Tags » Collaborative Learning

Learning Leads, Technology Enables | Educate 1to1

Some excellent ideas from the Educate 1to1 blog (run by Dom Norrish) about the applications of educational technology to learning.  This is a guest post by… 77 more words

Learning

Continuing language learning: the role of L1 literacy in secondary L2 language and literacy development

Many secondary second language learners face numerous challenges as they develop language and literacy in a second language at the same time they are learning subject area content in that second language. 682 more words

Adults / Young Adults

Halina from Poland reblogged this on Halina's Thoughts and commented:

Unfortunately, schools are commonly structured as if all students need the same type of instruction, for the same amount of time, across the same curriculum. While this is far from ideal, it may not seem too problematic in some second language and literacy instructional settings, such as foreign language classrooms, where second language (L2) learners share somewhat similar first language (L1) language and literacy knowledge. However, the structure of most schools can be very problematic in where diversity reigns. I have been a Polish and English teacher since 1976. Over the years, I have taught many classes. I introduce a new language mainly by listening and at the beginning all lessons consist of listening, speaking as well as repeating or performing only. I teach grammar simply through situations with no reference to grammar rules at all. My students listen and read a lot to improve their language communication skills. I do not take advantage of the bridge language L1. I often find myself thinking in Polish and English, flying back and forth from the two languages. It is difficult to manage exchanging thoughts in two languages simultaneously. Anyhow, why would you like to? Generally speaking, I am for blended learning and teaching with no remark to L1. Thinking in a foreign language from an early stage helps students gain a level of fluency making very few errors in communication. I believe, the sooner a student learns to think in a foreign language, the faster she/he will learn. This can only take place if no reference at all is made to L1. My learners need to be free from the interruption of L1. Maybe I am wrong because it is obviously much easier to teach/learn with the help of pure conversion. On the other hand, I know that anyone who is learning a second language wishes and dreams about communicating and thinking in that language. I teach a lot, approximately 4 Polish classes and 4 English classes a day, and I have to admit that my students are very successful learners.

Use PBL to Inspire Passion and Teach Lifelong Learning

I am sharing this article from Edutopia, based on the theme for this year’s Annual Professional Development Contest: Student Centered Learning and Project Based Learning. 37 more words

Whole School

Big Group Project update, complete with tears and recriminations

Last Friday when I arrived to pick up Lei at school, I was called into a small room off the office. I found my girl sitting hunched over with the hood of her turquoise sweater pulled up over her head. 853 more words

Deaf

Mark Wilson- An Illustrator Study via VC

In this video conferencing event students had the opportunity to ask Mark  Wilson questions as well as participate in a guided drawing workshop. Mark Wilson drew upon original source materials for his illustrations, expanding on Banjo Paterson’s poem “We’re All Australians Now”. 308 more words

Video Conferencing

Developing Emotional Intelligence (EQ); Written by: Colleen Franca

How does one develop EQ?

The good news is that unlike some of the hard-wired personality traits and IQ scores which remain fairly consistent from age 8 to 80, Emotional Intelligence skills can be developed. 704 more words

Awareness