The CEFR
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CEFR and the DELF - 0 views
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was developed to promote language learning, to facilitate educational and occupational mobility, and to support plurilingualism and multiculturalism.
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A Basic User B Independent User C Proficient User A1 Breakthrough A2 Waystage B1 Threshold B2 Vantage C1 Proficiency C2 Mastery
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"The CEFR examines and values what an individual does know, based on their competencies. Its philosophical underpinning is that all individuals have the capacity to learn, there are many different ways to learn, that learning can continue throughout the life span.
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Educators: learn more about the CEFR through an online professional learning workshop offered to members of the Canadian Association of Second Language Teachers. Contact mihaelavieru@caslt.org.
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France has developed the Diplôme d'études en langue française (DELF) for levels A1 through B2 and the Diplôme approfondi de langue française (DALF) for levels C1 and C2.
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A learner takes the level of assessment for which s/he feels confident (for students, the teacher normally assists in choosing the most appropriate level). It is not required to take all of the tests, or to take them sequentially.
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Having successfully passed one of the DALF / DELF exams, the candidate receives an official Diplôme issued by the Ministère de l'Éducation Nationale of France through the Centre International d'Études Pédagogiques (www.ciep.fr). The candidate also receives his/her marks for each portion of the exam.
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This life-long certification is recognized internationally by employers and postsecondary institutions. For example, the B2 level is required for entrance into most universities in France. And, of course, the Diplôme and the accompanying proficiency descriptors are the perfect addition to any résumé, outlining in very practical terms what the individual is capable of doing in French.
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In Canada, responsibility for the DELF/DALF rests with the Embassy of France. The DELF Scolaire is offered by a school district or a school in agreement with the Embassy, the DELF Junior by language schools such as the Alliance Française.
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Each exam center receives the software and other materials required to conduct the exams. The center is responsible for logistical arrangements, assessors, registering candidates, printing the exams, marking the oral and written exams, and publishing the results. The center establishes the fees it will charge for the exams.
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A school or district can become an exam center through an agreement with the Embassy of France. Alternately, it can make arrangements with an existing exam center to administer the exams to interested students.
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7 Essential Tools for a Flipped Classroom - Getting Smart by Guest Author - classrooms,... - 3 views
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The flipped classroom uses technology to allow students more time to apply knowledge and teachers more time for hands-on education.
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The following tools are listed from most basic to most sophisticated and can be used alone or in tandem to make flipped classrooms more engaging.
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Teachem is a timely and valuable resource ideal for teachers interested in a more structured flipped classroom but unwilling to commit to paid or complex programming.
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Google Docs have many advantages over traditional word processing programs, including real-time automatic updates visible to all users, a feature that enables robust discussion and sharing.
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A social media site open to first-time and experienced flippers, the Flipped Learning Network contains resources for all kinds of flipped classrooms while facilitating discussion, collective problem-solving and peer networking.
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Perhaps the most popular screencasting technology available, Camtasia Studio is now in its eighth incarnation and has remained up-to-date with educational trends
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eyond enabling activities fundamental to the flipped classroom, such as video lectures and e-readings, these comprehensive online learning platforms offer educator networks and resources,
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Socrative | Student Response System | Audience Response Systems | Clicker | Clickers | ... - 3 views
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Stop Penalizing Boys for Not Being Able to Sit Still at School - Jessica Lahey - The At... - 1 views
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The authors of this study conclude that teacher bias regarding behavior, rather than academic perfor
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mance, penalizes boys as early as kindergarten. On average, boys receive lower behavioral assessment scores from teachers, and those scores affect teachers' overall perceptions of boys' intelligence and achievement.
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The most effective lessons included more than one of these elements: Lessons that result in an end product--a booklet, a catapult, a poem, or a comic strip, for example. Lessons that are structured as competitive games. Lessons requiring motor activity. Lessons requiring boys to assume responsibility for the learning of others. Lessons that require boys to address open questions or unsolved problems. Lessons that require a combination of competition and teamwork. Lessons that focus on independent, personal discovery and realization. Lessons that introduce drama in the form of novelty or surprise.
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Split the class into groups of four and spread them around the room. Each team will need paper and pencils. At the front of the room, place copies of a document including all of the material that has been taught in some sort of graphical form--a spider diagram, for example. Then tell the students that one person from each group may come up to the front of the classroom and look at the document for thirty seconds. When those thirty seconds are up, they return to their group and write down what they remember in an attempt to re-create the original document in its entirety. The students rotate through the process until the group has pieced the original document back together as a team, from memory. These end products may be "graded" by other teams, and as a final exercise, each student can be required to return to his desk and re-create the document on his own.
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Rather than penalize the boys' relatively higher energy and competitive drive, the most effective way to teach boys is to take advantage of that high energy, curiosity, and thirst for competition. While Reichert and Hawley's research was conducted in all-boys schools, these lessons can be used in all classrooms, with both boys and girls.
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7 Ways to Hack Your Classroom to Include Student Choice - 3 views
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You might also consider adding a variety of question types, like constructed response, multiple choice with multiple correct answers, true/false and yes/no items. In doing so, you are giving students even more choice and modeling your classroom tests after Common Core assessments, especially if you build your tests online.
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5 Strategies to Deepen Student Collaboration | Edutopia - 2 views
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One way to do this is through rigorous projects that require students to identify a problem (for example, balancing population growth in their city with protection of existing green spaces) and agree—through research, discussion, debate, and time to develop their ideas—on a solution which they must then propose together.
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We have to help students understand the what, why, and how of collaboration. We can do this in several ways:
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Many group projects are based on efficiency, dividing labor to create a product in the most effective way possible. This focus on the product means that we often ignore the process of collaboration.
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Collaboration should not just strengthen students’ existing skills but ensure that their interactions stretch existing knowledge and expand one another’s expertise.
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we want to ensure that students don’t just occupy the same physical space but that they share an intellectual space—that they learn more, do more, and experience more together than they would alone.
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shared by garth nichols on 13 Nov 13
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Education in the Age of Globalization » Blog Archive » China Enters "Tes... - 2 views
zhaolearning.com/...mmandments-of-education-reform
assessment Homework education globalization ten commandments education reform
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Google Glass - 0 views
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Google Glass is a hands-free video camera, translator, list displayer, map, clock, and much more all rolled into something you can wear like glasses. You can even share pictures and video taken through Google glass with others. I don't know if any educational applications have been advertised by Google yet but I can see how it could make lessons and assessment much easier (provided it all works properly).
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Newman's prompts - 1 views
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The Australian educator Anne Newman (1977) suggested five significant prompts to help determine where errors may occur in students attempts to solve written problems. She asked students the following questions as they attempted problems.1. Please read the question to me. If you don't know a word, leave it out.2. Tell me what the question is asking you to do.3. Tell me how you are going to find the answer.4. Show me what to do to get the answer. "Talk aloud" as you do it, so that I can understand how you are thinking.5. Now, write down your answer to the question.These five questions can be used to determine why students make mistakes with written mathematics questions.
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Harvard Education Publishing Group - Home - 1 views
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Teachers can use the QFT at different points: to introduce students to a new unit, to assess students’ knowledge to see what they need to understand better, and even to conclude a unit to see how students can, with new knowledge, set a fresh learning agenda for themselves. The technique can be used for all ages.
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Dupuy, Muhammad, and many other teachers are using a step-by-step process that we and our colleagues at the Right Question Institute have developed called the Question Formulation Technique (QFT)
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In health care, for example, research funded by the National Institutes of Health has shown that the QFT produces dramatic increases in levels of patient activation and improved patient-provider communication. In the classroom, teachers have seen how the same process manages to develop students’ divergent (brainstorming), convergent (categorizing and prioritizing), and metacognitive (reflective) thinking abilities in a very short period of time.
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shared by garth nichols on 28 May 14
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An Edtech Bill of Rights | EdSurge News - 0 views
www.edsurge.com/...an-edtech-bill-of-rights
edtech bill of rights digitalcitizenship digitalfootprint
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Edtech Priorities for Educators: No Shiny Toys! In addition to the above issues, educators clearly stated that the purpose of edtech should never be to replace a teacher. Instead, edtech products should: Relieve administrative burdens; Increase the efficacy of teachers; Deepen the relation among students and teachers; Embed assessment directly into daily learning experience; Amplify the reach of effective teachers; Empower students to become creators; And ultimately, keep the humanity in education and create more equality of opportunities.
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Here’s a combined list from all 18 groups: The best interests of students must always be first and foremost. Tools should fill a REAL need for teaching/learning (not solutions in search of a problem). Ask teachers and talk to administrators at every stage of the design process. Have open, balanced conversations among all stakeholders. The introduction of edtech should include ongoing targeted meaningful staff development that is preferably teacher led. Student data must be secure: edtech companies should be open and clear about their use of data and information. Education technology should continually be tested in classrooms. The larger community should be included in the selection and implementation of edtech. If solutions claim to be research-based, they need to be truly research based. We need to know more about what works based on real data. Access should be reasonable and appropriate for all stakeholders. Compensate teachers who are product developers for their works. Similarly, compensate educators for providing extensive feedback and help with product development. Structure the ways teachers can provide feedback and interact with new tools as forms for professional development. Research should include recommendations that address the socio-emotional implications of using technology products. Districts should provide thought leadership on their theory of learning to help drive appropriate product development that aligns with district priorities.
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shared by Derek Doucet on 15 Oct 14
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New Study Reveals Trends in Professional Learning - Getting Smart by Guest Author - Inn... - 1 views
gettingsmart.com/...s-trends-professional-learning
professional learning EdTech SAMR collaboration personalized teaching
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The study found few examples of compulsory classroom-style training. Instead, professional learning “is incentivized through recognition and sometimes tangible rewards, usually within a culture of high expectations.”
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These finding suggest that education professionals should have an individual learning plan and access to a combination of collaborative and online learning experiences, all of which need to be reinforced by regular embedded feedback and assessment mechanisms.
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A 2013 Australian study conducted by the government-funded Australian Institute for Teaching and School Leadership and the nonprofit Innovation Unit examined 50 high-performing corporations, educational institutions, and nonprofit organizations from around the globe to identify common features of professional learning experiences.
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Our ability to ensure that professional learning is highly relevant and personalized, incentivized, and largely self-directed for all teachers will be paramount to the success of our education institutions.
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shared by Derek Doucet on 16 Nov 14
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How To Implement Blended Learning | Edudemic - 1 views
www.edudemic.com/implement-blended-learning
21stcenturylearning blendedlearning edtech SAMR collaboration
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Blended learning can be a great way to make use of whatever technology tools you do have, rather than needing specific technology that you don’t have. Blended learning doesn’t require you to have a 1:1 classroom, a certain number of iPads, or particular software, though you can put any and all of those things to use as you choose. Thus, blended learning covers a lot of ground – and in the process it helps to make learning more engaging, effective, and efficient.
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Careful planning and a strong understanding of blended learning will help make the transition much more smooth. Enter: the handy infographic below. It takes a look at how to set up a blended learning environment, some of the features of a great blended learning program, and some other tidbits of information. Keep reading to learn more!
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Content and apps are aligned with CCSS Standards aligned performance and assessment tasks Comprehensive learner profiles including student portfolios Consideration of learning level, student performance, and best learning modality Good reporting functionality
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Beyond the Essay: Making Student Thinking Visible in the Humanities | Center for Teachi... - 3 views
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The chasm between high school and university - 0 views
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Let's start with the secondary system. As this level of education becomes significantly student focused, there are many of us in the system who fear we are coddling students in the extreme and not preparing them at all for the realities of the work world or college/university. Here are samples of policies, largely instituted by the Ministry of Education, that added together, have lead to concerns re: coddling.
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•Late work: Student work is not penalized for lateness. Late work is viewed as a behavioural issue, not an academic one. •Plagiarism: This is also seen as a behavioural issue, and usually does not result in any academic penalty, even in a grade 12 University level course. •Evaluation: Policies are moving away from grades being derived from an average of all student assignments in favour of a more general approach that reflects "most recent and/or most consistent" achievement. •Lower limits: Students getting failing grades are assessed by this policy which requires teachers to give a mark of 30 to students who are, on paper, achieving anywhere from 1-29 per cent. This is designed to 'give them hope' of success. •Credit rescue/recovery: A policy designed to give students who fail a course the opportunity to make up key missed work with the goal of achieving a passing grade. •Memorization: The idea of students actually memorizing material is viewed as "old fashioned" and is rejected in favour of "inquiry based learning'." The world of the university student is decidedly different, as evidenced by their policies. •Late work: Most courses do not accept late work. Period. •Plagiarism: This is viewed as academic dishonesty, and harsh academic penalties are in place. •Evaluation: Most courses feature few evaluations that are weighted heavily, and grades are based on the average of all assignments. •Evaluation: The move toward knowledge-based evaluation is epidemic. Exams, even in courses like literature studies and philosophy, are commonly multiple choice and short answer exams.
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•If students are trained for the 14 years they attend school that there really are few consequences to academic problems, how will they fare in the much more rigorous world of post-secondary education? A history professor recently asked me what we (high school teachers) were doing to our kids.
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The idea that we have largely abandoned 'knowledge based learning' in no way prepares students for the new reality of university
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As for the world of work, students who have struggled to graduate by submitting work late, gaining credits through credit rescue, and who have not developed responsibility for their work may improve rates of graduation, but will not serve them in the work world, where the safety nets they have come to rely on do not exist.
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Cool Tools for 21st Century Learners: Flubaroo: Automated Google Docs Self-Grading Quizzes - 1 views
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Life in a 21st-Century English Class | MindShift | KQED News - 4 views
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Finally, technology is embedded into the structure of all we do. It’s part of how we research, how we capture information, and how we display our learning. It’s never an accessory tacked on at the end.
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My students started by creating a Flickr feed, Facebook page, a YouTube account, a Tumblr blog, and a Twitter account. They decided that visual representations of their knowledge would be the most powerful. So some of my students created photographs depicting images that they felt best represented modern trafficking. These photos were then edited in Picnik, and posted to our blog.
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A few years ago I tried to teach this idea to a grade 12 class when we were studying essay writing. They didn’t get it. But in the context we were using, after comparing social media content, it made perfect sense to my grade 11 students.
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The Museum Box site allows you to build an argument or description of an event, person or historical period by placing items in a virtual box. Students can display anything from a text file to a movie. My students will be using this platform to argue their thesis, rather than writing a traditional essay.
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My students have started designing our curriculum units. Seriously. While transitioning to our current unit, we discussed the possibilities as a class.
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Before the technology/constructivist shift in my classsroom, I would have taught all of this quite traditionally. We’d read books, answer questions, and then address those questions in class. I’d lecture a lot, with supplemental grammar lessons here and there, and I’d include some type of artistic project to achieve viewing and representing objectives. The whole design would have been extremely teacher centered. And at the end of it all, I’d hope they learned something about writing and thinking. Instead, inquiry and technology are a natural part of our English classes.
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Again, I know I'm being a cynical old grump, but you cannot use "technology" and "constructivist" like they're two parts of the same idea. I think it's perfectly feasible to imagine a constructivist classroom that runs without tech, and vice versa. Both of them running in harmony...that's the dream, all right.
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An article about some ways technology can be used to help an inquiry-based high school English class...
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Hey Tony - I think you'd be really interested in TPACK - a tech integration framework that looks at pedagogical knowledge, content knowledge and tech knowledge. For more info check out tpack.org! We'll be looking at these in our third face to face but it sounds like you're ready to delve!