Thursday, July 30, 2009
I also will be feeding my blog to my twitter and friendfeed but am not sure really how helpful these two will be yet. Time will tell.
Oh, and I will use NetVibes as my main aggregator as well as the The Daily in order to attempt to organize the huge amounts of information that this type of course generates.
Well, this is what I have in mind at this point.
Here is how someone else plans to develop their PLN for the upcoming course.
Tuesday, July 28, 2009
Sunday, July 26, 2009
Thursday, July 23, 2009
He reminded the other dinner guests what they say about teachers: “Those who can, do. Those who can’t, teach.”
To stress his point he said to another guest: “You’re a teacher, Bonnie. Be honest, what do you make?”
Bonnie, who had a reputation for honesty and frankness, replied: “You want to know what I make?” She paused for a second, then began…
“Well, I make kids work harder than they ever thought they could. I make a 6.0 feel like the Congressional Medal of Honour. I make kids sit through 40 minutes of class time when their parents can’t make them sit for 5 without an ipod, Game Cube or movie rental…
You want to know what I make?” She paused again and looked at each and every person at the table.
“I make kids wonder. I make them question. I make them criticize, I make them apologize and mean it. I make them have respect and take responsibility for their actions. I teach them to write and then I make them write. I make them read, read, read. I make them show all their work in maths. I make my students from other countries learn everything they need to know in English while preserving their unique cultural identity. I make my classroom a place where all my students feel safe. I make my students stand to sing the Mexican National Anthem, because we live in Mexico. Finally, I make them understand that if they use the gifts they were given, work hard, and follow their hearts, they can succeed in life.”
Bonnie paused one last time and then continued.
“Then, when people try to judge me by what I make, I can hold my head up high and pay no attention because they are ignorant. You want to know what I make? I MAKE A DIFFERENCE. What do you make?”
By Taylor Mali
Wednesday, July 22, 2009
Read over Morford's blog pertaining prescriptive and descriptive English. Reflect on your own CLIL teaching and
Listen to the following blog talk radio episode on Keys to the classroom: Navigating your way through challenging moments
Tuesday, July 21, 2009
- Name of your class (teacher perspective)
- Brief description of your class (teacher perspective)
- Class objectives (teacher perspective)
- Your expectations for your class (teacher perspective)
Student perspective (source):
- Personal Details:
Date of Birth:
Contact telephone number/email address:
Current Job Title:
Number of years you've studied English:
Rate your skills in the following (1-10, 1 being poor, and 10 being excellent)
Which of the following would you like to improve:
What is your main goal in studying English?
Is there anything that you'd like to focus on specifically?
Feel free to adapt this needs analysis as you see fit! Submit your needs analysis by responding to this post (comment section).
Needs analysis 2
Monday, July 20, 2009
Visit the following three websites and add what you learned, what you already knew, and what you would like to know more about as they all pertain to CLIL:
Respond to this blog entry, one post per each of the above sites (three total).
Thursday, July 16, 2009
Here are some blogs from teachers at UVM-Aguascalientes:Jorge Gallegos
David Arellano's blog
MiSs GaBee'S bLoG
Agustin Padilla takemyclass
Luz María Carrillo
Leonel Gonzalez Blog's Site
Eduardo Guerrero M.
Hector GarciaEveryone's doing a great job getting their blogs up and running!
ze: medium;">Article: Reading recommendations for the low-skilled
Wednesday, July 15, 2009
Top 100 educational blogs
The Education Podcast Network (EPN)
Podcasts Videocasts Wiki
Zunal (examples of webquests)
Collecta (real-time search engine)
UVM RedNova Summer Course blog created by Sam Mace, RedNova consultant in Lomas Verdes
UVM RedNova Monterrey blog created by Steve Edmunds, RedNova consultant in Monterrey
As we learn together as a group, so too do we learn from what others are doing. In a learning community (as a community of practice), participants openly share ideas and experiences in a way that suits both the individual and the group.
Tuesday, July 14, 2009
In a prior class, we videotaped ourselves:
Here are the notes generated by each group:
Session 6 Group Feedback Notes
To embed this video to this blog, I did the following:
- Downloaded the video to my computer
- Converted the video to flash (I used Free Studio Manager)
- Uploaded flash video to BlipTV
- Copied the embed code from BlipTV
- Pasted the embed code to the blog
- Discuss the following by responding to this thread: a) your content course, b) synchronous, non-technological ways to deliver information, c) asynchronous, non-technological ways to deliver information, d) synchronous, technological ways to deliver information, and e) asynchronous, technological ways to deliver information. Which of these will be use the most and the least? Why?
Monday, July 13, 2009
"Instead of focusing on self, [focus] on the beauty of the audience and the whole event..."
"I never let that leave me. I would start with that. I would start with loving my students. And it's striking how much my teaching has changed in five years, as a result of that. It's basically about shifting form getting people to love you,. to you loving them. It has four parts (Fromm, 1956):
"Interesting example: compare the 'expert' (me, 34 years of life experience, been to 10 countries) and my students (4000 years of life experience, been to 50 countries). You become a learner among learners, just a part of the community. Kevin kelly: "Nobody is as smart as everybody."
These quotes really stuck with me when I read this summary of a talk by Michael Wesch. Enjoy!
- This blog
- Sites from your colleagues (to be listed in our wikispaces site)
- Blogs: Blogger, Wordpress, Edublog
- Wikis: Wikieducator, Wikispaces, Wetpaint, Teachers First Wiki Walkthrough
- Presentations: Powerpoint in the classroom, Slideroll, Slide
- Videocasts: Youtube, Youtube Proxy1, Youtube Proxy2, BlipTV, UStream, Procaster
- Podcasts: iTunes, Podomatic
- Social networks: Ning, Facebook, MySpace
- Aggregators: Google Reader, NetVibes
- Course management systems: Moodle, Ninehub (Free Moodle Host), Sclipo
- AASL Best Web Sites for Teaching and Learning
- How do you feel blended learning can improve instruction and assessment within your own teaching context? What technologies would and wouldn't work? (include your name when submitting post.)
- Go to our wikispaces and add any links to websites that you currently use, both as a learner and educator.
- As a separate post, but posting to this same thread, answer the questions to the project found in lesson three, exercise six (unit 1).
Friday, July 10, 2009
Considering your content courses, what ways have you or could you implement a similar technique in your own class. Start off by explaining the context of the course and then a detailed discussion as to what this activity would look like (at least 250 words).
In reflecting on what you learned this week, discuss what you knew before, what you learned, and what you would like to learn in terms of English skills (i.e., reading, writing, listening, and speaking), grammar, teaching techniques, strategies, activities, and key concepts.
Thursday, July 9, 2009
Wednesday, July 8, 2009
Think about the content course that you teach and how teaching this same content now in English will change your teaching approach. Describe this change and explain how you will promote creativity in your class.
Tuesday, July 7, 2009
Monday, July 6, 2009
Teaching content courses to English language learners will require a great deal of differentiated instruction.
Question: When reflecting on your own experience in the classroom, how have you differentiated content, process, or product, taking into account the learners readiness, interests, and learning preference? As content teachers, how might this change when teaching content language as a foreign language?
Here are a few sites that you might find useful (courtesy of Sam Mace):
A resource bank for CLIL
Site where you are to complete your online work for the course
Blog for CLIL trainees
Don't forget to complete the following homework for tomorrow (July 7, 2009):
1. This course will be a success if…
2. Something I would not like to experience in this course is…
3. Something I would like the trainer to know about me is…
4. Something I am particularly worried about is...
5. By the end of this course, I expect to...
Please also include your full name and username and password of MEC and either email (firstname.lastname@example.org) it to me or hand it in to me personally.
I´m excited to be your facilitator for the course and look forward to hearing your insights as we all learn together!
Here is my Wikieducator user page should you want to know more about me.
And here is our class Wiki that we'll use later on during the course.
Question for you: What websites are you using or would like to use that you feel would help you in your classes? (I encourage you to post a comment to this thread!)