Create a curated library of books related to Black History Month using Epic! for adult learners to read. Then have students reflect on what they read,
A short introduction to blogs - how they work and why they matter.
This is a series of presentations and activities that are designed to introduce students to Cognitive Development. I have had success doing one of these every now and then as part of a history class. Also, I have taught units on Child Development and Education where I used them all within the context of the same unit. I like the spreading of these lessons throughtout the year in a high school setting, where students can sort of see it as a continuing series of interesting topics that break up the normal flow of learning.
The lesson plan is useful for building community in an Adult ESOL class for intermediate and advanced level students. The plan contains icebreakers and a review of adjectives that describe character.
Since the first version of this book came out in 2005, the field of computer-assisted language learning (CALL) has grown and changed. This update is the result of some of those changes. Our intent is to place pedagogical goals before technologies, as the literature advises but is not always followed in classrooms. In revising this book, as in the original, we assume that good teachers teach well because they bear in mind certain principles about how they can best help learners to learn language. Placing these principles at the center of attention makes it much easier for teachers to concentrate on the question of what constitutes effective computer-enhanced pedagogy and why.
This book takes as its organizing principles both the system of conditions that are known to support effective language learning and the goals that a variety of standards in the field have set out for us and our students.
Examples throughout the book underscore the need to consider theory in every aspect of the teaching and learning process. Some of the points in this book we have made in other places; other we discovered during the revision process. All told, this text provides a brief picture of what CALL classrooms can be like today. Of course, that could change tomorrow.
A collection of professional development resources for those wanting to learn or increase their knowledge about Open Education and OER.
The Council of Foreign Relations (CFR) InfoGuide on The Taliban examines the two Talibans, in Afghanistan and Pakistan, and the consequences for the region. CFR InfoGuides are a multimedia series to promote understanding of complex foreign policy issues.
This course is designed for learners with no background in Chinese. It introduces basic structures of the Mandarin Chinese language with emphasis on listening, speaking, reading and writing skills. Students will gain these four skills in standard Mandarin Chinese, attaining approximately the Novice-High level on the ACTFL-ETS (American Council on the Teaching of Foreign Languages) proficiency scale. Topics of conversation include basic greetings, names, family, work, study, and hobbies.
CHN 102 is a continuation of CHN 101. The four skills of listening, speaking, reading, and writing in standard Mandarin Chinese are further developed. Students will gain these four skills, attaining approximately the Intermediate-low level on the ACTFL-ETS (American Council on the Teaching of Foreign Languages) proficiency scale. Topics of conversation include education, sports, entertainment, travel, and health.
Upon successful completion of this course, the student should be able to:
* Understand sentence length utterances which consist of recombination of learned utterances on a variety of topics. Content refer primarily to basic personal background and needs, social conversations and some complex tasks.
* Handle successfully a variety of uncomplicated task oriented and social functions. Can ask and answer questions participate in simple conversations on topics beyond the most immediate needs.
* Read consistently with increased understanding simple connected texts dealing with basic personal and social needs. Student will have sufficient comprehension to understand some authentic material as it reflects similarity to specially prepared material and/or to high frequency oral vocabulary and structure.
* Meet a number of practical writing needs. Can write short simple letters. Contents involves personal preference, daily routine, everyday events, and other topics grounded in personal experience. Evidence of control of the syntax of non-complex sentences. Can create a collection of sentences on a given topic.
* List some essential points of Chinese geography, society, and culture.
Description provided by COERLL:
COERLL hosted an online “OER hangout” on September 25th on the subject of creating open educational resources (OER) with students. With 26 people attending, five language instructors shared their experiences of working with their students to create openly licensed resources for teaching and learning:
Amber Hoye and Kelly Arispe lead the Boise State University Department of World Languages’ Pathways OER Language Teaching Repository of openly licensed proficiency based activities, created by students and teachers.
Kathryn Murphy-Judy, Ngoc-My Guidarelli, and Laura Middlebrooks are part of a team of faculty at Virginia Commonwealth University who have developed an open, connected platform for students to share authentic resources.
At Boise State, upper-level undergraduate students, with the mentorship of staff and faculty, create activities to be used in the weekly language lab component of introductory language courses. These activities can also be used in the classroom and K-12 teachers in Idaho have been involved in creating and teaching with them. At Virginia Commonwealth University, undergraduate students in the 202 class, who are either majors on their way to upper level courses or students finishing their language requirement, curate authentic resources and discuss them with native speakers. Then, upper level students turn those curations into instructional modules, which are being integrated into online open textbooks.
You can learn more about the logistics of these projects by viewing the webinar video, reading about the projects, and perusing the materials. Here, we’ll mention a few of the important themes that came up during the discussion.
One important element of students being involved in materials creation is that they understand what other students will be interested in and can choose topics and texts they know their peers will enjoy. Involving students ensures that a more diverse array of voices and perspectives are represented in the materials, and gives students more of a choice in their own education. Students also gain skills beyond language and culture when they work on these projects: digital citizenship, open license knowledge, technical skills, an understanding of language proficiency, and knowledge of state and national standards.
Each of these projects has a broad community of people with various skills who can support each other and contribute in different ways. At Boise State, the language resource center director, language students and students from other departments, faculty mentors, SLA & CALL researchers, K-12 teachers, state partners, and librarians have all contributed to the OER. At VCU, students, faculty, and librarians contribute to the materials and partnerships are developing with K-12 teachers who use the materials in their courses.
Each of these projects follows an iterative process of development. The work doesn’t start and finish in the span of a semester, it grows and changes. Students develop materials, native speakers proofread them, teachers teach with them, and the team refines them. The Pathways Project carries a disclaimer that “The activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed.” The cycle of the projects is such that lower-level students can get involved in the project as learners, but go on to take a more active role in the project as they progress.
The panelists recommend to anyone interested in creating OER with their students that they start small, and reach out to available communities (institution-wide, or online professional networks) for support and sharing. On that note, COERLL’s next OER hangout is on the topic of joining a teacher community. Join us on November 13th!
View the webinar video, links to the repositories, slides from the presenters, and more on the event page of COERLL’s website.
We are a group of volunteer CSD scientists and clinicians passionate about bridging the gap between scientific research and clinical practice.
While there are many ways to increase research access and awareness, our 2020–2021 goal centers squarely on self-archiving and "green" open access options.
WHY? Our field relies on high-quality, peer-reviewed research to support evidence-based practice. Yet, much of our work remains inaccessible to practitioners, researchers, and people in the community who are not affiliated with universities or national organizations.
By teaching CSD scientists how to self-archive, and providing them with the support needed to make it happen, we can empower our colleagues to make research accessibility the norm in our field. Because when free, legal versions of our field's best research is made available to the public, it can improve the sustainable value of all of our work.
Café Denj is 14 episodes of short stories made for Advanced Persian Language Learners. The purpose of producing this series of videos that are all linked together was to help those who are learning modern Persian as well as offering a better understanding of the Persian culture as it is in Iran today.
This page provides access to the presentations and materials offered throughout the 2018 California Safety Organized Practice Conference, which was hosted by the Northern California Training Academy at the University of California, Davis June 26-27. The statewide conference provided an opportunity for counties implementing Safety Organized Practice (SOP) to explore strategies for rigor and depth of practice across the case continuum, and to share strengths, challenges and successes around implementation and sustainability.
Call and response has an important history in traditional West African music, especially in spiritual music and protest movements. Although the specific expression of this practice varies across the diaspora depending on the geographic location and musical lineage of practitioners, there are striking similarities in seemingly disparate locations, like the southern United States, Cuba, and northern Brazil. The preservation of call and response practices within these locations (and many others) suggests the importance of collectivity when healing from systemic oppression.
With this interest in mind, David Diaz invites students to join into this call and response by listening to and producing sounds and/or movements as they are comfortable. In joining a collective, there is also space for individuality, and even dissonance. In that interest, students can recognize the shared histories and practices that the music reveals, as well as the particularities of specific cultures and historical actors.
O objetivo desta videoaula é abordar a preparação antes de iniciar a peregrinação a Santiago de Compostela. A preparação vai desde a condição física, cuidando do preparo físico e exames de saúde, até dicas básicas do que levar na caminhada. Por fim, será demonstrado como arrumar a mochila de modo a equilibrar o peso e acomodar os itens. Os sons e os vídeos utilizados nesta videoaula são de propriedade ou dos autores ou disponibilizados sob licença de domínio público ou Creative Commons que foram devidamente referenciados no final do vídeo. Este material deverá ser utilizado para fins educacionais, sob licença de uso Creative Commons CC BY-NC-SA. Produzido em outubro de 2014.
O objetivo desta videoaula é falar dos cuidados necessários durante a peregrinação a Santiago de Compostela. Serão abordados temas, como: fazer alongamentos, cuidar dos pés, cuidar da alimentação, carimbar a credencial do peregrino, passar protetor solar, descansar e observar as regras dos alojamentos. Os sons e vídeos utilizados nesta videoaula são de propriedade ou dos autores ou disponibilizados sob licença de domínio público ou Creative Commons que foram devidamente referenciados no final do vídeo. Este material deverá ser utilizado para fins educacionais, sob licença de uso Creative Commons CC BY-NC-SA. Produzido em outubro de 2014.
O objetivo desta videoaula é abordar “o inicio”: um breve relato da história do apóstolo Tiago (o Maior), como Santiago de Compostela tornou-se um importe polo de peregrinação dos cristãos e os diferentes caminhos existentes para chegar a catedral. Por fim, é esclarecido o que é ser peregrino e as vantagens de se fazer a peregrinação em grupo. Todas as imagens, sons e vídeos utilizados são de propriedade ou dos autores ou disponibilizados sob licença de domínio público ou Creative Commons que foram devidamente referenciados no final do vídeo. Este material deverá ser utilizado para fins educacionais, sob licença de uso Creative Commons CC BY-NC-SA. Produzido em outubro de 2014.
This is a lesson that introduces students to cause and effect in reading passages. It also includes signal words that can assist students in identifying cause and effect. This is the introductory lesson. Extension activity (challenge) allows students to write their own cause and effect statements.
This OER explores the organization of the Ecliptic. It contains both an activity as well as resources for further exploration. It is a product of the OU Academy of the Lynx, developed in conjunction with the Galileo's World Exhibition at the University of Oklahoma.
Students first discover what they want from their education, then build a plan to get there. This content takes students through the steps to successfully navigate their journey in higher education. Topics include planning for success, choosing a career path, setting and attaining goals, understanding financial management, developing critical thinking skills, making healthy choices, using effective communication, managing time, developing learning strategies, developing meaningful relationships. Content is available in PDF and Open Document formats and is licensed CC BY. Learning Objectives also are provided. Full course offering available at https://www.cengage.com/c/opennow-college-success-1e-opennow-cengage