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Lauren Rosen

Many, Many Examples Of Essential Questions - 12 views

www.teachthought.com/...xamples-of-essential-questions

assessment BER lessonplans

shared by Lauren Rosen on 18 Mar 15 - No Cached
  • Lauren Rosen on 18 Mar 15
     
    Great list of essential questions.
mbarek Akaddar

Top 10 Wordle Lessons for the Classroom - 9 views

www.brighthub.com/...58905.aspx

web2.0 wordle lessonplans Technology classroom

shared by mbarek Akaddar on 23 Nov 10 - Cached
  • mbarek Akaddar on 23 Nov 10
     
    Top 10 Ways to Use Wordle's Word Clouds for Classroom Lessons
Yuly Asencion

Center for Latin American Studies at the University of Arizona - 13 views

clas.arizona.edu/...educational_resources

lessonplans culture

shared by Yuly Asencion on 31 Dec 10 - Cached
  • Yuly Asencion on 31 Dec 10
     
    Complete curriculum units on topics related to the Latin world.
Maggie Verster

Class Collection of Book Reviews using collaborative google spreadsheets - 0 views

docs.google.com/View

lessonplans languages english google googledocs library2.0 school2.0

shared by Maggie Verster on 17 Jul 09 - Cached
  • Maggie Verster on 17 Jul 09
     
    As part of a language arts or reading program, students read novels throughout the school year. Some of the novels are assigned, read, and discussed "all class." Others are chosen by the students individually, and they keep individual reading lists. Students may be required to read a certain number per marking period, per school year, and over the summer. Some may be classics; other trade novels, but all contribute to the overall reading and comprehension abilities of the students. This unit can be done as a culminating activity for the school year. Students are asked to choose their two favorite novels from the ones they have read. They write reviews and post them online for students in their own school, in other schools, across the United States, and in other countries to read. The student reviews not only help student readers clarify their own understanding of literature, they also provide a "student-to-student" resource. Other students can choose novels based on opinions of their peers. The students review the novels, write descriptions that will appeal to other readers, and indicate the level of reading difficulty. They do this to help others choose novels suitable for their reading levels.
Stéphane Métral

The Educator's Reference Desk: Lesson Plans - 0 views

www.eduref.org/Lessons

lessonplans education teaching ressources resources

shared by Stéphane Métral on 26 Jun 09 - Cached
  • Stéphane Métral on 26 Jun 09
     
    This collection contains more than 2000 unique lesson plans which were written and submitted by teachers
Stéphane Métral

WTT - We The Teachers - 0 views

www.wetheteachers.com/index.php

teaching collaboration lessonplans education enseignement

shared by Stéphane Métral on 27 Aug 09 - Cached
  • Stéphane Métral on 27 Aug 09
     
    connect with other teachers share resources
Andrew Graff

TPR Foreign Language Instruction and Dyslexia - 2 views

www.dyslexia.com/...tprlanguage.htm

dyslexia foreign language TPR TPRS CIinstruction lessonplanning differentiation

shared by Andrew Graff on 16 Jul 11 - Cached
  • For language teachers, this accepted presumption of incapacity is a huge hurdle, because it keeps many children and adults from even dipping a toe into the language pool!
  • TPR was and is a wonderful way to turn that presumption on its head and show the learner that, not only can we learn, but under the right circumstances, it's fun!
  • When we are infants our exposure to language is virtually inseparable from physical activities. People talk to us while tickling us, feeding us, changing our diapers... We are immersed in a language we don't speak, in an environment that we explore with every part of our body. Our parents and caregivers literally walk and talk us through activities - for example, we learn lots of vocabulary while someone stands behind us at the bathroom sink, soaping our hands until they're slippery, holding them under warm water, rubbing or scrubbing, all the while talking about what we're doing and what it feels like. In this way, movement and feeling are intimately tied to the process of internalizing the language.
  • ...15 more annotations...
  • Classes are active - you are not in your seat all period. The focus for the first weeks is on listening and moving in response to what the teacher says.
  • There is heavy emphasis on listening comprehension, because the larger your listening comprehension vocabulary is, the larger your speaking vocabulary will become.
  • Lots of language is learned in happy circumstances, especially while you're having fun.
  • In a TPR class, grammar and syntax are not taught directly. Rather, the teacher designs activities that expose the student to language in context, especially in the context of some kind of movement.
  • I'm asked with some regularity about appropriate foreign language instruction for students with a dyslexic learning or thinking style. I'm quick to recommend finding a school or program that includes - or even better - relies on TPR as its principal instructional strategy.
  • Typically, the initial TPR lessons are commands involving the whole body - stand up, sit down, turn around, walk, stop.
  • Fairly soon, the teacher quietly stops demonstrating, and the students realize that they somehow just know what to do in response to the words.
  • You're also encouraged to trust your body, because sometimes it knows what to do before your brain does!
  • As class proceeds, nouns, adverbs, prepositions are added until before you know it, students are performing commands like, 'Stand up, walk to the door, open it, stick your tongue out, close the door, turn around, hop to Jessica's desk, kiss your right knee four times, and lie down on Jessica's desk."
  • It's just that the instruction is designed to facilitate language acquisition, not learning a language through analysis, memorization and application of rules.
  • But consider your native language: you did not need to learn the grammar and syntax of your native language in order to learn to speak it. You learned those structures, unconsciously as you learned to speak.
  • The first is that in a TPR classroom, the focus is not on analysis of linguistic structures, but on internalizing those structures for unconscious use.
  • When we use TPR strategies to teach, our goal is truly to be able to understand, speak, read and write the language, not "about" the language.
  • I think this creativity, the synthetic rather than analytic experience, the low stress, and generally accepting environment engineered by the teacher, are a large part of the reason so many students, including students with learning challenges, find TPR classes so effective and enjoyable.
  • Within these real experiences, students are free to generate all kinds of expressions using the language they're studying, and to lead instruction in unique directions.
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