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The document discusses metrics for measuring student participation, interaction, and cognitive engagement in online discussions. It examines the total number of student messages, number of messages in early and late lessons, message lengths, and time of logins. It also analyzes social interactions like repeating information or responding to others. Finally, it outlines cognitive and content-related statements like explaining concepts in multiple ways, asking on-topic questions, seeking clarification, and repeating material from courses or discussions.
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This document provides an overview of the Junior Great Books program which focuses on developing critical thinking skills through shared inquiry discussion of literature. It explains that shared inquiry uses an interpretive question to spark discussion where multiple answers are valid if supported by evidence. It outlines preparing students with readings, notes, and individual reflection before the circular discussion led by follow up questions from the facilitator. The goal is for students to learn to interpret texts and consider different perspectives.LANGUAGE TEACHING and EVALUATION APPROACHES & TECHNIQUES.pptx
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1. The document discusses various approaches to teaching English language and literature, including language-based, paraphrastic, information-based, personal response, stylistic, and moral-philosophical approaches.
2. It also covers techniques for testing language and literature abilities, such as formal and informal testing, different elicitation techniques like questions, true/false, and essays.
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The document provides guidance on teaching conflict resolution through five lessons: active listening, managing emotions like anger, teaching about escalation and de-escalation of conflict, teaching conflict styles and collaborative problem solving, and teaching the differences between aggression, assertion, and passive behavior. It also provides a two minute primer on conflict resolution, noting that conflict is normal, can be positive if handled well, and the goal is win-win solutions that meet both parties' needs and interests.Genre Based Approach.pptx
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The document discusses the genre-based approach to teaching writing. It defines genre as a text type that has a specific social purpose and communication event. The genre-based approach focuses on systematically teaching writing within social contexts. It aims to develop students' literacy skills by analyzing how different genres are structured and can be produced for various purposes. The document provides examples of genres like recounts and narratives. It also outlines the steps to implement the genre-based approach in the classroom, such as selecting genres, analyzing conventions, modeling, practice, and assessment. As an example, it describes how this approach could be applied to teaching the genre of the short story.Participatory approach 
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This document discusses the participatory approach to teaching language arts. It was developed by Paulo Freire as an alternative to the "banking method" that advocates for learner collaboration. With this approach, themes of interest to students are used and students work together in groups to find solutions to real-life social issues through discussion, role plays, and other activities. The teacher takes on the role of facilitator while empowering students to take ownership over their learning. While time-intensive, it can help build students' confidence and understanding of different perspectives.Jane Woodin
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Doing multilingual research and researching multilingually involves considering several issues. Researchers must question assumptions about differences in conceptual meaning between languages and consider strategies for handling potential linguistic or conceptual clashes. The translation process should be identified and translators/interpreters should be involved in the research process in a way that is fit for purpose. All communication involves translation and researchers have a responsibility to represent participants and languages appropriately, even when speaking the same language as participants.Activities in teaching speaking
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The document provides guidance for activities and techniques to promote speaking skills in English language learners. It recommends that teachers create a communicative classroom where students can engage in authentic tasks that require real-life communication, such as group discussions, role plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, class reporting, playing cards, picture sequencing/narrating, picture describing, and finding differences in pictures. The document also provides suggestions for teachers, such as providing opportunities for student speaking time, reducing corrections, involving speaking practice both in and out of class, and diagnosing individual student difficulties.Article presentation esl 501 developing classroom speaking activities
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The document discusses different approaches to teaching oral language skills, identifying three main types of speaking - talk as interaction, transaction, and performance. It analyzes the features and skills of each type of speaking, and recommends strategies for teaching students skills like conversation, information exchange, and formal presentations. Teachers should identify students' needs, plan activities with clear objectives, and provide feedback to help learners improve their oral language abilities.Teaching oral skills
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The oral skills will stress on a speech production which is strongly controlled in order to correct development habit of linguistic rules Presentation on vocabulary building
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- 1. Participation Number of messages per student in every discussion topic 揃The total number of messages per student in the course 揃 Number of messages in earlier lessons 揃 Number of messages in later lessons 揃 Lengths of message per student (in statements) 揃 Number of statements directly related to learning per Student 揃 Time of logons Interaction Statements that social in nature 揃 Repeating information in another message 揃 Responding to the tutor's views or advises 揃 Responding to accept others views and opinions without explanation 揃 Responding to accept others views and opinions with more explanation 揃 Other statements that social in nature Cognitive and content related 揃 Providing more than one format to explain the language Identify Jibbalia literature. Identify Jibbalia culture. State Jibbalia number. State Jibbalia alphabet. Do sample Jibbalia conversion with others. Identify some names using at Jibbalia language. Identify some pronouns using at Jibbalia language. Create sentences by Jibbalia language. Use negative sentences.
- 2. Use verbs in the past and present. Identify some adjectives used in Jibbalia language 揃 Asking question related to the discussion topic 揃 Asking question unrelated to the current discussion problem 揃 Asking for more clarification 揃 Judging the relevance of solution 揃 Repeating information contained in the course materials 揃 Repeating information contained in the discussion topic