring their face-to-face courses to online courses.
Technology for Teaching and Learning.pdf
This document discusses productivity software applications that can be used for language teaching and learning. It identifies several uses of applications like MS Word, presentation software, and spreadsheets. It provides examples of how these applications can be used to create learning plans, assessments, templates and graphic organizers. It also discusses how presentation software can help develop language macro skills like reading, writing, speaking and listening. Specific productivity applications are identified for creating and sharing documents, presentations and spreadsheets for language learning. Basic instructional design for preparing presentations is also outlined.
Instructional plan and presentation
This document outlines an instructional plan and presentation for a two-day training on project based learning for teachers. The training aims to teach teachers how to create project based learning units that engage students in solving real-world problems. It includes learning objectives, a schedule, instructional methods, and an evaluation plan to measure the effectiveness of the training. The overall goal is for teachers to learn how to facilitate project based learning in their own classrooms in order to improve student outcomes.
student engagement and success through collaborative PjBL
This document discusses using collaborative project-based learning (PjBL) to engage 21st century students and ensure their success. It notes that today's students have shorter attention spans, resist memorization, and see learning as a social activity. PjBL emerges as an effective practice that involves confronting real-world problems, collaborating to create solutions, and presenting results. The document provides examples of PjBL design principles like formulating learning outcomes, creating authentic projects, facilitating collaboration, and utilizing classroom technology and other resources to support significant learning through PjBL.
Online Pedagogy
The document discusses best practices for online pedagogy and instruction. It emphasizes fostering student collaboration, participation, and reflection through interactive approaches. Some strategies proposed include encouraging student-faculty contact through virtual office hours and discussions, encouraging cooperation among students by organizing them into groups, and giving prompt feedback on assignments and discussions. The goal is to respect diverse learning styles while also communicating high expectations for students.
21stcenturizing Learning 2
I. The agenda includes welcome, updates, a newsletter discussion, a project Q&A, two sessions of a network inquiry activity with setup and collaboration, a Diigo discussion, and closing questions.
II. The document discusses shifting teaching from individual to collaborative practice, learning from linear to participatory, and the need to unlearn old approaches.
III. It provides examples of technological pedagogical models and findings that effective technology use depends on good teaching approaches, not just the technology alone.
The blended learning research: What we now know about high quality faculty de...
This document summarizes research on faculty development and course design for blended learning. It finds that active learning, administration/leadership, and responsiveness are the most important competencies for blended teaching. Faculty development programs should provide hands-on experience in a blended course to help instructors acquire new skills. Topics covered include course redesign, content selection, learning activities, assessment, and time management. Supporting faculty with blended course design and a learning community is key to success.
Sean_McMinn-Breaking_Down_the_Four_Walls_Mobile_Devices_in_Classroom_Teaching...
The document discusses a project to enhance task-based language learning through the use of mobile devices in the classroom. It outlines the project objectives, which include developing and testing a TBLT methodology using mobile devices to improve student collaboration, communication, and feedback. It describes how mobile devices were integrated into class activities for speaking, listening, reading and writing practice. The progress made includes creating an app library, user guides, and examples of student projects developed using apps. Findings showed benefits of collaboration and flexibility but also challenges like sound quality issues. Future work includes expanding the app library and assessing long-term student motivation.
Blended by Design: Day 2
This document provides guidance on designing blended courses through modular content organization, learning objectives, instructional strategies, and community building. Key points include:
- Courses should be redesigned into manageable modules with clear learning objectives and a mix of online and classroom activities.
- A variety of instructional techniques can be used within modules, including active learning, assessments, and strategies to encourage interaction and engagement.
- Community building is important and can be facilitated through online discussions and in-class group activities and assignments.
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Project pedagogy
Project work is an effective teaching method in English for Specific Purposes settings. It leads to authentic language use focused at the discourse level through multi-skill activities centered around a theme of interest. Students work together over several weeks, both inside and outside the classroom, to achieve a common goal such as creating a brochure, bulletin board, video, or article. The eight fundamental steps to developing a project include defining a theme, determining the final outcome, structuring the project, identifying language skills needed, gathering information, compiling and analyzing information, presenting the final product, and evaluating the project.
Ilc cafe intentional teaching
This document outlines an agenda for an instructional leadership meeting focusing on developing critical thinking, communication, collaboration, and creativity skills through intentional teaching practices. The agenda includes refocusing on the 4 C's, sharing teaching artifacts, exploring how the artifacts relate to four instructional domains, learning criteria for selecting content-rich texts, exploring online educational resources in small groups, and sharing new skills and resources. The document provides information on various online tools and frameworks to support instruction aligned with the common core standards.
The online teaching survival guide powerpoint
The document provides an overview of online teaching best practices. It discusses the differences between online and campus courses, types of online courses, the four stages of an online course (beginning, early middle, late middle, closing), learning theories, 10 core learning principles, and 10 best practices for online teaching. It also provides tips and strategies for each stage of an online course on topics like launching discussions, giving feedback, managing projects, and closing a course.
Online Learning to Support Educators
Online professional development (PD) for educators provides flexibility, access to experts, opportunities for reflection, and potential cost savings. Effective online PD is interactive, personalized, and data-driven. It requires careful attention to design, facilitation, and building learning communities. Research shows online PD can improve teacher practice and student learning when developed using collaborative models and incorporating feedback over time. Choosing the right technologies and providing training are also important for success.
CSYN.iEARN-jordan.Feb23.2013
The Christopher Stevens Youth Network/CE2.0 –iEARN Jordan Workshop
February 23rd, 2013
iEARN-Jordan conducted a training workshop on February 23rd, 2013 as part of the Christopher Stevens Youth Network: Global Connections 2.0. Fifteen educators from Jordan, Kuwait and the USA participated in the workshop. Ms. Khitam Al-Utaibi, iEARN-Jordan Representative delivered the training on two parts. The first part of the workshop was about learning what is iEARN and take a tour in some of the 300 online projects. After teachers were introduced to iEARN, they had hands on training on some of the essential aspects in Project-Based Learning as well as engaging teachers in some activities related to building skills in grouping strategies, debate strategies and tuning protocols in projects. iEARN International celebrates this year its 25th Anniversary and iEARN-Jordan celebrated this occasion with all participants in the presence of all attendees with a cake that has the logos of the US Department of State, iEARN-Jordan, GCE and the iEARN International logo for the 25th Anniversary.
21stcenturyskills 200810230739
The document discusses features of quality online courses that develop 21st century skills. It emphasizes that effective online courses foster collaboration through activities like group discussions, group projects and peer reviews. They also engage students through varied content, social elements, and giving students choice in assignments. Quality courses are aligned with standards, incorporate different media and voices, and facilitate active, project-based learning. Instructors receive training to facilitate online engagement and support is provided to students, instructors and coordinators.
Similar a Beyond One Day Wkshp (post session version): TESOL 2010 (Cona/Moss of REEP program) (20)
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Sean_McMinn-Breaking_Down_the_Four_Walls_Mobile_Devices_in_Classroom_Teaching...
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- 12. A New PD Opportunity “ In reflective practice…teachers become listeners, observers, thinkers, and researchers …” ~ Yu Ren Dong
- 23. 4. Participants: Teachers wiki
- 27. 5. Web tool: Wetpaint On Monday’s we posted reminders and suggestions on the frontpage, or Announcements page. GREEN area is all part of the standard Wetpaint template. The white areas are modifiable by the user.
- 28. Create all content – admin, tasks explained, netiquette, project timeline (shown here), peer review partnering for each week, etc, BEFORE building out the wiki. When all content is finalized and ready to post, THEN copy and paste to the wiki. You can create however many pages and sublevels as needed. Plan it all first so that the only thing changing from week to week is the content the participants are adding themselves, discussion areas, announcements, and resource pages. Also, plan where you can hyperlink to other relevant sections or to outside resources.
- 29. Peer review front page and subpages for each week (according to the alternating partner plan made ahead of time) were posted and linked to before the launch of the project. During initial face to face workshop, participants completed an example peer review activity and discussion to walk through all tasks that would be expected of them each week.
- 30. Be sure to register for a free Educators account to increase file attachment limit from 40 to 250 (limit as of 2009, may be more now). Be sure to include in the initial workshop a consensus building activity on standards for lesson plans, reflections, and peer reviews. Include training on using all aspects of the wiki interface!
- 31. Be sure to use descriptive subject lines for each discussion thread for better organization. Wetpaint is searchable!
- 39. Resources Brookfield, S. (1995). Becoming a critically reflective teacher . San Francisco: Jossey-Bass Center for Adult English Language Acquisition (CAELA) Network. (2008). Framework for quality professional development for practitioners working with adult English language learners. Washington, DC: Center for Applied Linguistics. http://www.cal.org/caelanetwork/profdev/framework/index.html Dong, Yu Ren, (2000). Learning to see diverse students through reflective teaching portfolios. In Teacher Education, edited by Karen E. Johnson. TESOL. Farrell, T.S. (2008). Reflective practice in the professional development of teachers of adult English language learners. Washington DC. Center for Adult English Language Acquisition. http://www.cal.org/caelanetwork/pd_resources/reflectivepractice.html Florez, MaryAnn C. (2001). Reflective teaching practice in adult ESL settings. Washington, DC. National Center for ESL Literacy Education. http://www.cal.org/caela/esl_resources/digests/reflect.html Richards, J.C., & Lockhart, C. (1996). Reflective teaching in the second language classroom. New York: Cambridge University Press. Schaetzel, K., Peyton, J.K., Burt, M. (2007). Professional development for adult ESL practitioners: Building Capacity . Washington, DC: Center for Applied Linguistics. http://www.cal.org/caela/esl_resources/briefs/profdev.html