Here is a presentation I gave about Paulo Freire's approach to education.
This is a new language teaching model that incorporates important insights from Applied Linguistics which are usually overlooked. Their website says, "LINCDIRE, LINguistic and Cultural DIversity Reinvented, is a 3-year collaborative SSHRC research project between Canada, USA, and France designed to formalize and solidify an international network focusing on linguistic and cultural awareness, and to develop an online environment to foster plurilingualism in North America. The goal of LINCDIRE is to form a partnership among institutions with expertise in different languages and cultures that can allow for the development of a plurilingual theoretical framework." For more information, go to their webpage at the link below.
We've moved all our online work to Blackboard! But I'll post things here relevant to teacher education and TESOL, from time to time.
Here's a trailer for the video Visual Literacy.
This trailer introduces a short documentary film that follows students, teachers, and museum staff through a year of working together. Produced by the Yale Center for British Art, the film focuses on the role art can play in teaching literacy and on a unique partnership between the museum and local schools. Through a series of interviews with students, educators, and experts in the field, the film outlines the challenges teachers currently face with writing instruction and the unique role the visual arts can play in child development.
It was wonderful to meet everyone last night! I'm really looking forward to the semester.
To summarize the class, first we reviewed the syllabus. You signed up for presentations, peer teaching and book discussion leadership, and those lists/calendars are now posted in Blackboard for reference.
You brainstormed some great focus questions for next week's discussion about lesson planning:
Should we write (choose?) the standards to match the lesson or create a lesson to meet standards?
What should the format of the lesson be?
How can we effectively find a balance in the lesson between control and release?
Where do responsibility and independence fall in the classroom?
What is the true purpose of a lesson plan? And how detailed does it need to be?
Why do objectives have to match Common Core Standards?
How to write objectives that are succinct?
Do the objectives have to be differentiated?
How do you prioritize objectives?
How specific do the plans need to be for each lesson while still maintaining flexibility?
We talked about Open Educational Resources. You can find some resources here, on my page (you'll have to do some digging around until I can update it). COERLL is a great resource for exploring the possibilities in OERs for World Language teaching and by extension TESOL. COERLL is part of the larger federally-funded consortium of Language Resource Centers, all with a different focus, but all with open educational resources. These are some of the websites I pointed out to you last night: ReadWriteThink, ArtsEdge, ReadingRockets (this last is a literacy site for teaching children where you can search for ESL specific activities). All three are aimed at the mainstream classroom but if you do some searching you should find plenty of activities that have been scaffolded for ESL students or that you can scaffold yourself.
Also, please sign up for the free CASLS Intercom weekly newsletter (CASLS is part of the same LRC consortium I mentioned). You won't regret it. The resources are terrific:
Finally, please consider the wonderful ESL tutoring opportunity at Gateway (info attached to the syllabus I handed out), and contact Dr. Schmitt or the SCSU Academic Success office quickly.
Feel free to contact me with questions. See you next week!
"The academy is not paradise. But learning is a place where paradise can be created. The classroom, with all its limitations, remains a location of possibility. In that field of possibility we have the opportunity to labor for freedom, to ... collectively imagine ways to move beyond boundaries, to transgress. This is education as the practice of freedom.” -- bell hooks, Teaching to Transgress
"Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher." – Parker Palmer
"Studying is not an act of consuming ideas, but of creating and recreating them." -- Paulo Freire
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I encourage you to sign up for this free newsletter from the Center for Applied Language Study at the University of Oregon: https://caslsintercom.uoregon.edu