Saturday, March 04, 2006
Web Casts from TESOL's Electronic Village 2006
Web Casts from TESOL's Electronic Village 2006
Dear colleagues,
Connect with the 40th Annual TESOL Convention and Exhibit (TESOL 2006) March 15-18, 2006 in Tampa, Florida, USA. If you cannot be there in person, join the Convention goers virtually. For the first time, the CALL Interest Section has organized 4 presentations and 2 interviews to be web cast from the Electronic Village in Tampa. You will be able to hear CALL experts Tom Robb, Randall Davis, Leslie Opp-Beckman, and Chris Jones present their Web projects. By clicking on the links to their presentations, you can follow along and also participate in a text chat. If you have a microphone and a Skype connection, you will be able to ask questions of the presenters directly. Please click the link below to see the schedule of web cast presentations.
Schedule of Web Casts, March 16 and 17, from the Electronic Village—Internet Fair Classics
Please click here for Instructions for Participating in the Web Casts.
We are looking forward to your participation during these events.
The Web Cast Organizers
Jeff Lebow (www.Worldbridges.com) and Christine Bauer-Ramazani
We thank TESOL, the CALL-IS, the Electronic Village team, and the Electronic Village Online Coordinators for their on-site assistance with these events.
Distributed on behalf of TESOL EV Online Coordinating Team
Dear colleagues,
Connect with the 40th Annual TESOL Convention and Exhibit (TESOL 2006) March 15-18, 2006 in Tampa, Florida, USA. If you cannot be there in person, join the Convention goers virtually. For the first time, the CALL Interest Section has organized 4 presentations and 2 interviews to be web cast from the Electronic Village in Tampa. You will be able to hear CALL experts Tom Robb, Randall Davis, Leslie Opp-Beckman, and Chris Jones present their Web projects. By clicking on the links to their presentations, you can follow along and also participate in a text chat. If you have a microphone and a Skype connection, you will be able to ask questions of the presenters directly. Please click the link below to see the schedule of web cast presentations.
Schedule of Web Casts, March 16 and 17, from the Electronic Village—Internet Fair Classics
Please click here for Instructions for Participating in the Web Casts.
We are looking forward to your participation during these events.
The Web Cast Organizers
Jeff Lebow (www.Worldbridges.com) and Christine Bauer-Ramazani
We thank TESOL, the CALL-IS, the Electronic Village team, and the Electronic Village Online Coordinators for their on-site assistance with these events.
Distributed on behalf of TESOL EV Online Coordinating Team
Friday, January 20, 2006
Taipei Times - archives
Taipei Times - archives: "English teacher plan falls short
OFF-MARK: A program launched in 2003 aimed to place 1,000 foreign English teachers in the nation's public schools, but only 40 teachers have been placed so far
By Mac William Bishop"
OFF-MARK: A program launched in 2003 aimed to place 1,000 foreign English teachers in the nation's public schools, but only 40 teachers have been placed so far
By Mac William Bishop"
Thursday, January 19, 2006
Monday, December 12, 2005
Innovate Live Webcasts
Scheduled Webcasts Applying Gaming and Simulation Techniques to the Design of Online Instruction
Carolyn Rude-Parkins, Karen Hughes Miller, Karen Ferguson, and Robert Bauer
December 12, 2005, 12p.m.EST
Technology and Pedagogy: Building Techno-pedagogical Skills in Preservice Teachers
Lorraine Beaudin and Corey Hadden
December 12, 2005, 1p.m. EST
Taking a Journey with Today's Digital Kids: An Interview with Deneen Frazier Bowen
James L. Morrison and Deneen Frazier Bowen
December 14, 2005, 1p.m.EST
Implementing Organic Education: An Interview with Hugh Osborn
James L. Morrison and Hugh Osborn
January 10,2006, 3p.m. EST
Designing e-Portfolios To Support Professional Teacher Preparation
Tu Tran, Robert Baker, and Margo Pensavalle
January 11, 2006, 3p.m.EST
All times are in EST. The world clock site http://www.worldclock.org might be helpful in converting to your specific time zone.
Carolyn Rude-Parkins, Karen Hughes Miller, Karen Ferguson, and Robert Bauer
December 12, 2005, 12p.m.EST
Technology and Pedagogy: Building Techno-pedagogical Skills in Preservice Teachers
Lorraine Beaudin and Corey Hadden
December 12, 2005, 1p.m. EST
Taking a Journey with Today's Digital Kids: An Interview with Deneen Frazier Bowen
James L. Morrison and Deneen Frazier Bowen
December 14, 2005, 1p.m.EST
Implementing Organic Education: An Interview with Hugh Osborn
James L. Morrison and Hugh Osborn
January 10,2006, 3p.m. EST
Designing e-Portfolios To Support Professional Teacher Preparation
Tu Tran, Robert Baker, and Margo Pensavalle
January 11, 2006, 3p.m.EST
All times are in EST. The world clock site http://www.worldclock.org might be helpful in converting to your specific time zone.
Saturday, October 29, 2005
Learning University
Each week prior to Learning 2005 we will post video, audio and text segments to trigger conversations and dialogues in the learning field. All content is in the public domain and accessible to all. Get started now with Free Content from Learning 2005!
Saturday, September 24, 2005
learning environment
Many thanks for your email, Arnold. :-) I was hoping that some of the teachers in this group would jump in and asnwer your question... I'll give it a shot and please feel free to share your ideas and opinions:
I would like to quote a text from productive learning environment,
"What is a learning environment? A learning environment is all the influences that surround a learner and cause him or her to be interested in learning.
In order to help learners learn, one of our main tasks is to create a good learning environment."
And in creating a good learning environment, it has to to be productive so learners could be productive, too. This can be done in many ways. One is through seating arrangements. I think Mei has a lot of experience on this matter :-) In addition, the classroom has pictures, teachers tell stories, classmates are friendly, student sing songs, interesting information, a caring teacher, and a comfortable classroom that surrounds the students. In a productive enviroment, students are excited about learning. They like working with friends, asking questions, and playing games.
There are a few factors that we need to consider in creating a productive learning environment. They are:
physical conditions: Is the classroom too hot? Too cold? Too dark? Is it clean and tidy? Are there enough desks and seats? Are they safe?
¡Pclassroom layout: Is there a chalkboard? Does the teacher use good teaching aids? Do the learners have books and paper and pencils? Are they easy to reach and use?
roles and rules: Do the learners know how to answer questions? Do they know how to ask to leave the room? Do they know the rules when working with other learners?
learners' relationships: Are the learners fighting? Do they like their teacher?
I think many of the conflicts that arise in language schools are more related to factors 3 and 4, roles and rules, and learners' relationship.
The issue on teaching style that was discussed here has something to do with factor 4. The student simply did not like the teacher. This issue was also brought up a few months ago by April when she moved to a new school. The students were reluctant to have a new teacher. There were attitude problems, but I think all this have been resolved, right April?
Acccording to the learning environment program,
Learners' relations with the teacher could be improved when teachers show or exhibits the following behaviors:
the teacher should model caring behaviour: being gentle, smiling, asking questions, helping learners if they have trouble, asking learners to help other learners.
learners should feel free to ask the teacher questions.
learners should feel free to talk to the teacher outside of the classroom.
learners should feel free to touch or hug the teacher if they wish. (This varies from culture to culture.)
I would appreciate comments from the teachers in this group. Do you agree or disagree with any or points made above? Any opinions, suggestions, clarifications?
I look forward to hearing from you.
I've got to go and attend the conference at Wen Zao where I hope to meet Joy.
Cheers everyone!
aiden
arnold wrote:
Hmm. I think you've got many different implicit questions here (no doubt
related here and there). I'd like to have a closer look at teaching and
learning styles perhaps and the implications thereof.
Obviously different teachers teach differently, they have their own
different styles - much in the same way that students also differ in the
ways they learn (best) or think they learn (best). Where they necessarily
meet (in the classroom situation), how much tolerance and patience is there
among both parties to "deal" with these differences. On either side there
will always be a degree of "otherness from how one would like to see things
done oneself" that cannot be ironed out for the sake of a theoretically
perfect match. It is an illusion to think this could be done and a mistake
probably that it should be done.
I think neither the teacher nor the students should be scrutinized too
heavily on this point. Maybe we should concentrate more on the learning
environment instead.
The richer and varied the learning environment that teachers and students
create together is, the less important it is to give a lot of attention to
the notion of different teaching and learning styles. I think that teaching
or learning to (assumed) styles can be so intrusive that it may stunt the
development of the various other learning powers that are always latent in
every student.
Assuming there is some sense in the above assumptions and I would like you
to bear with me on this point, one key question to start with would be:
What are charactistics of such a language learning environment?
I would like to quote a text from productive learning environment,
"What is a learning environment? A learning environment is all the influences that surround a learner and cause him or her to be interested in learning.
In order to help learners learn, one of our main tasks is to create a good learning environment."
And in creating a good learning environment, it has to to be productive so learners could be productive, too. This can be done in many ways. One is through seating arrangements. I think Mei has a lot of experience on this matter :-) In addition, the classroom has pictures, teachers tell stories, classmates are friendly, student sing songs, interesting information, a caring teacher, and a comfortable classroom that surrounds the students. In a productive enviroment, students are excited about learning. They like working with friends, asking questions, and playing games.
There are a few factors that we need to consider in creating a productive learning environment. They are:
physical conditions: Is the classroom too hot? Too cold? Too dark? Is it clean and tidy? Are there enough desks and seats? Are they safe?
¡Pclassroom layout: Is there a chalkboard? Does the teacher use good teaching aids? Do the learners have books and paper and pencils? Are they easy to reach and use?
roles and rules: Do the learners know how to answer questions? Do they know how to ask to leave the room? Do they know the rules when working with other learners?
learners' relationships: Are the learners fighting? Do they like their teacher?
I think many of the conflicts that arise in language schools are more related to factors 3 and 4, roles and rules, and learners' relationship.
The issue on teaching style that was discussed here has something to do with factor 4. The student simply did not like the teacher. This issue was also brought up a few months ago by April when she moved to a new school. The students were reluctant to have a new teacher. There were attitude problems, but I think all this have been resolved, right April?
Acccording to the learning environment program,
Learners' relations with the teacher could be improved when teachers show or exhibits the following behaviors:
the teacher should model caring behaviour: being gentle, smiling, asking questions, helping learners if they have trouble, asking learners to help other learners.
learners should feel free to ask the teacher questions.
learners should feel free to talk to the teacher outside of the classroom.
learners should feel free to touch or hug the teacher if they wish. (This varies from culture to culture.)
I would appreciate comments from the teachers in this group. Do you agree or disagree with any or points made above? Any opinions, suggestions, clarifications?
I look forward to hearing from you.
I've got to go and attend the conference at Wen Zao where I hope to meet Joy.
Cheers everyone!
aiden
arnold wrote:
Hmm. I think you've got many different implicit questions here (no doubt
related here and there). I'd like to have a closer look at teaching and
learning styles perhaps and the implications thereof.
Obviously different teachers teach differently, they have their own
different styles - much in the same way that students also differ in the
ways they learn (best) or think they learn (best). Where they necessarily
meet (in the classroom situation), how much tolerance and patience is there
among both parties to "deal" with these differences. On either side there
will always be a degree of "otherness from how one would like to see things
done oneself" that cannot be ironed out for the sake of a theoretically
perfect match. It is an illusion to think this could be done and a mistake
probably that it should be done.
I think neither the teacher nor the students should be scrutinized too
heavily on this point. Maybe we should concentrate more on the learning
environment instead.
The richer and varied the learning environment that teachers and students
create together is, the less important it is to give a lot of attention to
the notion of different teaching and learning styles. I think that teaching
or learning to (assumed) styles can be so intrusive that it may stunt the
development of the various other learning powers that are always latent in
every student.
Assuming there is some sense in the above assumptions and I would like you
to bear with me on this point, one key question to start with would be:
What are charactistics of such a language learning environment?
Wednesday, September 21, 2005
CEF conference in Kaohsiung
http://www.lttc.ntu.edu.tw/cambridge/CEF/CEFinvitation.htm CEF(Common European Framework of Reference for Languages: Learning, teaching, assessment)
Thursday, August 11, 2005
Reflective teaching: Exploring our own classroom practice
Reflective teaching: Exploring our own classroom practice
Julie Tice, Teacher, Trainer, Writer, British Council Lisbon
Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking about if it works - a process of self-observation and self-evaluation. By collecting information about what goes on in our classroom, and by analysing and evaluating this information, we identify and explore our own practices and underlying beliefs. This may then lead to changes and improvements in our teaching.
Thursday, August 04, 2005
My Lesson Plan published in IATEFL Computer Special Interest Group
HAPPY ONLINE: A BLENDED-LEARNING LESSON PLAN
by Aiden Yeh
Wen Zao Ursuline College of Foreign Languages,
Kaohsiung, Taiwan
Wednesday, August 03, 2005
Who needs Education schools?
EDUCATION / EDUCATION LIFE | July 31, 2005
Teaching for Teachers: Who Needs Education Schools?
BY ANEMONA HARTOCOLLIS
What colleges teach. What teachers need to know. And why they're not the same.
Saturday, June 25, 2005
Online discussion at Alado
Online Discussion at Alado, June 25, 2005
The online discussion started later than scheduled because of me. I had a technical problem: my mic wasn't working. I thought that it had something to do with some malfunctions on my keyboard. All the people present were very helpful, providing me suggestions on how I could make my mic work. But after working on it for 15-20 minutes, I just had to give it up because time was running out. Dafne offered to repeat or reading what I've written on the text board. It worked but it was a bit frustrating because I really wanted to be 'heard'. Nonetheless, the session went smoothly. Alejandra, Gladys, Dafne, Teresa, Chrissan all made wonderful contributions. Sus and Vance dropped by to say 'Hi' and this somehow made me feel relaxed and confident that everything would be alright. Why? Because webheads were there. Greta, a student of mine, also dropped by. She even managed to say a few words.
Here are the main points that were discussed during the session: pre-writing, picture description, email exchange, and blogs [which would integrate all other activities that were discussed]. There were many suggestions that were given and like what everybody else online said, it would take time to be able to practice everything that was discussed tonight. But what is important is that we were able to encourage Joy to start thinking about other activities that could make writing more fun for her students. We will just wait and see whether she'll use some if not all the things that were discussed tonight. Like any other meetings or conferences, the time is always not enough to discuss everything that we wanted to share. But we did, however, achieved the goals of this session.
This session was recorded and uploaded online, and it can be viewed at http://dcyeh.com/aiden_phd/session1.htm
The recording is still uploading as I write this, it is a huge file, afterall.
I hope that it gets uploaded, 'will let you know.
aiden
Happy birthday, Gladys!
Happy birthday, Gladys!
Click play to hear the music.
Many thanks for spending a few hours of your special day with us, Webheads and Joy. We will never forget this event. Happy birthday once again and may you have many more to come!
Online Discussion on Teaching Writing to Young EFL Learners
Online guests for Aiden Yeh's online discussion on teaching writing to young EFL learners. This online session is part of Joy Chiu's teacher development training program.
What: Online chat
Time: 9:30 pm Taiwan time
Place: Alado, http://www.aladonet/webheads
Login: Type your name, No need for password, click 'enter'
Date: June 25, 2005, Saturday
Topic of discussion: Teaching writing to young learners
For: Buxiban teachers
Guests: Teresa Almeida D'Eca, Gladys Baya, Alejandra Weser, Prof. Dafne Gonzalez
Online Resources for Teachers of Young Language Learners [Reading and Writing], click here.
Friday, June 24, 2005
Attention: Mei
This message goes to Mei, who I find quite difficult to find :-( these days.
Mei, I saw your brief message on my tag board. Thanks for the message :-) I am not sure if you have changed your email address since you mentioned that you have not been receiving emails from me. Could you please let me know your new email address?
The group still meets at our YG, click here to go there.
Here's an update of what we've been doing lately and what we will be doing in the following weeks.
Joy Chiu [Fina] will be observing her Writing class at her new school, Garden, today, June 24, Friday. She will record her class. To do this, I lent her my videocamera which she will be returning in a week. Fina also be joining an online discussion with other foreign teachers who have various experiences in teaching writing to young EFL/ESL students. This online session is scheduled tomorrow, on Saturday at 9:30 pm Taiwan time. The place of the chat is at Alado, http://www.alado.net/webheads to go there, just click on the link above. Click on 'Log in', enter your name, NO need for password, and click 'Enter'
I hope that you could make it tomorrow.
You asked me if there's anything you could do for me. Well, my answer is YES, I'm asking a very big favor and I would be deeply indebted if you could help me on this one.
First, you will need to think of an area in your teaching that you would like to learn more, improve or enhanced. Fina chose 'teaching writing to young students', what about you? The area is not limited to learning skills but could we also explore classroom management, if you want.
Second, you will need to observe your class, record on video for observation purposes, then, we will ask the experts to contribute their knowledge and opinion about your query.
Third, observe your class again for the second time, this should be done after we talked to the experts.
If this isn't clear to you, please let me know and I'll explain it in detail.
I hope to hear from you, Mei.
Cheers,
Aiden
Mei, I saw your brief message on my tag board. Thanks for the message :-) I am not sure if you have changed your email address since you mentioned that you have not been receiving emails from me. Could you please let me know your new email address?
The group still meets at our YG, click here to go there.
Here's an update of what we've been doing lately and what we will be doing in the following weeks.
Joy Chiu [Fina] will be observing her Writing class at her new school, Garden, today, June 24, Friday. She will record her class. To do this, I lent her my videocamera which she will be returning in a week. Fina also be joining an online discussion with other foreign teachers who have various experiences in teaching writing to young EFL/ESL students. This online session is scheduled tomorrow, on Saturday at 9:30 pm Taiwan time. The place of the chat is at Alado, http://www.alado.net/webheads to go there, just click on the link above. Click on 'Log in', enter your name, NO need for password, and click 'Enter'
I hope that you could make it tomorrow.
You asked me if there's anything you could do for me. Well, my answer is YES, I'm asking a very big favor and I would be deeply indebted if you could help me on this one.
First, you will need to think of an area in your teaching that you would like to learn more, improve or enhanced. Fina chose 'teaching writing to young students', what about you? The area is not limited to learning skills but could we also explore classroom management, if you want.
Second, you will need to observe your class, record on video for observation purposes, then, we will ask the experts to contribute their knowledge and opinion about your query.
Third, observe your class again for the second time, this should be done after we talked to the experts.
If this isn't clear to you, please let me know and I'll explain it in detail.
I hope to hear from you, Mei.
Cheers,
Aiden
On sharing...
I visited NNEST Caucus's blog and I know that Lucie has been working real hard to keep the site going. In one of her rumblings ;-) she mentioned something about sharing and this has caught my eye. I've touched on that topic here on my blog and on our Taiwanese YG, and now it has resurfaced again, this time on an international caucus group.
I posted a comment and here's what I wrote:
Hi there,
Apologies for not being so active lately. I've been busy with school, wrapping things up- now that we're on our last week of school. But I still have to take care of grading a listening and speaking test for an admission test that we gave this week. Anyway, I read your message and this statement caught my attention, "Maybe not ideas about presentations, since we don't want other people to use our original ideas, write the same proposal, and compete against us." You know, Lucie, I think, this is the very culprit why people hesitate to 'share'. I also find this to be true among taiwanese teachers. Having said that, I am beginning to think that this is not a cultural thing. It happens everywhere and to all of us. It's part of being human. People are willing to share for as long as it they deem it safe and productive. However, people also tend to protect themselves and their personal interests, as well. Just like what you said about competing with each other. If you let your guards down, there is always that fear that others may take advantage of the situation [vulnerability or whatever that is].
aiden
p.s.
you're doing a good job Lucie, keep it up ;-)
This is something that I should keep in mind and should be mentioned in my thesis!!!
aiden
I posted a comment and here's what I wrote:
Hi there,
Apologies for not being so active lately. I've been busy with school, wrapping things up- now that we're on our last week of school. But I still have to take care of grading a listening and speaking test for an admission test that we gave this week. Anyway, I read your message and this statement caught my attention, "Maybe not ideas about presentations, since we don't want other people to use our original ideas, write the same proposal, and compete against us." You know, Lucie, I think, this is the very culprit why people hesitate to 'share'. I also find this to be true among taiwanese teachers. Having said that, I am beginning to think that this is not a cultural thing. It happens everywhere and to all of us. It's part of being human. People are willing to share for as long as it they deem it safe and productive. However, people also tend to protect themselves and their personal interests, as well. Just like what you said about competing with each other. If you let your guards down, there is always that fear that others may take advantage of the situation [vulnerability or whatever that is].
aiden
p.s.
you're doing a good job Lucie, keep it up ;-)
This is something that I should keep in mind and should be mentioned in my thesis!!!
aiden
Friday, June 17, 2005
Trial session with Joy and webheads in Alado
Trial-Run with Joy, June 17, Friday, 15 GMT at Alado. Online discussion on teaching writing to young EFL learners is slated on June 25th Saturday, 13:30 GMT also at Alado http://www.alado.net/webheads
Friday, June 10, 2005
in response to Alejendra [call for experts]
Many, many thanks Alejendra. I was thinking about my use of the word 'expert'; it sounds 'daunting', is it?
The online discussion is not intended to be a formal lecture. It's more like sharing about what you've been doing in your writing class, things that have worked with your students, and activities that are fun and stimulating. I have been out of the 'TEYL' (Teaching english to young learners' stream for a long time, and I think that I'm not doing quite a good job with my own children. It's difficult teaching your own children. In my case, I get too cranky. My expectations just shoots up and down. I'd rather hire a tutor to do formal lessons. My husband and I occassionaly speaks English to our children but this isn't enough. Miki (my husband) isn;t worried, though.
Anyway, I think Joy and I could learn a lot from your experience. I'll let you know when the fixed date is, ok?
Thanks!
Hugs,
aiden
p.s.
I'm also collecting URL links to teachers' online resources on teaching writing to kids. If you know of any, I'd appreciate if you could pass them along. :-)
aleweser wrote:
Dear Aiden and Joy,
I have classes every other Saturday, but if I happen to be at home on
the day you plan your webcast you can count on me to share my
experience. Not that I consider myself the expert you are looking for
but I have been teaching 6th graders (11-year-olds) for over twenty
years now so I might have a few ideas to share and I have no doubts
there will be a lot more I can learn from you.
I really look forward to hearing from you.
Alejandra Weser
The online discussion is not intended to be a formal lecture. It's more like sharing about what you've been doing in your writing class, things that have worked with your students, and activities that are fun and stimulating. I have been out of the 'TEYL' (Teaching english to young learners' stream for a long time, and I think that I'm not doing quite a good job with my own children. It's difficult teaching your own children. In my case, I get too cranky. My expectations just shoots up and down. I'd rather hire a tutor to do formal lessons. My husband and I occassionaly speaks English to our children but this isn't enough. Miki (my husband) isn;t worried, though.
Anyway, I think Joy and I could learn a lot from your experience. I'll let you know when the fixed date is, ok?
Thanks!
Hugs,
aiden
p.s.
I'm also collecting URL links to teachers' online resources on teaching writing to kids. If you know of any, I'd appreciate if you could pass them along. :-)
aleweser
Dear Aiden and Joy,
I have classes every other Saturday, but if I happen to be at home on
the day you plan your webcast you can count on me to share my
experience. Not that I consider myself the expert you are looking for
but I have been teaching 6th graders (11-year-olds) for over twenty
years now so I might have a few ideas to share and I have no doubts
there will be a lot more I can learn from you.
I really look forward to hearing from you.
Alejandra Weser
Subscribe to:
Posts (Atom)