2007年英文教师海外研习分享.ppt [相容模式]

Jul 6, 20110 likes255 views

This document provides information about an English language acquisition summer program held at Georgetown University from July 9th to August 10th. It includes the program schedule, with classes taught by Dr. Virginia Lezhnev and Joel Wiskin/Alison Leithner focused on language acquisition topics. Students will work on projects like a mystery tour and news report, and take field trips to local areas on the weekends. The program will also include presentations on teaching methods like literary circles and computer-assisted instruction.

Georgetown University (Washington, D.C.)
July 9 ~ August 10

Sun Mon Tue Wed Thu Fri Sat

Dr. Virginia D. Lezhnev (9:00-12:00)

Joel Wiskin, Alison Leithner (1:30 – 3:30)

First and Second language acquisition
Reading process and activities
Writing process and activities
Developing Listening Tasks
Learning styles vs. Teaching styles
(Kolb, perceptual learning style)
Multiple Intelligences

? Project: “Georgetown Mystery Tour”
? News report
? Culture differences

? Week 1: Wolf Trap – Camelot
? Week 2: The Mall – museums
? Week 3: Baltimore – Aquarium
? Week 4: Mount Vernon – George
Washington’s hometown

? “Literary Circles” Barbara Formoso
? “Computer Assisted Instruction” Louis Vogel
? “Integrated Reading and Writing in Middle
School” Barbara Fagan

Jeffrey S. Grimm received a B.A. in Anthropology from Humboldt State University. His research interests include digital anthropology, history of warfare, human-computer relations, geology, experimental archaeology, economics, philosophy, and politics. He has field experience volunteering at Humboldt State's Cultural Resources Facility and working on an archaeological survey season. He also has lab experience volunteering at Humboldt State's archaeology lab. Grimm has participated in field schools in Belize and Sweden. He has presented works on historical research and firearms and published articles in a local magazine. Grimm also has instructional experience as a teaching assistant for archaeological method and theory courses.

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The document outlines different frameworks and methods for studying history, including cultural history, literary history, material culture, social/political history, identity categories, biographies of important and ordinary figures, and theories of history like Whig history and Foucauldian approaches. It also lists specific historians like Daybell, Goldberg, Flemming, and Love and Marotti who have used frameworks like identity studies, discourse analysis, and examining print vs. manuscript. Methods mentioned include archival research, broad surveys, close reading, and textual scholarship.

Claire Taylor (University of Liverpool)Renata Brand?o

This document discusses how digital culture requires rethinking assumptions in modern language studies. It argues that digital platforms transform understandings of texts and require examining new hybrid genres. Questioning is needed of privileging literature, the link between language and nation, and place-based perspectives. Modern language studies can contribute linguistically and culturally specific approaches to digital materials. While cultural studies risks losing critical edge, modern language-inflected digital culture studies can preserve this through responding to economic and political transformations from a critical perspective. The document suggests new avenues like examining modern languages and policy, practice, interdisciplinarity, and global challenges.

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NCompass Live - June 3, 2015. http://nlc.nebraska.gov/ncompasslive/ This session will provide information on how the Mortola Library at Pace University (Pleasantville, NY) used the Human Library program to build community through the sharing of unique experiences from university community members through the borrowing of human books. Steven Feyl and Phil Poggiali will provide lessons learned from the conceptualization, planning, implementation, and reflection on the program experience.

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March 2012 monthly reportAmber Hooper

The Oak Park and River Forest High School Library monthly report summarizes activities in March 2012. Key highlights included the book club discussing two novels and starting an independent reading wiki for sociology classes. The librarian collaborated with various teachers by creating pathfinders and pulling books and materials for projects on topics like primates, genetic disorders, and Middle East cultures. Library statistics were also provided on database searches conducted that month.

Classical studiesJackomay

Classical Studies is the study of Ancient Greece from the Late Bronze Age to the 5th century BC and Ancient Rome from the Late Republic to the 2nd century AD. The course is divided into two units. Unit 1 explores the myths of Greece and Rome through heroes and monsters, archaeology, and art. Unit 2 examines classical works and the material, political, and intellectual lives of Greece and Rome through history. Students will be assessed through essays, research reports, tests, presentations and reflections. Resources include libraries, the internet, books, galleries and students' personal collections.

October 2011 monthly reportAmber Hooper

The Oak Park and River Forest High School Library monthly report summarizes activities in October 2011. Key highlights included preparing to circulate Nook eReaders, attending conferences on eBooks and library assessment, reclassifying series fiction, and attending various trainings. The librarian collaborated with many teachers by creating pathfinders and book displays for various class projects covering topics like mythology, architecture, and debates. Database usage statistics are also included.

February 2012 monthly reportAmber Hooper

1) The Oak Park and River Forest High School Library's February 2012 monthly report discusses upcoming additions of LibGuides and Gale Virtual Reference Library to improve assignment resources and shift to more digitized materials. 2) Events included a book club meeting, processing and cataloging Nook eReaders, and a library consortium meeting discussing ebooks, Common Core standards, and librarian evaluations. 3) The librarian collaborated on various student projects, lessons, booktalks, and provided inspiration materials for art classes on found objects, robot design, and painting styles. Database usage statistics were also included.

Using Primary Sources in K-6 Social StudiesRobin M. Katz

April 2012 monthly reportAmber Hooper

The Oak Park and River Forest High School Library monthly report highlights successful digital petting zoos events in April, processing books nominated for the 2013 Abe Lincoln Award, and collaborations with teachers on various student projects involving pulled books and pathfinders on topics like genetic disorders and affirmative action. Statistics are also provided on database searches conducted in the library that month.

Social responsibility and_three-dimensional_libraries1Srikanthaluxmy Arulanantham

This document discusses the concept of "Three-Dimensional Libraries" (3DL) as a new strategy for libraries in Sri Lanka to fulfill their social responsibilities. 3DL combines three dimensions - objects, resources, and information - to support self-learning. It aims to increase information utilization, justify libraries' existence, rebuild communities after war/disasters, and play an indispensable role in developing the economy, education, and culture while bridging communities. Experiments show 3DL enhances students' information seeking and learning by providing real-world artifacts. The document argues 3DL could resolve social issues in Sri Lanka and be expanded internationally to support development in other developing regions.

Language and culture - GenreClaire Sheep

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Everhart cta 2013Jeff Everhart

This document discusses how using primary sources and digital images can help students better comprehend literature by addressing common challenges. It notes linguistic, social, and cultural challenges students may face and explains that primary sources from places like the Library of Congress, art museums, and author archives can provide useful context in multiple media formats. Examples are given of pairing Walt Whitman's work with archival sources or comparing art styles. Educators are then prompted to find three primary sources from a discussed resource to support understanding of the novel Night.

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2. Why? Where? How? What?

4. Georgetown University (Washington, D.C.) July 9 ~ August 10 Sun Mon Tue Wed Thu Fri Sat Dr. Virginia D. Lezhnev (9:00-12:00) Joel Wiskin, Alison Leithner (1:30 – 3:30)

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13. School Bus ICC (Intercultural Center)

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