Keep calm and get (digitally) organised
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This document discusses using OneNote for professional development and continuing education. It provides examples of how OneNote can be used to save documents, web pages, emails, notes from learners and lessons, and reflective journals in one centralized place. Information stored in OneNote is automatically synced across all devices, is safely accessible without an internet connection, and can be easily organized, shared, and searched. This makes professional development materials more useful over the long term compared to just collecting physical papers and documents.
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The document provides recommendations and guidelines for student computer use at school and at home:
- Computers should be used in common areas, not bedrooms, and stopped at least an hour before bed. Multi-tasking is discouraged.
- Parents should monitor student accounts on social media and be able to access passwords. All social media posts should be appropriate.
- Teachers should use separate, professional social media accounts and not connect with students on personal accounts.
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This document discusses how teachers can create great content for their classrooms. It recommends that teachers create and adapt content using digital technologies since textbooks quickly become outdated. Teachers are encouraged to create content like recording themselves reading stories aloud, modify existing materials by adding images or turning readings into quizzes, and explore new tools and materials to engage students. The document emphasizes sharing content with other teachers through blogs, social media and other online platforms to create networks of educators and receive feedback to improve. Teachers should not be afraid to try new technologies through trial and error.
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Using technology for learning has several benefits: It allows students to access educational materials anywhere and anytime, beyond the classroom. Technology also enhances teachers' ability to demonstrate concepts through visual aids. It provides students new ways to express themselves, such as through multimedia projects. Technology facilitates collaboration on projects between students who may be in different locations. It enables interaction between classrooms globally through video conferencing. Students can learn at their own pace with technology. Overall, technology shifts the focus from teachers' lectures to students' independent and self-paced learning through projects.
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Teaching grammar january 27th 2015 my copie
Teaching grammar using
Deductive & Inductive approaches
and PIASP
teaching method
-
:The audience power point presentation
1. Defining grammar
2. Different approaches and teaching grammar.
3. Deductive vs inductive approaches
4. The main difference between them
5. The role of the learner.
6. The role of the teacher.
7. Combination of both approaches.
8. Teaching grammar in the Algerian teaching system
9. PIASP teaching method
10. Samples from Algerian school manuals
Teaching grammar aeltt meeting algiers may 21 st2016
- Teachers focus more on the structural aspects of grammar lessons rather than functional aspects. They aim to cover grammatical points quickly without fully addressing how grammar functions in communication.
- Some teachers do address the functional aspect but feel rushed to get to the grammatical objective. Effective grammar teaching requires a balance of form and function.
- Approaches like deductive, inductive, and combined methods can be used, with considerations for learner needs, backgrounds, and levels. The teacher's role shifts between approaches, with inductive requiring more active involvement from learners.
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The document summarizes research on teaching grammar deductively versus inductively. It describes a study that compared teaching 10 French grammar points deductively by explaining rules first versus inductively by exposing students to example sentences first without explanation. Students performed better on immediate and delayed tests of the grammar points when they were taught inductively, discovering the rules through meaningful examples and communication rather than being directly taught the rules. The document concludes with criteria for effective inductive grammar lessons, noting students can communicate using new structures before being taught the linguistic rules.
How to teach grammar
This document provides guidance on teaching grammar to language students. It discusses inductive and deductive approaches, with inductive involving students discovering rules through exercises and deductive involving direct explanation of rules by the teacher. The goal of grammar instruction is to enable communication, requiring instruction that connects grammar to communication contexts while not requiring mastery of every aspect. Error correction should not always be the primary responsibility of the instructor. Overt grammar instruction should be limited to 10 minutes, present concepts in multiple ways, and use accurate and culturally appropriate examples as teaching tools focused on a specific theme. Grammar is taught in relation to meaning and the communication tasks students need to complete. Teachers need to avoid overfocusing on error correction and instead let students know
Teaching grammar with fun
This document provides descriptions of 28 sample language teaching activities. The activities focus on a variety of language skills including vocabulary, grammar, listening, speaking, and writing. Some of the key activities described include matching pictures to numbers, memorizing pictures, picture cover up, double sided chunks, hot potato game, Simon says, feeling jar, ready made pictures, mixed words/letters, weather, what's in my hand, sequence in cards, expressing feelings through sounds, substitution drills, cross questions, eliciting adjectives from pictures, fastest wins vocabulary game, and A-B cooperation. The activities aim to make language learning engaging and interactive through visuals, movement, and games.
Teaching grammar
This document discusses different approaches to teaching grammar. It proposes a three-dimensional grammar framework that considers the form, meaning, and use of grammatical structures. It also discusses the challenges students face in learning grammar and emphasizes the importance of understanding students' learning processes. Effective grammar teaching involves enabling students to use structures accurately, meaningfully, and appropriately. Both form-focused and communicative approaches are recommended, along with examples of output activities and the role of feedback.
The way we teach grammar
The document discusses various topics related to teaching grammar, including:
1. Different types of grammar such as prescriptive, descriptive, and pedagogical grammars.
2. Approaches to teaching grammar such as PPP, inductive, and deductive methods.
3. Suggestions for teaching grammar effectively, including providing context and connecting grammar to communicative activities.
4. The importance of teaching form, meaning, and use of grammar structures.
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Keep calm and get (digitally) organised
- 2. you make at this conference? What will you do with the
- 3. Will they sit and at home on a shelf? unloved
- 4. that you do more How can you make the useful?
- 5. What do you do to your professional development?
- 6. How do you
- 18. All synched automatically- on your phone/ laptop/ desktop/ tablet
- 20. Don’t have to be online
- 21. No limits on uploads
- 22. Date stamped
- 24. Can never be lost or damaged
- 25. reorganised Can be added to really easily added to added to orendrsgaie
- 26. • Keeps all CPD in one place • Makes it searchable, shareable, synched automatically to all devices and ultimately more useful. • Information stored is safe, accessible, easier to maintain and find and perhaps more likely to be used. Summary
- 33. If you use: You need a Microsoft account. ..you already have one Skype Onedrive Windows X-box Office 365 Outlook.com Windows phone
- 35. What can I save? Open OneNote Take picture Choose where to send it
- 36. Why is this useful?
- 37. What can I save?
- 38. Why is this useful? Can save important parts of documents Easier to open/ compare
- 39. Web pages
- 41. Find something interesting to save.. http://www.tesl-ej.org/wordpress/ (TESL_EJ Journal) http://esol.britishcouncil.org/ (ESOL Nexus) http://www.teachingenglish.org.uk/ (British Council https://canlloparot.wordpress.com/ (aplinglink) http://www.hltmag.co.uk/index.htm (Humanising Language Teaching)
- 42. What can I save? Important e-mails
- 43. What else can I do? Reflective Journal Can access anywhere on any device – more motivation to reflect? Can easily share with a critical friend if desired
- 44. What else can I do? Notes about learners Notes about lessons Critical incidents
- 45. What else can I do? To do list – with tags (home tab) Diary planner Contact names Conference talk notes Lesson plans ……..
- 46. ….and some frippery Insert > page templates > Use it as a calculator
- 47. Think of 5 ways that you could use it
- 48. Thank you! NATECLA 2015 Jo Gakonga
Editor's Notes
- My name is Jo Gakonga and today I’m going to show you a tool that will change your life for the better
- In pairs – brainstorm ideas
- In pairs – brainstorm ideas
- Continuing professional development can take many forms and it is likely as a teacher goes through their career that they may attend seminars or conferences, read books, articles and blog posts, find useful links online and write reflective notes on their classes or on critical teaching incidents. These can be stored in different ways and for many teachers this means a bunch of files on a dusty shelf, some links on a ‘favourites’ list and a dog-eared notebook or two of reflections kept for sentimental reasons but not referred to.
- Use this every day – several times a day
- If you have a device!
- Need microsoft account
- Can do this in email programme But this allows easy access, saving in an obvious place and ability to annotate,