Thursday, March 29, 2018

Vimeo video about what a blog is (Kelly, 2018)


A short kinetic typography video that explains what a blog is. 
Please use. Full Creative Commons License. 
Written and Produced by Rob Kelly, 2018

Reference


Kelly,  Rob. (2018). What are you waiting for? Start your blog! Retrieved from https://vimeo.com/258904090

Tuesday, March 27, 2018

ASCD Express 9.02 - The Why, What, and When of Assessment

ASCD Express 9.02 - The Why, What, and When of Assessment (Tomlinson & Moon, 2013b)

That newsletter article caught my eye this morning in a list of website bookmarks after discussion at an English Café gathering yesterday, in which participants ... considered ... [among other topics]: 
  • Assessment practices in elementary school English-as-an-additional language learning activities slated to become mandatory coursework in the next few years (GU, n.d), and 
  • Roles of assistant or partner classroom teachers in occasional or routine team-teaching. 

The article is an adaptation of Tomlinson and Moon (2013a, pp. 19-21), in which the authors described assessment of, for, and as elements of differentiated instructionTomlinson and Moon argued for assessments to identify differences in: 
  • Individual learners' readiness to learn, 
  • Their individual interests or passions, and 
  • The learning modalities that individuals prefer (2013b, What to Assess, ¶1).

Tomlinson and Moon also outlined various types of assessment to use before, during, and after instructional units, namely: 
  • Pre-instructional assessments,
  • Formative or ongoing assessments, and
  • Summative assessments (2013b, When to Assess, ¶1).

The article concluded with examples of, and purposes for, combinations of formal and informal assessments. Regarding informal assessments in particular, Tomlinson and Moon asserted:
Informal assessments are useful in giving a teacher a sense of what makes a student tick, providing a big-picture look at how the class as a whole seems to be faring at a given moment, and amassing a growing sense of how specific students work in particular contexts (2013b, When to Assess, ¶2).
The first few examples of informal assessments that Tomlinson and Moon mentioned in their article resonated with remarks that the English Café convener made yesterday with regard to what a team teacher could do when not directly involved in instructional activities.


References


General Union [GU]. (n.d.). MEXT's 2018/2020 "New Course Of Study In Foreign Language Education" Plan. [Retrieved 27 March 2018 from] https://goo.gl/sBjXpo

Tomlinson, C. A., & Moon, T. R. (2013a). Assessment and Student Success in a Differentiated Classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A., & Moon, T. R. (2013b). The why, what, and when of assessment. Assessment and Differentiation, 9(2). http://www.ascd.org/ascd-express/vol9/902-tomlinson.aspx

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Thursday, March 15, 2018

Personal and professional language development

This post displays Google slides [and references] from part two of the PIGATE gathering on March 10, 2018. The presenter's blurb for the program that day read:
In this workshop, participants will make, share, and refine self-assessments, then project and reflect on goals and resources for additional personal and professional language development.
(PIGATE meeting agendas, 2018.03.10)





To find out about what ensued, please ask one or more of the language teachers who took part, ...


... or post questions in comments on this post, where all of the participants can respond.

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Wednesday, March 14, 2018

The PIGATE Blog's new look



Wondering, you may be, ...

... what happened to the PIGATE Blog. 

Well, it got a facelift today—a new theme chosen for simplicity and readability, and vetted with contributors.

We hope you like the new look, and welcome feedback in comments or reactions on this post.

Wednesday, January 17, 2018

New presentation resources on the LTD Project Wiki

Here are two of three of today's additions to LTD Project Wiki, SpeakingPresenting page:

Prezi. (2017.07.05). Harvard researchers: Prezi is more engaging, persuasive, and effective than PowerPoint [weblog post]. Retrieved January 17, 2018, from https://blog.prezi.com/university-study/
  • This weblog post summarised Harvard researchers ... findings (Moulton, Türkay, & Kosslyn, 2017; above).

Prezi. (2018 [n.d.]). The science of effective presentations [webpage]. Retrieved January 17, 2018, from https://prezi.com/the-science/

  • This infographic-style web page represented Prezi-related findings summarised in Harvard researchers ... (Prezi, 2017.07.05; above).

The third addition was the research paper by Moulton, Türkay, & Kosslyn (2017).

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Thursday, December 21, 2017

TESOL Electronic Village Online workshop for teachers of young learners

This post is to point out a free, five-week long, online workshop for teachers of young learners—one of many such offerings in TESOL International's Electronic Village Online (EVO) program for 2018.

Teaching EFL to Young Learners
Participants of Teaching EFL to Young Learners TEFL2YL EVO18 will learn about and create activities for English to Young Learners and Teens from around the world using storytelling, board games, action songs, and limited resource classroom activities. ...

Registration starts on [Jan 8, and the _program_ starts] Jan 14, 2018. 


If you have a yen for online networking and distance learning, and will have a bit of time to spare between mid-January and February next year, I highly recommend looking into this and other upcoming EVO workshops. 
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Wednesday, November 1, 2017

Teachers' resource book in the KGU library

One of the last times we met in the KGU library, the title on the spine of a book (Shin & Crandall, 2014) caught my eye. So I pulled it out to take a peek. It's in the syllabus corner on the first floor: 

KGU OPAC catalog listing (English)
KGU OPAC catalog listing (Japanese)
Here's a preview of the table of contents:

  • Preface
  • About the Authors
  • Chapter 1: Teaching English to Young learners around the World: An Introduction
  • Chapter 2: Basic Principles of Teaching English to Young Learners (TEYL)
  • Chapter 3: Contextualizing Instruction: Creating Thematic Units and Lesson Plans
  • Chapter 4: Teaching Listening and Speaking
  • Chapter 5: Teaching Reading and Writing
  • Chapter 6: Storytelling
  • Chapter 7: Assessment
  • Chapter 8: Classroom Management
  • Chapter 9: Twenty-First-Century Skills in Teaching English to Young Learners (TEYL)
  • Chapter 10: Professional Development
  • Worksheets
  • Index
(Source: National Geographic Learning, English Language Teaching, 
Product Information, More, Table of Contents, 
retrieved 2017.11.01)

Would you like to have a go at reviewing it for a future newsletter? If so, please send us a heads-up either in a comment on this post or in a message to our Google Group.


Reference

Shin, J. K, & Crandall, J. (2014). Teaching Young Learners English: From Theory to Practice. Boston, MA: National Geographic Learning.

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