Ethnographic approaches for ESL projects

Size: px
Start display at page:

Download "Ethnographic approaches for ESL projects"

Transcription

1 Texas Teachers of English to Speakers of Other Languages Founded TexTESOL II Spring Workshop Teaching language and culture across levels: Ethnographic approaches for ESL projects PETER SAYER DEPT. OF BICULTURAL-BILINGUAL STUDIES THE UNIVERSITY OF TEXAS AT SAN ANTONIO

2 Teaching language and culture across levels: Ethnographic approaches for ESL projects All second language teachers know the challenges working with groups where there is a range of different levels. However, from a sociocultural perspective, mixed-level group also provide opportunities for students to work with more capable peers across their zone of proximal development (ZPD). Still, the ZPD can be elusive, and doesn t appear like magic in every interaction. How do we as teachers create the conditions in the classroom for learners to actually scaffold each other? The presenter suggests one way is to develop ethnographic projects that foster student collaboration. Besides providing opportunities for students to collaborate meaningfully across levels, ethnographic projects also have the advantage of integrating aspects of culture into our language teaching. In fact, from an anthropological perspective, the study of culture can become a medium or vehicle through which students can discover aspects of authentic L2 use. The presenter explains the framework for developing ethnographic projects, gives several examples to model how the projects can work with multi-level groups, and then invites participants to collaborate to generate ideas to bring back to their own classrooms.

3

4 1997

5 1997

6

7

8 Rafa s project

9 Teaching language and culture across levels: Ethnographic approaches for ESL projects 1. Key concepts: ZPD, sociolinguistics, ethnography 2. The challenges of teaching multi-level classrooms 3. Benefits of a project-oriented pedagogy 4. Examples of ethnographic projects 5. Brainstorming and sharing ideas

10 1. Activate: Key Concepts ZPD Sociolinguistics Ethnography Think-pair-square: Take a moment to think about these concepts. When you are ready, share your ideas with a partner. Once you have shared, look for another pair to consult with.

11 Zone of proximal development

12 ZPD ZPD = The domain of learning [ ] where the learner is not yet capable of independent functioning, but can achieve a desired outcome given relevant assistance. Mitchell, Myles & Marsden (2013): Second Language Learning Theories, 3 rd Ed. Zone of Proximal Development Zone for Potential Development ZPD is an activity, not a place = Karime scaffolded the task for Fatima in during her ZPD. Swain, Kinnear & Steinman (2011): Sociocultural Theory in Second Language Education

13 Sociolinguistics

14 Sociolinguistics In many countries today, classrooms reflect a rich diversity of linguistic backgrounds. Students bring to the classroom not only other languages but also different varieties of English and culturally learned ways of using English. It is against this backdrop that teachers in general, and language teachers specifically, face the challenging task of respecting linguistic diversity while promoting common standards. Central to fulfilling this task is an understanding of the relationship between language and society, for it is the social context that both provides the conditions for linguistic diversity and reinforces the conventions necessary to maintain linguistic standards. McKay & Hornberger (1996): Sociolinguistics and Language Teaching

15 Ethnography

16 Ethnography Ethnography is loosely defined as the study of other people and the social and cultural patterns that give meaning to their lives. Ethnography is both a method and a written account. Ethnographic methods are drawn from the extended period of fieldwork which characterize this approach and which include living with a group, participating in their lives and simultaneously collecting data and analysing it. The ethnography is the writing up of this process, translating the lived experience of intercultural contact into an account a version of this group s lives mediated through the writer s own cultural understandings. Ethnographic approaches, therefore, offer language learners an opportunity to link cultural knowledge and awareness with their own developing communicative competence. Barro, Jordan, & Roberts (1998, p. 76): Cultural practice in everyday life: The language learner as ethnographer

17 Learners as ethnographers Understanding own culture Learning to use L2 Analyzing social interactions Intercultural competence Ethnography can be broadly described as the study of a group s social and cultural practices from an insider s perspective. Roberts, et al (2001): Language Learners as Ethnographers Understanding other cultures

18 2. Multi-level classrooms What are the challenges that you have faced teachers a group with mixed levels? What strategies have you developed to deal with these challenges?

19 Rethinking the multi-level classroom What do we mean by multi-level? Linguistic levels: Mixed levels of English (beginner, intermediate, advanced) Skills levels: good readers, strong writers Levels of investment: Effort and motivation Educational backgrounds: Expectations about how classrooms are organized Cultural backgrounds Knowledge of technology Interests, skills, hobbies Multi-level = diversity Treat every student the same; teach every student differently.

20 3. Projects John Dewey ( ), Educational philosopher

21 Projects Students have control over the theme and content Students can have different roles and decide on their own ways of participating Students can learn different things (including language) Focuses both on process and product Projects therefore naturally fit a differentiated pedagogy and are appropriate for multi-levels Teacher s role is set guidelines, model, provide guidance (ZPD as an activity), and get out of the way

22 There s scaffolding and then there s scaffolding

23 4. Ethnographic projects: Examples Ethnographic language learning project: A collaborative, self-directed effort by a group of students which focuses exploring some aspect of language use through a cultural lens and results in a tangible product. It engages students in authentic L2 use and promotes the development of intercultural competence.

24 Project example 1: Linguistic landscape The linguistic landscape: All of the environmental print on signs, storefronts, etc. that surrounds us. Source: Sayer (2010) Using the linguistic landscape as a pedagogical resource. ELT Journal

25 The Premise and Purpose Learners as language detectives = sociolinguistics Extend learning beyond classroom walls Using linguistic landscape as a pedagogic resource Basic question: Why do Oaxacans use English in public places?

26 Linguistic landscape: Intertextuality

27 Linguistic landscape: Intertextuality THUNDER AUDIO CAR

28 Linguistic landscape: Intertextuality

29 Linguistic landscape: Focus on language forms Students noticed that signs in Spanish often used the English possessive [- s]

30 Linguistic landscape: Focus on language forms Signs often used code-switching, and combined English and Spanish

31 Linguistic landscape: Focus on language forms Student found innovative spellings.

32 Linguistic landscape: Focus on language forms JARDIN de NIÑOS Y GUARDERIA WINE PHOO Y SUS AMIGOS

33 Linguistic landscape: Household gadgets One group documented all the English used on electronic equipment

34 Linguistic landscape: Social meaning Look at all the photographs you have collected. Remember the research question: Why do Oaxacans use English in public places? Organize your photos in categories. Each category represents a social meaning. You can have as many or as few categories as you need to explain your data. Choose 2-3 photos from each category, and prepare a presentation for your classmates which explains your categories and the rationale for your organization.

35 Example: Social meanings of English in an international context English is advanced and sophisticated fashion cool sex(y) for expressions of love for subversive identities for political resistance

36 English is advanced, sophisticated Certification Technological Center

37 English is advanced, sophisticated APPLE GREEN CIBER & CAFE Ciber Local-Host

38 English is advanced, sophisticated Keep n Touch

39 English is advanced, sophisticated

40 English is advanced, sophisticated SANTA CRUZ COFFEE & GALLERY SARUSA Working Women

41 English is fashion SATIS-FASHION GOSH: IN FASHION WE TRUST

42 English is advanced, sophisticated

43 English is cool

44 English is cool

45 English is cool

46 English is cool ASTRO BOY RAM-RAM SHOCKERCITO LADY APACHE

47 English is cool LOS MEXICAN POWER CRAZY BOY LAREDO KID NEMESIS SEXI STAR PATH FINDER PIMPENELA MAY FLOWER

48 English is sexy

49 English is cool

50 English is cool GRAN CONCURSO DE STREAPERS COVER $300 LATIN LOVER ACCESO Y NO COVER SOLO PARA MUJERES DO NOT DISTURB

51 English is for expressions of love

52 English is for subversive identities SICK METAL PRODS. ANTICHRISTIAN WAR FEST SUPPOURT THE UNDERGROUND FESTIVAL DE METAL MAS DEVASTADOR DEL SURESTE TERROR GORE AND SICKNESS 5

53 English is for subversive identities FASHION REBEL SHOP TATOO BODY PIERCING

54 English is for subversive identities URBAN STUDIO GHETTO ARTE Y CULTURA URBANA GRAFFITI BREAK DANCE BMX CAPOEIRA HIP HOP

55 English is for political resistance YANKEES, GO HOME! CIA AND FBI

56 English is for political resistance

57 English is for political resistance

58 English is for political resistance NO MORE DIES, NO MORE LIES. GOBERMENT, KILLER OF THE TRUE

59 Ethnographic language learning projects 1. Planning and language generation: Research question 2. Data collection 3. Compiling and analyzing results 4. Developing the product 5. Presenting the product 6. Follow-up Source: Meganathan (2011) Project Work to Promote English Language Learning, British Council Website

60 Project example 2: An ethnographic survey

61 Generating ideas elllo.org is a great site for finding listening activities that will help generate ideas for ethnographically-oriented projects.

62

63 Project example 2: An ethnographic survey 1. What sorts of cultural practices in the U.S. stand out to students as different from their home country? Smoking Children playing in the streets Driving 2. Organizing the questionnaire What and how many questions to ask How to collect the data 3. Presenting the results Developing a report or poster

64

65

66 Project example 3: Ethnolinguistic digital story

67

68 Digital storytelling Can be done individually or in groups. Forces students to engage with technology, but they can pick how to use it. Student can choose to focus on something personal, or from their country, but the story should orient towards a cultural lesson. Example: Telling a rich point story (a.k.a. a critical incident narrative )

69

70 5. Generating ideas for practice: Brainstorming and sharing Collaborative mini-project in groups of four: Design an ethnographic language learning project that fits your own context You have 20 minutes to develop your idea. Please consider: What is the cultural component? Is there a specific language component? (it s okay to not specify linguistic elements ahead of time!) What kind of multi-level collaborations will be involved? Are there any multilingual collaborations that you could encourage? How will you assess the projects? (Rubrics are great, but think about what criteria you will use )

71 Generating ideas for practice: Brainstorming and sharing Reporting back

72

73

74 Texas Teachers of English to Speakers of Other Languages Founded TexTESOL II Spring Workshop Teaching language and culture across levels: Ethnographic approaches for ESL projects PETER SAYER DEPT. OF BICULTURAL-BILINGUAL STUDIES THE UNIVERSITY OF TEXAS AT SAN ANTONIO

DEPARTMENT OF JAPANESE LANGUAGE AND STUDIES

DEPARTMENT OF JAPANESE LANGUAGE AND STUDIES FCC Curriculum 98 DEPARTMENT OF JAPANESE LANGUAGE AND STUDIES The Department of Japanese Language and Studies has two majors: Japanese Linguistics and Teaching Methods Japanese Studies Students entering

More information

Urban Legends Three Week Unit 9th/10th Speech

Urban Legends Three Week Unit 9th/10th Speech Urban Legends Three Week Unit 9th/10th Speech Objectives: 1. Students will gain a better understanding of storytelling as a speech option. 2. Students will learn to create a performance from a written

More information

Linguistics. Undergraduate. Departmental Honors. Graduate. Faculty. Linguistics 1

Linguistics. Undergraduate. Departmental Honors. Graduate. Faculty. Linguistics 1 Linguistics 1 Linguistics Matthew Gordon, Chair Interdepartmental Program in the College of Arts and Science 223 Tate Hall (573) 882-6421 gordonmj@missouri.edu Kibby Smith, Advisor Office of Multidisciplinary

More information

NORA VIVAS (936)

NORA VIVAS (936) NORA VIVAS noravivas@hotmail.com (936) 445-7778 Education 2012 Currently finishing Ph.D. dissertation "El uso de las oraciones hendidas en el español hablado por méxico- americanos en Houston" (Defense

More information

Films for ESOL training. Section 2 - Language Experience

Films for ESOL training. Section 2 - Language Experience Films for ESOL training Section 2 - Language Experience Introduction Foreword These resources were compiled with ESOL teachers in the UK in mind. They introduce a number of approaches and focus on giving

More information

EVERY PICTURE TELLS A STORY

EVERY PICTURE TELLS A STORY EVERY PICTURE TELLS A STORY EVERY PICTURE TELLS A STORY Photos by Bruce Lyne Activities by Madeline Bovin & Joan Dundas Copyright 2000 FULL BLAST Productions IN CANADA IN THE UNITED STATES FB Productions

More information

Sociology and Anthropology

Sociology and Anthropology Sociology and Anthropology Associate Professors Jacqueline Clark (Chair), Emily J. Margaretten (Anthropology); Assistant Professor Marc A. Eaton (Sociology) Adjunct Professor Krista-Lee M. Malone (Anthropology)

More information

at NC State THE ARTS are for everyone SHARE & CONNECT arts.ncsu.edu info tickets artsncstate 2017/18

at NC State THE ARTS are for everyone SHARE & CONNECT arts.ncsu.edu info tickets artsncstate 2017/18 at NC State THE ARTS are for everyone 2017/18 SHARE & CONNECT artsncstate@ncsu.edu 919.513.1800 info 919.515.1100 tickets artsncstate welcome to Arts NC State All NC State students regardless of college

More information

Florida Reading Endorsement Alignment Matrix Competency 1

Florida Reading Endorsement Alignment Matrix Competency 1 Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending

More information

Number Line Moves Dash -- 1st Grade. Michelle Eckstein

Number Line Moves Dash -- 1st Grade. Michelle Eckstein Number Line Moves Dash -- 1st Grade Michelle Eckstein Common Core Standards CCSS.MATH.CONTENT.1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit

More information

Intercultural communicative competence past and future

Intercultural communicative competence past and future Intercultural communicative competence past and future Michael Byram Visiting Professor School of Education and Social Work, University of Sussex m.s.byram@dur.ac.uk Overview Defining the concept of ICC

More information

5 Star Writing Persuasive Essay

5 Star Writing Persuasive Essay 5 Star Writing Persuasive Essay Grades 5-6 Intro paragraph states position and plan Multiparagraphs Organized At least 3 reasons Explanations, Examples, Elaborations to support reasons Arguments/Counter

More information

Enduring Understandings: Students will understand that

Enduring Understandings: Students will understand that ART Pop Art and Technology: Stage 1 Desired Results Established Goals TRANSFER GOAL Students will: - create a value scale using at least 4 values of grey -explain characteristics of the Pop art movement

More information

LA1 - High School English Language Development 1 Curriculum Essentials Document

LA1 - High School English Language Development 1 Curriculum Essentials Document LA1 - High School English Language Development 1 Curriculum Essentials Document Boulder Valley School District Department of Curriculum and Instruction April 2012 Access for All Colorado English Language

More information

"Be who you are and say what you feel, because those who mind don't matter and

Be who you are and say what you feel, because those who mind don't matter and Halloween 2012 Me as Lenny from Of Mice and Men Denver Football Game December 2012 Me with Matthew Whitwell Teaching respect is not enough, you need to embody it. Gabriella Avallone "Be who you are and

More information

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1 The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules

More information

ARTS ADMINISTRATION CAREER GUIDE. Fine Arts Career UTexas.edu/finearts/careers

ARTS ADMINISTRATION CAREER GUIDE. Fine Arts Career UTexas.edu/finearts/careers ARTS ADMINISTRATION CAREER GUIDE Fine Arts Career Services The University of Texas at Austin @UTFACS UTexas.edu/finearts/careers FACS@austin.utexas.edu FINE ARTS CAREER SERVICES OFFERS: ONE-ON-ONE ADVISING

More information

Abbey Academies Trust. Every Child Matters

Abbey Academies Trust. Every Child Matters Abbey Academies Trust Every Child Matters Amended POLICY For Modern Foreign Languages (MFL) September 2005 September 2014 September 2008 September 2011 Every Child Matters within a loving and caring Christian

More information

TEACH 3: Engage Students at All Levels in Rigorous Work

TEACH 3: Engage Students at All Levels in Rigorous Work TEACH 3: Engage Students at All Levels in Rigorous Work 825 North Capitol Street, NE Washington, DC 20002 T 202.442.5885 F 202.442.5026 www.k12.dc.us Essential Question How will engaging students at all

More information

CELTA. Syllabus and Assessment Guidelines. Third Edition. University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom

CELTA. Syllabus and Assessment Guidelines. Third Edition. University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom CELTA Syllabus and Assessment Guidelines Third Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is accredited by Ofqual (the regulator of qualifications, examinations and

More information

Introduction to the Common European Framework (CEF)

Introduction to the Common European Framework (CEF) Introduction to the Common European Framework (CEF) The Common European Framework is a common reference for describing language learning, teaching, and assessment. In order to facilitate both teaching

More information

BBL 2013 Introduction to Chicano/a Studies Spring, 2002; Summer, 2005; Fall, 2001 to present

BBL 2013 Introduction to Chicano/a Studies Spring, 2002; Summer, 2005; Fall, 2001 to present Marie Keta Miranda, Ph.D. Associate Professor Mexican American Studies Program Bicultural Bilingual Studies Department College of Education and Human Development The University of Texas San Antonio, TX

More information

Linguistics. The School of Humanities

Linguistics. The School of Humanities Linguistics The School of Humanities Ch a i r Nancy Niedzielski Pr o f e s s o r Masayoshi Shibatani Stephen A. Tyler Professors Emeriti James E. Copeland Philip W. Davis Sydney M. Lamb Associate Professors

More information

Summarize The Main Ideas In Nonfiction Text

Summarize The Main Ideas In Nonfiction Text Summarize The Main Ideas In Free PDF ebook Download: Summarize The Main Ideas In Download or Read Online ebook summarize the main ideas in nonfiction text in PDF Format From The Best User Guide Database

More information

Beneficial Assessment for Meaningful Learning in CLIL

Beneficial Assessment for Meaningful Learning in CLIL Universidad Internacional de La Rioja Facultad de Educación Trabajo fin de máster Beneficial Assessment for Meaningful Learning in CLIL Presentado por: Patricia Ortiz Castro Tipo de TFM: Investigación

More information

MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE

MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE TABLE OF CONTENTS Contents 1. Introduction to Junior Cycle 1 2. Rationale 2 3. Aim 3 4. Overview: Links 4 Modern foreign languages and statements of learning

More information

Association Between Categorical Variables

Association Between Categorical Variables Student Outcomes Students use row relative frequencies or column relative frequencies to informally determine whether there is an association between two categorical variables. Lesson Notes In this lesson,

More information

Unit Lesson Plan: Native Americans 4th grade (SS and ELA)

Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson

More information

EUROPEAN DAY OF LANGUAGES

EUROPEAN DAY OF LANGUAGES www.esl HOLIDAY LESSONS.com EUROPEAN DAY OF LANGUAGES http://www.eslholidaylessons.com/09/european_day_of_languages.html CONTENTS: The Reading / Tapescript 2 Phrase Match 3 Listening Gap Fill 4 Listening

More information

Instructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT

Instructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT Instructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT Defining Date Guiding Question: Why is it important for everyone to have a common understanding of data and how they are used? Importance

More information

SESSION 2: HELPING HAND

SESSION 2: HELPING HAND SESSION 2: HELPING HAND Ready for the next challenge? Build a device with a long handle that can grab something hanging high! This week you ll also check out your Partner Club s Paper Structure designs.

More information

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards... Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............

More information

ELP in whole-school use. Case study Norway. Anita Nyberg

ELP in whole-school use. Case study Norway. Anita Nyberg EUROPEAN CENTRE FOR MODERN LANGUAGES 3rd Medium Term Programme ELP in whole-school use Case study Norway Anita Nyberg Summary Kastellet School, Oslo primary and lower secondary school (pupils aged 6 16)

More information

Airplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group.

Airplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group. Airplane Rescue: Social Studies LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group. 2010 The LEGO Group. Lesson Overview The students will discuss ways that people use land and their physical

More information

Pontificia Universidad Católica del Ecuador Facultad de Comunicación, Lingüística y Literatura Escuela de Lenguas Sección de Inglés

Pontificia Universidad Católica del Ecuador Facultad de Comunicación, Lingüística y Literatura Escuela de Lenguas Sección de Inglés Teléf.: 2991700. Ext 1243 1. DATOS INFORMATIVOS: MATERIA O MÓDULO: INGLÉS CÓDIGO: 12551 CARRERA: NIVEL: CINCO- INTERMEDIO No. CRÉDITOS: 5 SEMESTRE / AÑO ACADÉMICO: PROFESOR: Nombre: Indicación de horario

More information

Reaching the Hispanic Market The Arbonne Hispanic Initiative

Reaching the Hispanic Market The Arbonne Hispanic Initiative Reaching the Hispanic Market The Arbonne Hispanic Initiative Hispanic Initiative Overview 2002 Arbonne en Español Started 2006 Initiated Hispanic Initiative 2007 Market Study & Survey Field Support» Jael

More information

Modern Fantasy CTY Course Syllabus

Modern Fantasy CTY Course Syllabus Modern Fantasy CTY Course Syllabus Week 1 The Fantastic Story Date Objectives/Information Activities DAY 1 Lesson Course overview & expectations Establish rules for three week session Define fantasy and

More information

What does Quality Look Like?

What does Quality Look Like? What does Quality Look Like? Directions: Review the new teacher evaluation standards on the left side of the table and brainstorm ideas with your team about what quality would look like in the classroom.

More information

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student

More information

International School of Kigali, Rwanda

International School of Kigali, Rwanda International School of Kigali, Rwanda Engaging Individuals Encouraging Success Enriching Global Citizens Parent Guide to the Grade 3 Curriculum International School of Kigali, Rwanda Guiding Statements

More information

Creating Travel Advice

Creating Travel Advice Creating Travel Advice Classroom at a Glance Teacher: Language: Grade: 11 School: Fran Pettigrew Spanish III Lesson Date: March 20 Class Size: 30 Schedule: McLean High School, McLean, Virginia Block schedule,

More information

CAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping

CAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping CAFE RE P SU C 3 Classroom Design 4 Materials 5 Record Keeping P H ND 1 Framework 2 CAFE Menu R E P 6 Assessment 7 Choice 8 Whole-Group Instruction 9 Small-Group Instruction 10 One-on-one Instruction 11

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

Ministry of Education General Administration for Private Education ELT Supervision

Ministry of Education General Administration for Private Education ELT Supervision Ministry of Education General Administration for Private Education ELT Supervision Reflective teaching An important asset to professional development Introduction Reflective practice is viewed as a means

More information

Professional Learning Suite Framework Edition Domain 3 Course Index

Professional Learning Suite Framework Edition Domain 3 Course Index Domain 3: Instruction Professional Learning Suite Framework Edition Domain 3 Course Index Courses included in the Professional Learning Suite Framework Edition related to Domain 3 of the Framework for

More information

Text and task authenticity in the EFL classroom

Text and task authenticity in the EFL classroom Text and task authenticity in the EFL classroom William Guariento and John Morley There is now a general consensus in language teaching that the use of authentic materials in the classroom is beneficial

More information

My Identity, Your Identity: Historical Landmarks/Famous Places

My Identity, Your Identity: Historical Landmarks/Famous Places Project Name My Identity, Your Identity: Historical Landmarks/Famous Places Global Project Theme Grade/Age Level Length of Unit Heritage, Identity, & Tradition Grade 5-12 /Ages 10-19 5 weeks Unit Content

More information

SELF: CONNECTING CAREERS TO PERSONAL INTERESTS. Essential Question: How Can I Connect My Interests to M y Work?

SELF: CONNECTING CAREERS TO PERSONAL INTERESTS. Essential Question: How Can I Connect My Interests to M y Work? SELF: CONNECTING CAREERS TO PERSONAL INTERESTS Essential Question: How Can I Connect My Interests to M y Work? Learning Targets: Students will: Brainstorm possible connections of personal interests and

More information

Assessment and Evaluation

Assessment and Evaluation Assessment and Evaluation 201 202 Assessing and Evaluating Student Learning Using a Variety of Assessment Strategies Assessment is the systematic process of gathering information on student learning. Evaluation

More information

Genevieve L. Hartman, Ph.D.

Genevieve L. Hartman, Ph.D. Curriculum Development and the Teaching-Learning Process: The Development of Mathematical Thinking for all children Genevieve L. Hartman, Ph.D. Topics for today Part 1: Background and rationale Current

More information

Laporan Penelitian Unggulan Prodi

Laporan Penelitian Unggulan Prodi Nama Rumpun Ilmu : Ilmu Sosial Laporan Penelitian Unggulan Prodi THE ROLE OF BAHASA INDONESIA IN FOREIGN LANGUAGE TEACHING AT THE LANGUAGE TRAINING CENTER UMY Oleh: Dedi Suryadi, M.Ed. Ph.D NIDN : 0504047102

More information

Approaches to Teaching Second Language Writing Brian PALTRIDGE, The University of Sydney

Approaches to Teaching Second Language Writing Brian PALTRIDGE, The University of Sydney Approaches to Teaching Second Language Writing Brian PALTRIDGE, The University of Sydney This paper presents a discussion of developments in the teaching of writing. This includes a discussion of genre-based

More information

Exemplar Grade 9 Reading Test Questions

Exemplar Grade 9 Reading Test Questions Exemplar Grade 9 Reading Test Questions discoveractaspire.org 2017 by ACT, Inc. All rights reserved. ACT Aspire is a registered trademark of ACT, Inc. AS1006 Introduction Introduction This booklet explains

More information

Asia s Global Influence. The focus of this lesson plan is on the sites and attractions of Hong Kong.

Asia s Global Influence. The focus of this lesson plan is on the sites and attractions of Hong Kong. Asia s Global Influence The focus of this lesson plan is on the sites and attractions of Hong Kong. Subject Geography Grade level 6-8 Duration Three class periods Objectives Students will review the geography

More information

Cara Jo Miller. Lead Designer, Simple Energy Co-Founder, Girl Develop It Boulder

Cara Jo Miller. Lead Designer, Simple Energy Co-Founder, Girl Develop It Boulder Cara Jo Miller Lead Designer, Simple Energy Co-Founder, Girl Develop It Boulder * Thank you all for having me tonight. * I m Cara Jo Miller - Lead Designer at Simple Energy & Co-Founder of Girl Develop

More information

Technology in the Classroom

Technology in the Classroom Technology in the Classroom Enhancing your toolkit for teaching and learning Kirsten Haugen (haugen@4j.lane.edu) Differentiated Instruction Everyone does their best. Everyone gets what they need. Dr. Ross

More information

Fashion Design Program Articulation

Fashion Design Program Articulation Memorandum of Understanding (206-207) Los Angeles City College This document is intended both as a memorandum of understanding for college counselors and as a guide for students transferring into Woodbury

More information

CROSS COUNTRY CERTIFICATION STANDARDS

CROSS COUNTRY CERTIFICATION STANDARDS CROSS COUNTRY CERTIFICATION STANDARDS Registered Certified Level I Certified Level II Certified Level III November 2006 The following are the current (2006) PSIA Education/Certification Standards. Referenced

More information

Guide to Teaching Computer Science

Guide to Teaching Computer Science Guide to Teaching Computer Science Orit Hazzan Tami Lapidot Noa Ragonis Guide to Teaching Computer Science An Activity-Based Approach Dr. Orit Hazzan Associate Professor Technion - Israel Institute of

More information

DANCE (DANC) Courses. Dance (DANC) 1

DANCE (DANC) Courses. Dance (DANC) 1 Dance (DANC) 1 DANCE (DANC) DANC Class Schedule (https://courses.illinois.edu/schedule/default/ DEFAULT/DANC) Courses DANC 100 Intro to Contemporary Dance credit: 3 Hours. Overview of major works, figures,

More information

WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company

WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company Table of Contents Welcome to WiggleWorks... 3 Program Materials... 3 WiggleWorks Teacher Software... 4 Logging In...

More information

IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme

IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme Name Student ID Year of Graduation Start Date Completion Due Date May 1, 20 (or before) Target Language

More information

Interview with a Fictional Character

Interview with a Fictional Character A Podcasting Learning and Evaluation Situation Interview with a Fictional Character Elementary Cycle 3 Solange Moseley, Pedagogical Counselor Sandra Laine, Service national du RÉCIT, Domaine des langues

More information

Grade 7 - Expansion of the Hudson s Bay Company: Contributions of Aboriginal Peoples in Canada

Grade 7 - Expansion of the Hudson s Bay Company: Contributions of Aboriginal Peoples in Canada Grade 7 - Expansion of the Hudson s Bay Company: Contributions of Aboriginal Peoples in Canada Social Studies, Grades 1-6; History and Geography, Grades 7-8 (2013) Grade 7, History: Canada, 1800 1850:

More information

Fire safety in the home

Fire safety in the home Fire safety in the home Overview Fire safety in the home comprises a set of five units; Fire safety in the home, Make your home safe, Bedtime safety checks, Fire! and Fire safety in the home - research

More information

Indicators Teacher understands the active nature of student learning and attains information about levels of development for groups of students.

Indicators Teacher understands the active nature of student learning and attains information about levels of development for groups of students. Domain 1- The Learner and Learning 1a: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across

More information

THE USE OF WEB-BLOG TO IMPROVE THE GRADE X STUDENTS MOTIVATION IN WRITING RECOUNT TEXTS AT SMAN 3 MALANG

THE USE OF WEB-BLOG TO IMPROVE THE GRADE X STUDENTS MOTIVATION IN WRITING RECOUNT TEXTS AT SMAN 3 MALANG THE USE OF WEB-BLOG TO IMPROVE THE GRADE X STUDENTS MOTIVATION IN WRITING RECOUNT TEXTS AT SMAN 3 MALANG Daristya Lyan R. D., Gunadi H. Sulistyo State University of Malang E-mail: daristya@yahoo.com ABSTRACT:

More information

INTRODUCTION TO TEACHING GUIDE

INTRODUCTION TO TEACHING GUIDE GCSE REFORM INTRODUCTION TO TEACHING GUIDE February 2015 GCSE (9 1) History B: The Schools History Project Oxford Cambridge and RSA GCSE (9 1) HISTORY B Background GCSE History is being redeveloped for

More information

Using Proportions to Solve Percentage Problems I

Using Proportions to Solve Percentage Problems I RP7-1 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by

More information

Bell Work Integrating ELLs

Bell Work Integrating ELLs Bell Work Integrating ELLs With a partner, discuss ways that you are currently integrating ELLs with non-ells beyond the integrated time allocations for the 4 hour ELD block. On a post-it note, list additional

More information

McKendree University School of Education Methods of Teaching Elementary Language Arts EDU 445/545-(W) (3 Credit Hours) Fall 2011

McKendree University School of Education Methods of Teaching Elementary Language Arts EDU 445/545-(W) (3 Credit Hours) Fall 2011 McKendree University School of Education Methods of Teaching Elementary Language Arts EDU 445/545-(W) (3 Credit Hours) Fall 2011 Instructor: Dr. Darryn Diuguid Phone: 537-6559 E-mail: drdiuguid@mckendree.edu

More information

ADVANCED PLACEMENT SPANISH

ADVANCED PLACEMENT SPANISH FREEHOLD REGIONAL HIGH SCHOOL DISTRICT OFFICE OF CURRICULUM AND INSTRUCTION CLASSICAL AND WORLD LANGUAGES DEPARTMENT ADVANCED PLACEMENT SPANISH COURSE PHILOSOPHY The Advanced Placement Spanish Course emphasizes

More information

TEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12

TEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12 TEKS Resource System Effective Planning from the IFD & Assessments Presented by: Kristin Arterbury, ESC Region 12 karterbury@esc12.net, 254-297-1115 Assessment Curriculum Instruction planwithifd.wikispaces.com

More information

THE MAN BEHIND THE LEGEND

THE MAN BEHIND THE LEGEND THE MAN BEHIND THE LEGEND The South owns many famous legends and new stories become legends as the years go by. There is a special legend which concerns a Charleston, S.C. native and a North Carolina family.

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9) Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For

More information

Interpretive (seeing) Interpersonal (speaking and short phrases)

Interpretive (seeing) Interpersonal (speaking and short phrases) Subject Spanish Grammar Lesson Length 50 minutes Linguistic Level Beginning Spanish 1 Topic Descriptive personal characteristics using the verb ser Students will be able to identify the appropriate situations

More information

SELECCIÓN DE CURSOS CAMPUS CIUDAD DE MÉXICO. Instructions for Course Selection

SELECCIÓN DE CURSOS CAMPUS CIUDAD DE MÉXICO. Instructions for Course Selection Instructions for Course Selection INSTRUCTIONS FOR COURSE SELECTION 1. Open the following link: https://prd28pi01.itesm.mx/recepcion/studyinmexico?ln=en 2. Click on the buttom: continue 3. Choose your

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10) Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have

More information

Book reviews. Postmethod pedagogies applied in ELT formal schooling: Teachers voices from Argentine classrooms

Book reviews. Postmethod pedagogies applied in ELT formal schooling: Teachers voices from Argentine classrooms Argentinian Journal of Applied Linguistics Vol. 2, No. 2, November 2014, 77-81 Postmethod pedagogies applied in ELT formal schooling: Teachers voices from Argentine classrooms Edited by Silvana Barboni.

More information

Perception of Lecturer on Intercultural Competence and Culture Teaching Time (Case Study)

Perception of Lecturer on Intercultural Competence and Culture Teaching Time (Case Study) Perception of Lecturer on Intercultural Competence and Culture Teaching Time (Case Study) Enkeleda Jata PhD Cand. European University of Tirana, Albania, enki_jata@yahoo.it Abstract Of all the changes

More information

Arlington Public Schools STARTALK Curriculum Framework for Arabic

Arlington Public Schools STARTALK Curriculum Framework for Arabic Arlington Public Schools STARTALK Curriculum Framework for Arabic Theme: Trip to Egypt Proficiency Levels: Novice-low, Novice-Mid, and Intermediate- Low Number of Hours; 60 hours Curriculum Design: Fadwa

More information

Renae Townsend G21 PBL Project

Renae Townsend G21 PBL Project Renae Townsend G21 PBL Project Project Title Raising Awareness of Modern Day Slavery (Child Labor or Human Trafficking) Teacher Name: Renae Townsend Course/Class Title: Using media to raise awareness of

More information

TEAM-BUILDING GAMES, ACTIVITIES AND IDEAS

TEAM-BUILDING GAMES, ACTIVITIES AND IDEAS 1. Drop the Ball Time: 10 12 minutes Purpose: Cooperation and healthy competition Participants: Small groups Materials needed: Golf balls, straws, tape Each small group receives 12 straws and 18 inches

More information

The ELA/ELD Framework Companion: a guide to assist in navigating the Framework

The ELA/ELD Framework Companion: a guide to assist in navigating the Framework The ELA/ELD Framework Companion: a guide to assist in navigating the Framework Chapter & Broad Topics Content (page) Notes Introduction Broadly Literate Capacities of a Literate Individual Guiding Principles

More information

Developing an Assessment Plan to Learn About Student Learning

Developing an Assessment Plan to Learn About Student Learning Developing an Assessment Plan to Learn About Student Learning By Peggy L. Maki, Senior Scholar, Assessing for Learning American Association for Higher Education (pre-publication version of article that

More information

On May 3, 2013 at 9:30 a.m., Miss Dixon and I co-taught a ballet lesson to twenty

On May 3, 2013 at 9:30 a.m., Miss Dixon and I co-taught a ballet lesson to twenty Argese 1 On May 3, 2013 at 9:30 a.m., Miss Dixon and I co-taught a ballet lesson to twenty students. In this lesson, we engaged the students in active learning and used instructional methods that highlighted

More information

TEACHER LEARNING AND LANGUAGE:

TEACHER LEARNING AND LANGUAGE: TEACHER LEARNING AND LANGUAGE: A PRAGMATIC SELF- STUDY by HAFTHOR GUDJONSSON B.Sc., The University of Oslo, Norway, 1972 M.Sc., The University of Tromsö, Norway, 1976 A THESIS SUBMITTED IN PARTIAL FULFILLMENT

More information

Priorities for CBHS Draft 8/22/17

Priorities for CBHS Draft 8/22/17 Priorities for CBHS 2017-18 - Draft 8/22/17 Preserve, Deepen and Grow Mission for Faculty Cultivate and sustain excellent, Expeditionary Learning teachers. Educate each student to meet rigorous, vital

More information

Making Sales Calls. Watertown High School, Watertown, Massachusetts. 1 hour, 4 5 days per week

Making Sales Calls. Watertown High School, Watertown, Massachusetts. 1 hour, 4 5 days per week Making Sales Calls Classroom at a Glance Teacher: Language: Eric Bartolotti Arabic I Grades: 9 and 11 School: Lesson Date: April 13 Class Size: 10 Schedule: Watertown High School, Watertown, Massachusetts

More information

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading Program Requirements Competency 1: Foundations of Instruction 60 In-service Hours Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language,

More information

CORPUS ANALYSIS CORPUS ANALYSIS QUANTITATIVE ANALYSIS

CORPUS ANALYSIS CORPUS ANALYSIS QUANTITATIVE ANALYSIS CORPUS ANALYSIS Antonella Serra CORPUS ANALYSIS ITINEARIES ON LINE: SARDINIA, CAPRI AND CORSICA TOTAL NUMBER OF WORD TOKENS 13.260 TOTAL NUMBER OF WORD TYPES 3188 QUANTITATIVE ANALYSIS THE MOST SIGNIFICATIVE

More information

Case study Norway case 1

Case study Norway case 1 Case study Norway case 1 School : B (primary school) Theme: Science microorganisms Dates of lessons: March 26-27 th 2015 Age of students: 10-11 (grade 5) Data sources: Pre- and post-interview with 1 teacher

More information

Co-teaching in the ESL Classroom

Co-teaching in the ESL Classroom WINTER 2008 Co-teaching in the ESL Classroom BY ANDREA HONIGSFELD AND MARiA DOVE The authors explore the transferability of coteaching models and techniques from the field of Special Education to that

More information

THE UNIVERSITY OF TEXAS RIO GRANDE VALLEY GRAPHIC IDENTITY GUIDELINES

THE UNIVERSITY OF TEXAS RIO GRANDE VALLEY GRAPHIC IDENTITY GUIDELINES THE UNIVERSITY OF TEXAS RIO GRANDE VALLEY GRAPHIC IDENTITY GUIDELINES THE UTRGV IDENTITY The University of Texas Rio Grande Valley (UTRGV) is the first major public university of the 21st century in Texas.

More information

A Teacher Toolbox. Let the Great World Spin. for. by Colum McCann ~~~~ The KCC Reads Selection. for the. Academic Year ~~~~

A Teacher Toolbox. Let the Great World Spin. for. by Colum McCann ~~~~ The KCC Reads Selection. for the. Academic Year ~~~~ A Teacher Toolbox for Let the Great World Spin by Colum McCann ~~~~ The KCC Reads Selection for the Academic Year 2011-2012 ~~~~ Maureen E. Fadem 4/18/12 Contents: 1. Materials & Resources 2. Websites

More information

Politics and Society Curriculum Specification

Politics and Society Curriculum Specification Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction

More information

Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses

Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses 2010 Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales This document contains Material prepared by

More information

Grade 4. Common Core Adoption Process. (Unpacked Standards)

Grade 4. Common Core Adoption Process. (Unpacked Standards) Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

Academic Language: Equity for ELs

Academic Language: Equity for ELs Academic Language: Equity for ELs NCSU Annual ESL Symposium May 19, 2017 Glenda Harrell, ESL Director Amanda Miller, ESL Coordinating Teacher Includes information from Title III/ESL Update to WCPSS Board

More information

Children need activities which are

Children need activities which are 59 PROFILE INTRODUCTION Children need activities which are exciting and stimulate their curiosity; they need to be involved in meaningful situations that emphasize interaction through the use of English

More information