Presentations
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.
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.
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
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 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
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
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
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.
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.
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.
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.
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.
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.
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.
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-authorTESOL 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, presenterAISA 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
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.
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
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.
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.
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, 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.
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.
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
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.
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.
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.
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.
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.
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).
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-presenterSEATCCO, 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.
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.
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
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 Problem areas
in English for specific purposes, Discussion Leader Learner-generated
distractors: A synthesis of cloze procedure and multiple-choice
format, Co-presenter Writing language
material for English for science and technology, Presenter Adaptation
of language material for English for science and technology,
Presenter Testing in
an EFL/ESP (English for specific purposes) context, Co-presenter
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