A Long Road to Becoming a Language Teacher

This post showcases a presentation from the Pigate gathering on March 13, 2021. In that presentation pab presented a sweeping retrospective on 60 years in education.

Questions and reflections are welcome in comments on this post.

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Neurodiversity: An award-winning poster presentation from JALT 2020

Alexandra Burke's presentation on Saturday, November 21st, 2020, characterized "the impact of ADHD, dyslexia, dyspraxia, dysgraphia, dyscalculia, [and] color [vision] issues and how they affect learning for nearly 12.6 million people in Japan." It also "cover[ed] ... clues to look for and where to find publicly-available resources" (session description, https://jalt2020.eventzil.la/session/355 [emphases added]). 

 

Burke asserted that the understandings and behaviors of teachers "are the keys to success for students with hidden disabilities" (poster element). A PDF of the poster is available for download here:

• Neurodiversity, Studying, and Teaching Language

For advice on improving poster presentations in general, please watch psychologist Mike Morrison's videos:

• Generation 1 - Create a better research poster in less time ... (2019.03.25), and
• Generation 2 - Create more a impactful scientific poster with UX Design tips (2020.07.13).
  

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.

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CRAAP: An acronym to guide web research

The CRAAP Test for assessing appropriacy of web resources popped up on my radar in a Pinterest suggestion of a graphic:

The CRAAP Test

gleaned from the Daytona State College Library:

• https://library.daytonastate.edu/reliable/CRAAP,

which in turn apparently adapted content from a library guidance page at California State University, Chico:

• http://libguides.csuchico.edu/LiteratureReviews?p=2822716.

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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.

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Motivation matters!

Image source: YouTube, Education Week (2019.12.19)

Education Week recently showcased a series of four videos of Larry Ferlazzo and Katie Hull Sypnieski explaining ways for teachers to foster learner motivation:

•  What Teachers Can Do to Boost Student Motivation (2019.12.09).

The short videos covered "four specific ways to nurture a sense of intrinsic motivation in students" (¶1), namely:

1. Granting students autonomy,
2. Applauding effort rather than ability;
3. Cultivating interpersonal relationships, and
4. Helping students discover the relevance of learning activities.

A list of further readings followed the videos on the Education Week article, and Larry Ferlazzo linked to additional resources in a follow-up in an Education Week Teacher blog post.

• Everything You Wanted to Know About Student Motivation, But Were Afraid to Ask (2019.12.11).

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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.

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Sneak preview of PIGATE's Special Summer Session

PIGATE's Special Summer Session (SSS)

Tentative schedule (as of 2019.07.05)

09:30 Preparation and sign-in (30 min.)
10:00 Opening remarks (10 min.): Paul Beaufait
10:10 IPS, Part 1 (45 min.): English pronunciation challenges for English teachers
10:55 Break (10 min.)
11:05 IPS, Part 2 (45 min): Tactics for teaching oral expression
11:50 Lunchtime (60 min.)
12:50 CPS, Part 1 (45 min.): Favorite picture books and stories to share
13:35 _Kitemiran_¹ and _shitemiran_² sharing time (15 min.)
13:50 CPS, Part 2 (45 min.): Experience and tips for learning and teaching with stories
14:35 Break (15 min.)
14:50 Working Papers (_kiyou_) workshop (45 min.):
Reflections, projections, & progress reports;
Preparation and collaboration time; &
Submission guidelines & deadlines.
15:35 Session summary: Mr. Nobuyuki Takaki (15 min.)
15:50 Closing remarks (10 min.)
Membership matters
Newsletter contributions
Other announcements:
Annual General Meeting (AGM), 2019.09.14
Other
16:00 Clean-up (10 min.)
16:10  Steering committee meeting (20 min.)
Presenters and PIGATE members are welcome to attend the committee meeting!

____________________

¹ Why don't you come and see this?

² Why don't you try this and see?

If you would like to take part in this month's session, or to join PIGATE, please fill out one of our short online info. collection forms (https://goo.gl/Hpe9pd). 

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.

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.

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A Visual Summary: 32 Learning Theories Every Teacher Should Know

In his post, A Visual Summary: 32 Learning Theories Every Teacher Should Know, Terry Heck displayed a detailed graphic by Richard Millwood.

In that post, Heck asserted that "there are dozens of theories that underpin what and how you teach already, and that the better you understand them, the better chance you’ll have to master your current approach and begin to bring new possibilities into your classroom..." (¶4).


Heck then posted brief additional explanations of the concepts in Millwood's graphic. 

The graphic itself is available ... [as a PDF]: 

• http://blog.richardmillwood.net/wp-content/uploads/2013/11/Learning-Theory.pdf (PDF)

and in a hypertextual concept map with loads of links to additional resources here:

• https://cmapspublic3.ihmc.us/rid=1LNV3H2J9-HWSVMQ-13LH/ (Cmap).

A follow-up comment by Millwood (2019.06.18) on his one of his own posts that introduced the map (2013.05.10) suggested that he was preparing a new version.

References

• Heck, T. (2019, January 12). A Visual Summary: 32 Learning Theories Every Teacher Should Know [weblog post]. Retrieved from https://www.teachthought.com/learning/a-visual-summary-the-most-important-learning-theories/
• Millwood, R. (2019, June 18). Learning Theory [comment on 2013, May 10 weblog post]. Retrieved from https://blog.richardmillwood.net/2013/05/10/learning-theory/#comment-54999 

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