"All words are pegs
to hang ideas on."

Henry W. Beecher


Increasing teacher effectiveness in online ESL learning, Presenter assisted by Wanda Walker, Leslie Opp-Beckman

  • TESOL 2016, Baltimore, Maryland, April 6, 2016

Online language learning environments require ESL teachers to help participants build a successful community of learners. This presentation reviews relevant research on teaching presence, suggests strategies to enhance online teacher performance, and demonstrates how to incorporate these strategies in online EFL teacher training and ESL business writing programs. Handout with hyperlinks.

Building Bridges Through Course Design in Online ESL Learning, Presenter

  • TESOL 2015, Toronto, Canada, March 27, 2015

Online language learning requires ESL course designers to build bridges between content, students, and teacher. The Community of Inquiry framework provides a dynamic model for ESL course design. This presentation reveiws the framework, presents relevant research, and demonstrates its application in online EFL teacher training and ESL business writing courses. Handout with hyperlinks.

Using Threaded Discussion to Build an Online Community, Presenter

  • TESOL 2014, E-Village, Portland, March 29, 2014

Well-structured and well-managed online discussions in an asynchronous online course build community. Threaded discussion organize each topic's chain of comments. This presentation reviews research to recommend best practices in online discussion, including moderating techniques, learner guidelines, and assessment strategies, with examples from the presenter's EFL teacher training course. Handout with hyperlinks

A Model for Collaborative Projects in Online Learning , Co-presenter

  • TESOL 2014, E-Village, Portland, March 28, 2014

This session introduces a model for successfully using collaborative projects in online learning to promote active engagement. Grounded in research, presenters use supporting examples from their online EFL teacher-training course, with a focus on strategies to maintaim group cohesion, a solid system of communication, and on-going instructor support.

Web Tools at Work in Your Classroom, Plenary presenter

  • South Taiwan Education Conference, Kaohsiung, Taiwan, August 9-10, 2012

Web tools like blogs and wikis empower students' critical thinking, writing, reflection, and interactive learning. How and when to use these tools is important for the best learning possible. This presentation will show you how to put blogs and wikis to work in your classroom. Always use the right web tool for the job! Handout with hyperlinks

Promoting excellence by applying interaction theory in distance learning, Presenter

  • TESOL 2012, Philadelphia, March 30, 2012

Engagement theory and the interaction-based model of online learning focus on distance learning environments. Together they give online educators a valuable framework for excellence in interaction by promoting social and active learning. The presenter will give specific e-learning examples from an ESL business-writing course and an e-learning instructor preparation course. Handout with hyperlinks

Using efficient Internet research skills, Presenter

  • TESOL 2010, Boston, March 25, 2010
  • Cambodia TESOL, Phnom Penh, Feb 21-22, 2009
  • NESA Conference, Athens, Greece, March 31, 2007
  • EFL Skills Conference, American University of Cairo, Center for Adult & Continuing Education, January 24, 2007
  • Mini NESA Presentation, Cairo American College, Nov 11, 2006

Although 21st Century students are avid Internet users, they need assistance developing efficient Internet research skills. Web-based tools improve their Internet research skills including advanced searching, evaluating website quality, archiving websites, and creating bibliographic citations. Handout with hyperlinks

Using blogs with in-class discussion groups, Presenter

  • TESOL 2009, Denver, March 26, 2009
  • EFL Skills Conference, American University of Cairo, Center for Adult & Continuing Education, January 22, 2006
  • Mini NESA Presentation, Cairo American College, Nov 30, 2005

Students prepare for small group discussions by writing questions on a variety of themes at the highest levels of Bloom’s taxonomy. They reflect on what they’ve learned. Posting this preparation and reflection in blogs allows students to easily archive, share and comment on these discussions, improving their learning. Presentation.

Using wikis for research projects and portfolios, Presenter

  • Cambodia TESOL, Phnom Penh, Feb 21-22, 2009
  • TESOL 2008, New York City, April 3, 2008
  • Inquiring Minds Presentation, Cairo American College, Jan 20, 2008
  • EFL Skills Conference, American University of Cairo, Center for Adult & Continuing Education, January 16, 2008

Wikis allow users to quickly create web pages individually or collaboratively. Each page has a discussion forum attached for comments and responses. Wikis keep a record of each member’s web page revisions. The use of wikis with research projects and portfolios improves student learning and eases recordkeeping.
Powerpoint slides Handout with links Journal article

Using the Read Write Web for learning, Presenter

  • Mini NESA Presentation, Cairo American College, Nov 11, 2006
  • Professional Development Release Days, Cairo American College, Sep 10, Sep 26, Nov 22, 2006 (9 hours)

Web-based tools on the Read Write Web allow anyone to become a web content creator. Teachers use wikis, blogs, social bookmarking, podcasts and RSS feeds in their classrooms to improve student learning. Participants understand the basics with this overview and are ready to thoughtfully consider use in their own classes.
Handout with hyperlinks Powerpoint slides with hyperlinks

Using online course management systems to improve student learning, Co-presenter
Mini NESA Presentation, Cairo American College, Dec 4, 2005

Teachers who incorporate online course management systems, like Blackboard, engage students in unique ways. Students interact in an environment tailored to their specific needs. Features that deserve focus are: online practice assessments, discussion board forums, group folders and digital drop boxes. The participants learn practical ways these features improve learning.

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Student learning through online plagiarism services, Presenter
Mini NESA Presentation, Cairo American College, Dec 4, 2005

Online services like turnitin.com highlight information that is not original, providing two valuable lessons for essay writers. If the source isn’t cited, plagiarism has occurred. The service calculates a percentage, which represents the amount of material from other sources. If the percentage is high, the student must include additional analysis. Presentation.

Motivating reflection through digital portfolios, Co-presenter
Mini NESA Presentation, Cairo American College, Dec 4, 2004

Developing writers gain insight on their progress by reflecting on their work. Portfolios provide this opportunity over time. When students organize portfolios digitally, their motivation for presentation and reflection increases, along with ease of access and transportability. By systemizing this process, writers document past and future goals.

Multimedia and use of computer projector, Presenter 
Professional Development Release Days, Cairo American College, Feb 9, Feb 21, April 20, May 10, 2005 (12 hours)

Teachers, teacher assistants and staff work on individual multimedia presentations after group instruction in advanced skills in PowerPoint, advanced Internet searches in Google and use of Blackboard to organize classroom resources for students and teachers.

Designing web-based research activities, Presenter

  • EFL Skills Conference, American University of Cairo, Center for Adult & Continuing Education, January 13, 2005
  • TESOL 2003, (Teachers of English to Speakers of Other Languages Convention), Baltimore, March 2003

Learners can engage in a variety of web-based research activities. WebQuests are one type of complex research task.Since WebQuests may not be suitable for all situations, the presenter will review other online activities, placing them on a continuum regarding complexity, learner involvement, language ability and total task time. Web Activities Presentation.

Improved learning through peer coaching, Presenter and co-author
TESOL 2003, (Teachers of English to Speakers of Other Languages Convention), Baltimore, March 2003

Cognitive coaching, a model of peer coaching, provides a format for teacher improvement mediated by conversation and reflection on student learning in a collegial relationship. The presenter describes each coaching stage: planning, observation and reflecting. The participant learns how peer coaching empowers a teacher to work toward enhanced student learning. Peer Coaching Presentation.

Improving oral skills in small group discussions, presenter
AISA Conference (Association of International Schools in Africa) , Johannesburg, October 14, 2002

Literature circles encourage small group discussion by using interlocking roles prepared in advance. The presenter shows how students extend the discussion through appropriate language cues.  The participant observes through examples how specially modified role sheets and journal entry formats promote greater in-depth discussion on selected themes.  Literature Circles Presentation

Strategies for developing information research skills, Presenter

  • TESOL 2002, (Teachers of English to Speakers of Other Languages Convention), Salt Lake City, April 2002
  • AISA Conference, Johannesburg, October 14, 2002

Students benefit from using a six step format for solving information research problems.  The participants review examples of research tasks and products to understand how the students apply the six steps.  The presenter demonstrates how this format consistently applied enhances information research skills in ESL students.  Big 6  Presentation

Third Culture Kids and Hidden Immigrants, Presenter 
Booktalk for Booklovers, AISJ, October, 2001

Pollack and van Reken (Pollack and van Reken, 1999) in Third Culture Kids talk about the benefits and challenges of children who grow up in "third" cultures, or persons who have spent a significant part of their developmental years outside their parents' culture. Bell (1996) in Hidden Immigrants has taken social histories from adult third culture kids who reflect on how their childhood has impacted their adult lives.

Three Novels by Minfong Ho, Presenter
Booktalk for Booklovers, AISJ, January, 2001

Rice without Rain, Sing to the Dawn and Clay Marble present strong female characters in rural and urban settings in Thailand. The author uses southeast Asian cultural themes and historical settings such as Bangkok during anti-government student demonstrations in 1973 and  refugee camps on the Thai-Camboian border in 1980. Suitable for middle and high school students.

The use of online portfolios, Presenter
  • TESOL 2000, (Teachers of English to Speakers of Other Languages Convention), Vancouver, March 2000
  • Faculty Retreat, ISKL, Nov 1999

On-line portfolios are stored electronically and accessed easily, distinct advantages over print.  The participants learn how to help students create and use on-line portfolios through explanations and examples.  Students share their portfolios via computer and receive feedback through e-mail.  Decisions about software and server options will be discussed. TESOL 2000 Presentation Resources.

Webpage Design Course, Co-presenter
ISKL, 10 hours, (teachers & staff, after school hours), Feb 2000

This project-based course introduces the beginning webmaster to the basics of designing and publishing webpages on the WWW.  Topics covered include: Composer basics, webdesign, mapping, graphics, scanning, digital photos and uploading. Resources.Composer skills.

Offline student publishing, Presenter

  • Faculty Retreat, ISKL, Sept 1998
  • Southeast Asian Teachers' and Counselors' Conference (SEATCCO), Jakarta, Nov 1998

Electronic publications permit student writing to reach larger audiences while being cost effective and environmentally friendly. If line connections are unrealistic, publications can reach classroom audiences for interaction 'off-line'. This workshop will demonstrate: organizing and publishing student writing electronically and communicating 'off-line' with student writers. Student Publishing presentation.

Presentation software for public speaking, Presenter
SEATCCO, Kuala Lumpur, Nov 1997

Presentation software, like PowerPoint, can assist students in improving public speaking skills. Participants will review a thematic unit of study with a research paper and computer-assisted oral presentation as assessment activities. Modeling with guided practice, a scoring rubric and sample student assessments will be shown and discussed.

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Myths and truths about second language learning and what they mean for the ESL student, Presenter
All-Faculty Inservice, ISKL, April 1997

Participants will examine their own ideas about learning a second language and consider what recent ESL research indicates. Ten variables that predict success in learning a second language will be discussed as well as the length of time needed for ESL learners to achieve grade level norms. Participants will review four teaching strategies. Handouts will include short relevant research studies. Hand-out.

Using multimedia to make connections between computer classes and subject areas, Presenter

  • Faculty Retreat, ISKL, Oct, 1996
  • SEATCCO, Bangkok, Nov, 1996

Beginning programming students completed practice HyperCard stacks as preparation for a computer assisted instruction (CAI) stack, using content provided by subject area teachers. This CAI student stack now forms part of the subject area material. Participants will review examples of the practice and final stacks and evaluation criteria. Examples include Gods and Goddesses, Literary Terms, Water Cycle, Nervous System, Printing Process, and Pi/Sigma Bonds

HyperCard: An introduction and beyond, Presenter
School Improvement Program In-Service, March, 1996

This workshop is especially designed for the subject area teachers who provided the beginning programming students with content for computer-assisted instruction stacks (see above abstract). While the programming students completed the bulk of the scripting, the participant teachers will learn to make simple changes to tailor the student work to their specific classes.

Balinese Art: A HyperCard presentation, Presenter
Technology In-Service, JIS, October, 1995

The participant will examine three types of HyperCard stacks that show a range of programming skills. The examples of basic presentation are two stacks on Balinese art, completed in 90 minutes by Grade 7 students during the Extended Study Program (Jakarta-based) on Bali. The example stacks (Intro to Japanese, Volleyball and Clouds, Teacher Teaming) of simplescripting were completed in two weeks by Middle School students attending Programming class. The professional example is South Asian Art Parts 1 and 2 by the Art Institute of Chicago, Teacher Resource Center.

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Providing an audience: desktop publishing for ESL students, Presenter

  • TESOL 1996, (Teachers of English to Speakers of Other Languages Convention), Chicago, March, 1996
  • SEATCCO, Singapore, Nov 1995

Desktop publishing computer application programs can be used to prepare student writing for publication. This demonstration will discuss how the ESL classroom can be organized to facilitate desktop publishing. The presenter will explore various types of student-produced publications. Publishing industry tips will also be given. Summary.

Desktop Publishing: Is it an art or a science?, Presenter
School Improvement Program (SIP), JIS, March/April 1995 and Nov/Dec 1995

This workshop will focus on the science and art of desktop publishing. In the "science" section the participant will learn how to use the desktop publishing application Publish It Easy. The basics will be covered along with using scanned pictures, digital photos and clip art from CD-ROM. The "art" section will highlight the main conventions used in the desktop publishing industry. The dates for this workshop are Nov 8, Nov 22 and Dec 16, 1995. Please note that this workshop was previously given during SIP March/April 1995.

Making connections between computer skills and content areas, Presenter
SEATCCO, Jakarta, Nov 1994

The participants will review two organizational approaches to developing computer skills in the content areas.  One approach mixes students from various content classes and requires the students to bring their own selected content to the computer skills class.  The second way requires the students in one computer skills class to be attending at least one content area class that is the same for all students. The computer skills are then practiced with the content of the shared class. Teacher and student roles and assessment will be discussed.

Issues in teacher teaming, Presenter
School Improvement Program (SIP), JIS , Sept 94

The participants will recall several past team experiences and evaluate them as good, bad or interesting.  After a group discussion of Chapter 1 in Team Organization: Promise--Practices and Possibilities, (Erb & Doda, National Education Association Publication, 1989 ), the participants will list the ideas that would have improved the "bad" team experiences recalled earlier.  Time-permitting the participants will review "Activities to Enhance Team Effectiveness" from The Team Process, (E. Merenbloom, National Middle school Assn., Ohio, 1991, pg. 36-42),  and "Evaluating The Effectiveness of the Team" (ibid, pgs. 119-124).

Story Recall: Context for skill integration and assessment, Presenter

  • TESOL 1996, (Teachers of English to Speakers of Other Languages Convention), Chicago, March 1996
  • SEATCCO, Kuala Lumpur, Nov 1993

The presenter will discuss the role of recalling stories in academic and social settings and analyze the language used by multi-level learners to recall stories. The participants will then examine a variety of classroom activities which are based on a reported story, integrate skill areas and incorporate student assessment. Summary. Hand-out.

Poetry in the ESL classroom, Co-presenter
SEATCCO, Kuala Lumpur, Nov 1993

The participant will learn about four ways to bring poetry writing into the ESL classroom. Each teacher-presenter will discuss a poetry unit that was incorporated in their ESL middle school classrooms.  Hand-out.

Thematic Units: Academic skills through content, Presenter

  • SEATCCO, Kuala Lumpur, Nov 1993
  • TESOL '93, Atlanta
  • Virginia ESL Training Institute, Feb 1992

By organizing ESL classes on thematic units, students can practice language skills in realistic academic situations.  The participants will review two types of thematic units (Native American tribes and country research) and examine steps that lead the students from teacher-modeled activities to independent work.  Assessment rubrics will also be discussed.

Getting the Job That's Right for You, Co-presenter
TESOL '93, Atlanta

This is a pre-convention workshop that helps participants who are looking for jobs both in the United States and overseas. Questions from future job applicants are fielded about about various topics including teaching ESL to children in the overseas international schools.

Using the computer for ESL writing, Presenter
  • ESL Teacher In-Service:Fairfax County Public Schools
  • Area III Office, Intermediate teachers, March, 1992
  • Lacey Center, Elementary teachers, January, 1992

Participants will examine how the computer can be incorporated into the writing process.  The management of computer use in the one-computer classroom will be reviewed.  Simple desktop publishing programs will be discussed as a motivation in the writing process.

An advanced reading and writing course for science scholars, Presenter
TESOL '82, Honolulu

Problem areas in English for specific purposes, Discussion Leader
TESOL '82, Honolulu

Learner-generated distractors: A synthesis of cloze procedure and multiple-choice format, Co-presenter
TESOL '81, Detroit

Writing language material for English for science and technology, Presenter
TESOL '80, San Francisco

Adaptation of language material for English for science and technology, Presenter
NAFSA '79, Phoenix

Testing in an EFL/ESP (English for specific purposes) context, Co-presenter
TESOL '79, Boston  

Celeste Scholz
Career Experience
Professional Development