Pages

Showing posts with label questions. Show all posts
Showing posts with label questions. Show all posts

Tuesday, March 24, 2020

PIGATE's first entirely online gathering

This post showcases slides from PIGATE's March gathering (2020.03.14). Previews of slide-building in progress were available the week leading up to PIGATE's first entirely online program. 



The gathering took place in a Zoom meeting room with screen sharing from remote presenters. 


Amplifications and revisions of slides continued afterwards. 

Follow-up questions, reflections, and suggestions are welcome in comments on this blog post.



Except as otherwise noted, slides in that compilation are licensed under a 
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 
International License (CC BY-NC-SA 4.0). 

Please attribute adoptions or derivations [of the slides] to The PIGATE 英語授業学研究会 2020.03.14.

[105 [+3] words]

Wednesday, January 22, 2020

Dr. Morrow's presentations from December 2019

This post showcases two presentations that Dr. Jeffrey S. Morrow made at the PIGATE gathering on December 14, 2019, on:

  1. Keys to Successful Student Motivation; &
  2. Successful Pronunciation Teaching.
These are for attendees to review as well as for the perusal of PIGATE members who had other commitments last month.





If you have questions or suggestions regarding either of those presentations, please feel free to:
  • Post them in comments on this blog post; 
  • Send them in messages to the PIGATE Google Group;
  • Voice them at an upcoming PIGATE gathering (Calendar of Events); or 
  • Address them directly to Dr. Morrow (contact info. at ends of slide shows).

Except as otherwise noted, each of those presentations is licensed under a 
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License:
CC BY-NC-SA 4.0.
Please attribute them to Dr. Jeffrey S. Morrow.
[138 words]

Wednesday, October 2, 2019

Online activities and opportunities: Work in progress

The short (16 slide) presentation embedded in this blog post represents on-going endeavours mainly to recover from a massive setback in online resource curation. In a nutshell:
This presentation provides snapshots of an individual teacher's recent and ongoing professional development endeavours. It reflects problems of ICT use, mainly discontinuation of a free service for educators, and outlines strategies for addressing them with collaborative partners, tools, and venues of choice. It supplements a working paper submitted to PIGATE.
(Abstract, slide 2)



If you have comments or questions with regard either to the content of slides in that short presentation or the gist of the working paper (Beaufait, 2019) submitted to PIGATE prior to its Annual General Meeting last month (2019.09.14), please feel free to spell them out in threadable comments on this post.

Reference


Beaufait, P. (2019a). Reflection in action: An unavoidable IT transition. PIGATE eigo jugyou gaku kenkyuu-kai kiyou, 26 [English language teaching action research group working papers, issue 26], 32-42.

[164 words]

Friday, July 12, 2019

The Beaufait Collaboratoire: A Google Site

A Google Site that I'm using to reconstitute bits and pieces of new and previous online endeavours, the Beaufait Collaboratoire, grew new pages and subpages today.
Snapshot of The Beaufait Collaboratoire Home page
Home page snapshot, 2019.07.12

Most notable was a new Educators' Corner, now a ProDev subpage. Other additions included a couple of Google Forms for surveys of EnglishCentral (EC) users that I have embedded in EC subpages. I'd linked to the forms previously from the Tech. Tools page to replace old wiki resources.

Please feel free to browse the Collaboratoire, and let me know in comments on this post if you have any questions or discover any incipient web rot (faulty links).

As I continue to build and update that site, I'm seeking a communication interface to include there. Something like the threaded comment functionality of Blogger blogs might be ideal. In the meantime, I welcome your suggestions in comments here.

[146 words]

Thursday, November 22, 2018

Humanizing screen time

Here is @kaiasays spending lazy summer time on precious #screentime on her new iPod touch.
Photo by Jabiz Raisdana, 2013.07.18, 
Some rights reserved (CC BY-NC 2.0)

In a recent post on The Principal of Change blog, George Couros highlighted recommendations for children's screen time (AAP, 2018.05.01), and posed three questions to frame thinking about ways to use technology both at home and at school:
When we look at how we are using technology, we have to ask:
  1. Is the way we are using technology building connections or severing them?
  2. Is this fostering deep learning as well as critical thought and creation, or promoting surface level thinking?
  3. Are we modeling our learning, balance, and human connection through our use of technology so we can effectively guide our students?

[120 words]

Friday, October 12, 2018

David Ockert's slides on Self-Determination Theory (SDT)

Many thanks to David Ockert for visiting Kumamoto in September and leading a workshop on SDT for PIGATE! He granted permission to publish his slides not long after the PIGATE newsletter went to print. There are 16 plain vanilla slides (line by line builds) in the Google slideshow below.



If you have comments or questions about any of the topics in his slides, or reflections on any of the tasks that David presented last month, please feel free either to spell them out in comments on this post, or to voice them at the next monthly PIGATE gathering–this coming Saturday, 13 October, 2018.

[105 words]

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.

[88 words {+ 2}]

Wednesday, September 13, 2017

Sesame Street: Alphabet Songs Compilation | Learn the ABCs!

At our gathering last Saturday, questions arose regarding how and when to help young English learners recognize, recall, and write letters of the alphabet.

For example, with regard to a presentation on dyslexia, participants wondered where the small letter D came from, and why it was so different from the big D.

Though I'll leave reporting details of the session to others who attended or presented, I would like to share a clue to the origin of the letter D:

Image source: Wikimedia Commons

I'd also like to point out a new video from Sesame Street (2017.09.08) offering musical alternatives to traditional ABC songs. Like most songs of this ilk, it focuses on capital letters.

What impressed me the most was the searchable transcript (lyrics) that you can display from the menu under the "..." button below the lower right corner of the YouTube video on site.

Select, "Open transcript," in the pop-up menu, then choose, "English - CC (English)," at the foot of the transcript window, for closed captions (rather than the auto-generated transcript).

Video source: Sesame Street's Back to School playlist

Below are a couple of snapshots of the transcript display with the timecode toggled either ON (at 00.01) or OFF (at 03:29 of 12:50). If you click on the images below, you can see details.

Alphabet Songs Compilation [+ transcript {00.01/12.50}]

Alphabet Songs Compilation [+ transcript {03.29/12.50}]
[255 words]

Thursday, August 10, 2017

PIGATE's Special Summer Session (2017.08.12)

This post provides a preview of slides in the works for Saturday's big event. It also includes a Tweet feed display for the Twitter hashtag #higopigateSSS.




Tweet about it: #higopigateSSS


Relevant comments and questions are more than welcome!
[88 words]

Thursday, June 1, 2017

Classroom practice: Using instruction checking questions (ICQs)


This post showcases a presentation that Taishi Kaneko (KU, Fac. of Educ., M2) used for a demonstration and discussion of instruction checking questions (ICQs) at the PIGATE gathering earlier this month (2017.05.13). Taishi began to develop his interest in ICQs while studying overseas last year.


If you have comments or questions regarding ICQs and their use or potential, please feel free to spell them out in comments on this post. Suggestions of and pointers to related resources also are welcome.

[80 words]

Friday, May 12, 2017

Monday, February 27, 2017

Why do we teach? — The Learner's Way (Coutts, 2017.02.26)

Why do we teach? — The Learner's Way (Coutts, 2017.02.26):
"We teach because we choose a career path where every day brings a new challenge, every day is different and our creative abilities are required" (¶. 6).
[35 words, via Blog this]

Sunday, June 12, 2016

Social media for you and me? (Beaufait & Terada, 2016.06.11)

Here is the slideshow from our presentation about social media at the PIGATE gathering on June 11, 2016:



We'd love to read [and respond to] concerns, questions, and suggestions regarding social media for learning, teaching, and professional development, both from attendees and from people who were unable to attend the session at KGU. Please feel free to spell them out either in comments on this post or in tweets to #higopigate20160611.

[45 words {+3}]

Monday, March 28, 2016

Did Ford.ca get your farther–further grammar goat?


Should Ford have used the word farther instead of further for promotional displays at the Women's World Curling Championships? They definitely needn't have capitalized the F-word in their tagline, and missed out sentence final punctuation as well.


Word-choice arguments, as you might imagine, can go full circle. For starters, an Oxford Dictionaries' grammar and usage resource made no distinctions, when talking about distance; it argued, "[B]oth are equally correct."

But isn't that like arguing two stones are equally close to the center of the house? If you watched the end of semi-final play between Japan and Russia yesterday (relative time), you may recall that the Japanese team quickly conceded a second point for closeness in the house on the 10th end, and won outright with two points of their own in the 11th.

Thus, perhaps, the Oxford Dictionaries' site conceded, "... [except] in various abstract and metaphorical contexts" (http://www.oxforddictionaries.com/words/farther-or-further).

Cambridge Dictionaries Online's argument included similar nuances: "There is no difference in meaning between them," when talking about distance. However, "[t]here are some occasions when we can use further[,] but not farther. / We use further before a noun to mean 'extra', 'additional' or 'a higher level'"
(http://dictionary.cambridge.org/us/grammar/british-grammar/farther-farthest-or-further-furthest).

The Canadian Oxford Dictionary Online called farther a "var[iant] of further …" (2005, inaccessible after first viewing), but wouldn't reveal the definition of further without a purchase or subscription. The definition of one word isn't much of a sample to preview, eh?

Grammar Girl surmised, "The quick and dirty tip is to use 'farther' for physical distance and 'further' for metaphorical, or figurative, distance. It's easy to remember because 'farther' has the word 'far' in it, and 'far' obviously relates to physical distance" (http://www.quickanddirtytips.com/education/grammar/further-versus-farther).

Grammar Monster concluded, "If you're unsure which to use[,] because it's difficult to make a distinction between physical and figurative distance, opt for further" (http://grammar-monster.com/easily_confused/further_farther.htm).

You don't think Ford marketeers were unsure, do you? 

[315 words]

Thursday, February 18, 2016

PIGATE in Cyberspace: Comments for working outline, please!

The purpose of this post is to call for comments, questions, and suggestions regarding another work in progress. 

I'd like to get feedback from PIGATE members, old and new, on a working outline for a research paper in preparation for the summer 2016 issue of the PIGATE working papers (紀要 [kiyou]).


PIGATE in Cyberspace [working title]
An environmental scan of Internet communication technology (ICT) uses, challenges, and potential for collective grassroots teacher development [working sub-title]

Below is the body of the working outline. Most of all I'd appreciate suggestions of new sections or subsections to add in order to represent various aspects of ICT in use that I may have overlooked so far.



...
...



Please feel free either to post your comments, questions, or suggestions in comments attached to this post, or to voice your ideas in person the next time we meet (12 March 2016?).

Likewise, if you'd like to get a personal look at details as they appear and develop in the paper itself, please do not hesitate to ask for access to the work in progress.

[272 words]

Saturday, October 10, 2015

PIGATE & JALT NanKyu: Joint My Share, 2015.10.10

This blog post ... [was] a work in progress [that I began composing shortly after the October gathering]. In this post, ... [in] which there ... [have been] numerous [modifications and] amplification[-s] ..., please find embedded a presentation file that covered the PIGATE and JALT NanKyu Chapter joint event in October (2015.10.10) at KGU.

For anyone who missed the October session, [the presentation (Google Slides) embedded in] this post may provide a rough idea of what took place; for those who were able to attend, it should (eventually) provide additional information collected just prior to, during, or after the numerous presentations–10, all told.



Please stay tuned for updates and amplifications, not only in this post, but also in the presentation file itself. Comments and questions on this post are more than welcome.

[Latest revision, 2015.11.18: 133 words]