Innovative learning strategies for modern pedagogy

cmt232mz y23cmt232mz 20240518 (send the link to your google doc (in edit mode!) (the file will be available here for download later)

Prepare for quarterly test vocab pre teach

Download onto your phone or tablet and listen carefully. ]]> xml sbook_plugins/wordlist_generated_from_xml_clog_sbook_for_sbook_session.inc cmt232mz 20240518-48ach 14:10-15:30 2 active Modern pedagogy (A.Budnik) By the end of this session you will have studied Зачёт (optional) You may attend a 15min exam to improve your marks → answer orally 5-8 questions related to module 2 (max +5pts) This is worth considering if your current total is close to the next band e.g: your score is 63-64 → you want to reach band 'strong': 66-81 e.g: your score is 77-79 → you want to reach band 'excellent': 81-100 schedule

20240518 15:40+ exam date (via Sferum) → send an e-mail to book a time slot by 20240513 duncanpotter@yandex.ru video

Sferum session video recordings → these files are available in the chat → only ~10min at the beginning of the 1st lesson were recorded on 20240309 because it stopped once the breakout rooms were launched... (will figure out how to record in b/o rooms too) video

Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing (just in case Sferum servers were overloaded...)

VK Мессенджер Сферум https://sferum.ru/?call_link=pRx2C4-_biQlhs22onJwcSaQOmD8mL8c_4jVqAfBreI ]]> 3 Innovative learning strategies for modern pedagogy active wip 20240511 20240518-46ach_n2 prep_short_reading_floating edit_short_reading_floating pix/icons8-reading-100_white.png Explain the phrases underlined. Can they be used in a wider context? Which strategies are more suitable for teaching foreign languages? Give examples how you would use these strategies for teaching foreign languages Innovative learning strategies for modern pedagogy Innovative learning strategies for modern pedagogy https://www.teachthought.com/the-future-of-learning/10-innovative-learning-strategies-for-modern-pedagogy/

Cross over learning Learning in informal settings, such as museums and after-school clubs, can link educational content with issues that matter to learners in their lives. These connections work in both directions. Learning in schools and colleges can be enriched by experiences from everyday life; informal learning can be deepened by adding questions and knowledge from the classroom (...). An effective method is for a teacher to propose and discuss a question in the classroom, then for learners to explore that question on a museum visit or field trip, collecting photos or notes as evidence, then share their findings back in the class to produce individual or group answers. These crossover learning experiences exploit the strengths of both environments and provide learners with authentic and engaging opportunities for learning.(...) ]]> Learning Through Argumentation Students can advance their understanding of science and mathematics by arguing in ways similar to professional scientists and mathematicians. Argumentation helps students attend to contrasting ideas, which can deepen their learning. (...) It also allows students to refine ideas with others, so they learn how scientists think and work together to establish or refute claims. Teachers can spark meaningful discussion in classrooms by encouraging students to ask open-ended questions, re-state remarks in more scientific language, and develop and use models to construct explanations. ]]> Incidental Learning Incidental learning is unplanned or unintentional learning. It may occur while carrying out an activity that is seemingly unrelated to what is learned. Early research on this topic dealt with how people learn in their daily routines at their workplaces. For many people, mobile devices have been integrated into their daily lives, providing many opportunities for technology-supported incidental learning. Unlike formal education, incidental learning is not led by a teacher, nor does it follow a structured curriculum, or result in formal certification(...). ]]> Context-Based Learning Context enables us to learn from experience. By interpreting new information in the context of where and when it occurs and relating it to what we already know, we come to understand its relevance and meaning. In a classroom or lecture theatre, the context is typically confined to a fixed space and limited time. Beyond the classroom, learning can come from an enriched context such as visiting a heritage site or museum, or being immersed in a good book. (...) It follows that to design effective sites for learning, at schools, museums and websites, requires a deep understanding of how context shapes and is shaped by the process of learning. ]]> Computational Thinking Computational thinking is a powerful approach to thinking and problem solving. It involves breaking large problems down into smaller ones (decomposition), recognizing how these relate to problems that have been solved in the past (pattern recognition), setting aside unimportant details (abstraction), identifying and developing the steps that will be necessary to reach a solution (algorithms) and refining these steps (debugging). Such computational thinking skills can be valuable in many aspects of life, ranging from writing a recipe (...), through planning a holiday (...), to deploying a scientific team to tackle a difficult challenge like an outbreak of disease. The aim is to teach children to structure problems so they can be solved. (...) The aim is not just to encourage children to be computer coders, but also to master an art of thinking that will enable them to tackle complex challenges in all aspects of their lives. ]]> Learning By Doing Science (with remote labs) Engaging with authentic scientific tools and practices such as controlling remote laboratory experiments or telescopes can build science inquiry skills, improve conceptual understanding, and increase motivation. (...) A remote lab typically consists of apparatus or equipment, robotic arms to operate it, and cameras that provide views of the experiments as they unfold. Remote lab systems can reduce barriers to participation by providing user-friendly Web interfaces, curriculum materials, and professional development for teachers. (...) Access to remote labs can also bring such experiences into the school classroom. For example, students can use a high-quality, distant telescope to make observations of the night sky during daytime school science classes. ]]> Embodied Learning Embodied learning involves self-awareness of the body interacting with a real or simulated world to support the learning process. When learning a new sport, physical movement is an obvious part of the learning process. In embodied learning, the aim is that mind and body work together so that physical feedback and actions reinforce the learning process. Technology to aid this includes wearable sensors that gather personal physical and biological data, visual systems that track movement, and mobile devices that respond to actions such as tilting and motion (...). ]]> Adaptive Teaching All learners are different. However, most educational presentations and materials are the same for all. This creates a learning problem, by putting a burden on the learner to figure out how to engage with the content. It means that some learners will be bored, others will be lost, and very few are likely to discover paths through the content that result in optimal learning. Adaptive teaching offers a solution to this problem. It uses data about a learner’s previous and current learning to create a personalized path through educational content. Adaptive teaching systems recommend the best places to start new content and when to review old content. They also provide various tools for monitoring one’s progress. They build on long-standing learning practices, such as textbook reading, and add a layer of computer-guided support. Data such as time spent reading and self-assessment scores can form a basis for guiding each learner through educational materials. Adaptive teaching can either be applied to classroom activities or in online environments where learners control their own pace of study. ]]> Analytics Of Emotions Automated methods of eye tracking and facial recognition can analyse how students learn, then respond differently to their emotional and cognitive states. Typical cognitive aspects of learning include whether students have answered a question and how they explain their knowledge. Non-cognitive aspects include whether a student is frustrated, confused, or distracted. More generally, students have mindsets (such as seeing their brain as fixed or malleable), strategies (such as reflecting on learning, seeking help and planning how to learn), and qualities of engagement (such as tenacity) which deeply affect how they learn. For classroom teaching, a promising approach is to combine computer-based systems for cognitive tutoring with the expertise of human teachers in responding to students’ emotions and dispositions, so that teaching can become more responsive to the whole child and learner. ]]> Stealth Assessment The automatic data collection that goes on in the background when students work with rich digital environments can be applied to unobtrusive, ‘stealth’, assessment of their learning processes. Stealth assessment borrows techniques from online role-playing games such as World of Warcraft, in which the system continually collects data about players’ actions, making inferences about their goals and strategies in order to present appropriate new challenges. This idea of embedding assessment into a simulated learning environment is now being extended to schools, in topics such as science and history, as well as to adult education. The claim is that stealth assessment can test hard-to-measure aspects of learning such as perseverance, creativity, and strategic thinking. It can also collect information about students’ learning states and processes without asking them to stop and take an examination. In principle, stealth assessment techniques could provide teachers with continual data on how each learner is progressing. adapted from https://www.teachthought.com/the-future-of-learning/10-innovative-learning-strategies-for-modern-pedagogy/ ]]>

4 Museum sleepover active wip prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png Museum sleepover Sleeping bag? Check. Pyjamas? Check. This is for no ordinary visit to a museum. It’s for an overnight stay at the National Museum of Bosnia and Herzegovina. The museum is inviting students to snooze beside some of museum’s 4 million artefacts – and learn about the country's history and animals along the way. https://www.youtube.com/watch?v=qeBdRmYeF3w → watch the video → answer the questions]]> What activities are offered to students before bedding down? How old are the students engaged in sleepovers? What are the benefits of such sleepovers for students? Why is this connection to public important for the museum? Have you ever heard of museum sleepovers in our country? Would you like to accompany your students in such an activity? 5 Solving Real-World Problems: Bringing Authentic Context to Learning active wip prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png Solving Real-World Problems: Bringing Authentic Context to Learning Project-Based Learning in Elementary School The perfect problem connects content, student interest, and an authentic context. https://www.youtube.com/watch?v=G3IL0J3XMbA → watch the video → answer the questions]]> What is the school’s mission? How are the students taught to solve problems? Do they change when the students move forward? What does the project enable the students to do? Comment on the school’s programme. Should problem-solving be an essential part of learning any subject? 1 How schools kill creativity active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Ken Robinson: How schools kill creativity https://www.ted.com/talks/sir_ken_robinson_do_schools_kill_creativity/c]]> how_schools_kill_creativity_66.mp4 Why don't schools teach creativity although it is needed at work? 〆maths & languages are more valued than dance & drama, worldwide 〆education is based on & stems from industrial needs → public schools educate pupils out of creativity ✓ children are born artists (Picasso) 〆children lose their capacity to take a chance & be wrong = schools squander children ✓ education is predicated on academic ability 〆academic inflation proves education is shifting under our feet → more university graduates will be recruited now in a (few) year(s) than all years put together (ever before) (UNESCO) → need for human ecology (Sir Ken) to stigmatise = to treat sb in a way that makes them feel that they are very bad or unimportant to squander = to waste money, time, etc. in a stupid or careless way to be predicated ~ sth on / upon sth = to base sth on a particular belief, idea or principle Do you think the government has yet to find a better format for education? ✓ retrain teachers ✓ occasionally invite professionals to conduct workshops (as business schools do) → encourage a more creative approach & flexibility in teaching ✓ match teaching to current (tik-tok?) generation habits (e.g. micro learning) → impose a great variety of tools & ways to conduct lessons (rule - practice lesson, test - teach - test lesson, systems lesson, case studies, discovery lesson, presentation lessons, role plays, gamification...) ✓ give grades to teams and not individual pupils → encourage teamwork, cooperation, trust (but do assign individual objectives & responsibilities) 〆only parents need grades to assess progress made gamification = educational approach that seeks to motivate students by using video game design and game elements in learning environments. The goal is to maximize enjoyment and engagement by capturing the interest of learners and inspiring them to continue learning How can schools foster creativity and not kill it? 〆schools are only a framework for delivering standardised knowledge ✓ teachers foster creativity ✓ public education should empower teachers to inspire pupils through their delivery to foster = to encourage sth to develop Are we prepared to be wrong? 〆most probably not 〆lack of policy for forgiving mistakes → depends on local (corporate university) culture → should involve no punishment → address fear of trying sth new → allocate areas of work which may go pear-shaped (e.g. sandbox environment - NLMK lab) to go pear-shaped = to go wrong People should have fewer degrees and more relevant continuous training? Do you agree? ✓ employment in soft skills don't necessarily involve academic and/or technical knowledge obtained with a degree → gain human experience (e.g. through internship) Is it the corporate university's role to provide this human experience?... How can your educational system address needs of the future? ✓ be agile ✓ anticipate changing needs What steps should a corporate university undertake to avoid organisational brain drain? ✓ better remuneration ✓ feedback from team not only negative but also positive human capital flight = emigration or immigration of individuals who have received advanced training at home brain drain = migration of skilled personnel in search of better standards of living and quality of life, higher salaries, access to advanced technology and more stable political conditions in different places worldwide organizational brain drain = mass exodus of talented workers from a company, often because they sense instability, a lack of opportunity within the company, or they may feel that they can realize their career goals more easily at another company (source: investopedia.com) 1 How to Keep AI Under Control - Max Tegmark 20240417 hw20240424 active wip edit_ol_qa prep_ol_qa pix/icons8-movie-100_white.png Are you not worried AI may become too intelligent? Could we become slaves of machines? How to Keep AI Under Control | Max Tegmark | TED The current explosion of exciting commercial and open-source AI is likely to be followed, within a few years, by creepily superintelligent AI – which top researchers and experts fear could disempower or wipe out humanity. Scientist Max Tegmark describes an optimistic vision for how we can keep AI under control and ensure it's working for us, not the other way around. https://www.youtube.com/watch?v=xUNx_PxNHrY → watch the video → answer the questions]]> how_to_keep_ai_under_control_max_tegmark_ted_xUNx_PxNHrY.mp4 Why was Max Tegmark wrong 5 years ago when he warned about the dangers of AI? [01:20] ✓ governments have let AI companies develop without any meaningful regulation ✓ progress has been faster than expected ✓ human intelligence will be far behind artificial intelligence perhaps in only a few years When will AGI (Artificial General Intelligence) be available? Why isn't AGI a long-term risk? What examples are given to show progress? [01:54-02:58] ✓ forecasts are plummeting from 20 years to 2-3 years [02:05] ✓ dancing robots [02:28] ✓ mid-journey prompt [02:39] ✓ deep-fake [02:58] to plummet = to fall suddenly and quickly from a high level or position What did Alan Turing predict? [03:59] Why are Alan Turing, Sam Altman, Dario Amodei (...) and even Ursula von der Leyen concerned? [05:20] The bad case is... lights out for all of us Sam Altman, co-founder of OPenAI ✓ chance that something goes... catastrophically wrong on the scale of human civilisation... might be... between 10 and 25% Dario Amodei ✓ Mitigating the risk of extinction from AI should be a global priority alongside other societal-scale risks such as pandemics and nuclear wars Ursula von der Leyen ]]> species /ˈspi:ʃi:z/ What is the problem? [06:42] ✓ lack of a convincing plan for AI safety [06:11] ✓ excessive focus on evals & risky AI behaviour = train AI not to say bad things instead of not doing bad things → prove the presence of risk but not the absence of risk [06:42] How do Steve Omohundro and Max Tegmark plan to make AI safe? [06:50-11:04] ✓ AI can't violate laws of physics [07:23] e.g. guard rails → humans write a specification [08:03] ✓ don't need to understand how AI algos function [08:52] = easier to verify a proof than discover it → focus on proof checking code = impossible to run unsafe code e.g. additions at primary school [10:10] ✓ use formal verification tool known as Dafny → prove that this program correctly adds up any numbers, not just the numbers that were in your training data = provably safe AI [11:04] Why shouldn't AI development be paused? [11:32] ✓ most sustainable development goals don't require super intelligence → don't pause AI → pause the reckless race to super intelligence ✓ stop obsessively training ever-larger models that we don't understand ✓ Hubris kills = illusory superiority → most people think they are better than they really are in most aspects of life → don't fly to the sun hubris = fact of sb being too proud; Hubris /ˈhjuːbrɪs/ - from Ancient Greek 'pride, insolence, outrage', describes a personality quality of extreme or excessive pride or dangerous overconfidence and complacency, often in combination with (or synonymous with) arrogance 20240518-46ach 12:40-14:00 2 active Final project delivery | Modern pedagogy (A.Budnik) By the end of this session you will have studied Зачёт (optional) You may attend a 15min exam to improve your marks → answer orally 5-8 questions related to module 2 (max +5pts) This is worth considering if your current total is close to the next band e.g: your score is 63-64 → you want to reach band 'strong': 66-81 e.g: your score is 77-79 → you want to reach band 'excellent': 81-100 schedule

20240518 15:40+ exam date (via Sferum) → send an e-mail to book a time slot by 20240513 duncanpotter@yandex.ru video

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing (just in case Sferum servers were overloaded...)

20240518 15:40+ exam date (via Sferum) → send an e-mail to book a time slot by 20240513 duncanpotter@yandex.ru video

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing (just in case Sferum servers were overloaded...)

VK Мессенджер Сферум https://sferum.ru/?call_link=pRx2C4-_biQlhs22onJwcSaQOmD8mL8c_4jVqAfBreI ]]> 1 Final project - visuals + (audio) script 20240511-44ach hw20240518-46ach pix/icons8-soccer-100_white.png You need to deliver in groups of 3-4 people a final project to give evidence of your professional communication skills. Support materials ✓ 30 word-long rationale (objectives) ✓ 50 word-long description of your project (format, length, contents) ✓ slides / visuals / video (rehearsal) of your presentation ✓ 12-15-criterion-long assessment sheet (e.g. terminology, concepts, tools...) → copy-paste into your googledoc as previously and/or share url(s) to googledoc / googledisk / yandexdisk... if relevant → deadline: 20240514 → work in teams team #1 Bella Natalia Medea Daria team #2 Valeria Aleksey Vera team #3 Ekaterina Alina Alyona Marina team #4 Evgenia Tatyana Varvara → use the questions below to brainstorm ideas delivery time: 8-10min ]]> 4 Staff Room at Whitehill Primary School active wip prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png Staff Room @ Whitehill Primary School Jane Porter Headteacher at Whitehill Primary school in Kent talks about their Learning Escape. Use primarily as a staff room the eco-building is light and spacious and has freed up classroom space elsewhere. It is a welcome modern addition to their school. https://www.youtube.com/watch?v=bcX5vb9rDMo → watch the video → answer the questions]]> Comment on the ideas of a good staff room given in the video. Would you like your staff room to look the same? Can you suggest your own ideas? 1 I sued the school system active wip prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png How is modern pedagogy different from the past one? Should there be a combination of traditional and innovative strategies? I sued the school system Prince EA https://www.youtube.com/watch?v=dqTTojTija8 → watch the video → answer the questions]]> Albert Einstein once said Everybody's a genius, but if you judge a fish by its ability to climb a tree It will live it's whole life believing That it is stupid Ladies and gentlemen of the jury today on trial. We have Modern-day schooling Glad you could come not only does he make fish climb trees, but also makes them climb down and do it [10-mile] run Tell me school. Are you proud of the things you've done? Turning millions of people into robots. Do you find that fun? Do you realize how many kids relate to that fish swimming upstream in class never finding their gifts thinking? They are stupid believing. They are useless. Well the time has come no more excuses [I] call school to the stand and accuse him of killing creativity Individuality and being intellectually abusive. He's an ancient institution that has outlived his usage So your honor this concludes my opening statement, and if I may present the evidence of my case, I will prove it Proceed exhibit a here's a Modern day [phone] recognize it Here's a fall from 150 years ago big difference right stay with me Here's a car from today and here's a car from 150 years ago big difference right. Well get this, here's a classroom of today, and here's a class we use 150 Years ago Now ain't that a shame and literally more than a century nothing has changed yet. You claim to prepare students for the future?! But what evidence like that? I must ask do you prepare students for the future or the past? I did a background check on you and let the record show that you were made to train people to work in factories Which explains why you put students in straight roles nice and neat tell them sit still raise your hand if you want to speak give 'em a short break to eat and for eight hours a day tell him what to think. Oh! and make them compete to get an [A]. A letter which Determines product quality hits great a of meat. I get it back then times were different. We all have a past I myself am no Gandhi, but today We don't need to make robots-zombies. The world has progressed and now we need people who think creatively innovatively critically independently with the ability to connect See every scientist will tell you that no two brains are the same and every parent with two or more children will confirm that claim So please explain why you treat students like cookie cutter frames or snapback hats giving them this one-size-Fits-all crap [Judge: Watch your Language] Sorry your honor but if a doctor prescribed the exact same medicine to all of his patients The results will be tragic so many people would get sick yet when it comes to school. This is exactly what happens this Educational malpractice where one teacher stands in front of 20 kids each one having different strains different needs different Gifts different dreams and you teach the same thing the same way. That's horrific. Ladies and gentlemen the defendant should not be acquitted this may be one of the worst criminal offenses ever To be committed and let's mention the way you treat your employees Objection overruled. [Judge:I want to hear this]. It's a shame Mean teachers have the most important job on the planet yet. They're underpaid No wonder so many students are short change let's be honest Teachers should earn just as much as doctors because a doctor can do heart surgery and save the life of a kid But a great teacher can reach the heart of that kid and allow him to truly live See teachers are heroes that often get blamed, but they're not the problem. They work in a system without many options on the wrights curriculums are created by policy [makers] most of which have never taught a day in their life just obsessed with Standardized tests they think bubbling in a multiple-choice question will determine Success that's Outlandish in fact these tests are too crude to be used and [should] be abandoned But don't take my word for it. Take Frederick J Kelley the man who invented standardized testing who said, and i quote, And I hoped these tests are too crude to be used and should be abandoned ladies and gentlemen of the jury If we continue down this road the results will be Lethal I don't have much faith in school, but I do have faith in people And if we can customize health care, cars and Facebook pages, then it is our duty to do the same for education to upgrade and change and do away with school spirit 'cuz that's useless unless we're working to bring the spirit out of each and every student that should be our task no more common core instead Let's reach the core of every heart in every class sure math is important, but no more than art or dance Let's give every gift an equal chance I know this sounds like a dream but countries like Finland are doing impressive things they have shorter school days, teachers make a decent wage homework is Non-existent and they focus on collaboration Instead of competition, but here's the kicker boys and girls their educational system outperforms every other country in the world. Other places like Singapore, succeeding rapidly schools like Montessori programs like Khan academy there is no single solution But let's get moving because while students may be 20% of our population They are 100% of our future so let's attend to their dreams. There's no telling where we can achieve This is a world in which I believe a world where fish are no longer forced to climb trees I rest my case. [Applause] What are the main ideas of the speaker? Do you agree with them? How do you understand the term ‘malpractice’? Which educational systems does the speaker give as a good example? 2 pix/icons8-dictionary-100_white.png Vocab active wip xml_multi_dd_row 17 6 left 1 2 3 4 5 6 7 8 9 10 1 Final project - visuals + (audio) script Final project - delivery 20240511-44ach hw20240518-46ach active wip pix/icons8-soccer-100_white.png prep_ol_qa prep_2columns_2qa You need to deliver in groups of 3-4 people a final project to give evidence of your professional communication skills. Support materials ✓ 30 word-long rationale (objectives) ✓ 50 word-long description of your project (format, length, contents) ✓ slides / visuals / video (rehearsal) of your presentation ✓ 12-15-criterion-long assessment sheet (e.g. terminology, concepts, tools...) → copy-paste into your googledoc as previously and/or share url(s) to googledoc / googledisk / yandexdisk... if relevant → deadline: 20240514 → work in teams team #1 Bella Natalia Medea Daria team #2 Valeria Aleksey Vera team #3 Ekaterina Alina Alyona Marina team #4 Evgenia Tatyana Varvara → use the questions below to brainstorm ideas delivery time: 8-10min ]]> Sample topic: Ability grouping Please change places after every class. If you don’t, I’ll have to move you. Life is short, please move Paul Seligson, well known TEFL author and teacher trainer https://www.teachingenglish.org.uk/professional-development/teachers/planning-lessons-and-courses/articles/grouping-students Why should students be grouped by ability? Proponents of ability grouping point to the idea that teachers are better able to tailor instruction when students are grouped by ability. Additionally, students may be more motivated and more willing to participate in learning when they are alongside students of similar abilities. What are the cons of grouping students according to ability? Some of the cons of ability grouping are that students of varying ability cannot learn from one another and that students may have difficulty transferring from one ability group to another. Additionally, the ability group that a student is assigned to may impact their self-esteem. What is an example of ability grouping? One example of ability grouping is a second-grade classroom that is divided into three groups for math. The groups are labeled advanced, intermediate, and remedial. Instructors tailor their teaching pace and difficulty to the designated ability of the group. What are the advantages of ability grouping? Some of the advantages of ability grouping are that instruction is tailored to student ability and students are in smaller groups and may receive more individual attention. Additionally, gifted students may have higher achievement when learning alongside other gifted students. https://study.com/academy/lesson/ability-grouping-in-education-pros-cons-quiz.html#:~:text=Ability%20grouping%20is%20the%20practice,as%20'within%2Dclass%20grouping. ]]> https://www.buffalo.edu/catt/teach/develop/design/teaching-methods.html ]]> Will you implement flipped learning and/or gamified contents? What expertise in IT tools (e.g. whiteboards) or LMS will you show off? To what extent will you make use of AI? How can you make use of instructional design to satisfy the needs of your particular learners? 3 Innovative learning strategies for modern pedagogy active wip 20240511-44ach 20240518-46ach_n2 prep_short_reading_floating edit_short_reading_floating pix/icons8-reading-100_white.png Explain the phrases underlined. Can they be used in a wider context? Which strategies are more suitable for teaching foreign languages? Give examples how you would use these strategies for teaching foreign languages Innovative learning strategies for modern pedagogy Innovative learning strategies for modern pedagogy https://www.teachthought.com/the-future-of-learning/10-innovative-learning-strategies-for-modern-pedagogy/

to pride oneself on sth = to be proud of sanctuary = shelter hustle and bustle = busy movement and noise, especially where there are a lot of people malpractice = careless, wrong or illegal behaviour while in a professional job to refine = to improve to refute = to prove that something is wrong to trigger = to make sth happen suddenly to tackle = to make a determined effort to deal with embodied = expressed, represented malleable /ˈmælɪəbl/ = easily influenced or changed tenacity = quality of not giving up something easily stealth = fact of doing something in a quiet or secret way unobtrusive = not attracting unnecessary attention inference /ˈɪnfərəns/ = conclusion 20240511-42ach 12:40-14:00 2 active Teaching English in different contexts (N.Vishnevetskaya) | How can teachers avoid burnout (A.Budnik) By the end of this session you will have studied Зачёт (optional) You may attend a 15min exam to improve your marks → answer orally 5-8 questions related to module 2 (max +5pts) This is worth considering if your current total is close to the next band e.g: your score is 63-64 → you want to reach band 'strong': 66-81 e.g: your score is 77-79 → you want to reach band 'excellent': 81-100 schedule

20240518 15:40+ exam date (via Sferum) → send an e-mail to book a time slot by 20240513 duncanpotter@yandex.ru video

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing (just in case Sferum servers were overloaded...)

VK Мессенджер Сферум https://sferum.ru/?call_link=pRx2C4-_biQlhs22onJwcSaQOmD8mL8c_4jVqAfBreI ]]> 1 Final project - brainstorming + rationale 20240427-36ach hw20240504-38ach_n2 pix/icons8-soccer-100_white.png You need to deliver in groups of 3-4 people a final project to give evidence of your professional communication skills. Support materials ✓ 30 word-long rationale (objectives) ✓ 50 word-long description of your project (format, length, contents) ✓ slides / visuals / video (rehearsal) of your presentation ✓ 12-15-criterion-long assessment sheet (e.g. terminology, concepts, tools...) → copy-paste into your googledoc as previously and/or share url(s) to googledoc / googledisk / yandexdisk... if relevant → deadline: 20240514 → contact students you would like to be working with team #1 Bella Natalia Medea Daria team #2 Valeria Aleksey Vera team #3 Ekaterina Alina Alyona Marina team #4 Evgenia Tatyana Varvara → use the questions below to brainstorm ideas ]]> 3 Language tensions and unseen languages in a multilingual university: the perspectives of university lecturers active wip edit_short_reading_floating prep_short_reading_floating pix/icons8-reading-100_white.png What country is the author from? What languages does she write about? What is the correlation between and local languages in the university described? Describe the difference in approaches to languages in different faculties. What conclusions does the author draw? Language tensions and unseen languages in a multilingual university: the perspectives of university lecturers Language tensions and unseen languages in a multilingual university: the perspectives of university lecturers Deborah C. Darling Journal of Multilingual Development

Abstract
Linguistic diversity emerging from international student mobility, in non-anglophone universities, is typically eclipsed by the existing tensions between the national language(s) and English as ‘Lingua franca’. Through a series of semi-structured interviews with university lecturers, this study highlights the tensions surrounding national languages and English and the attention paid to international student languages as resources for learning. Furthermore, using enunciation theory it seeks to show what shapes lecturers’ attitudes to language use at university. It concludes that while there is some evidence that international student languages are recognised in teaching practices, there are also real concerns over maintaining the national language(s). This obscures the role that international student languages could play in teaching and learning. ]]> Introduction The rise of globalisation juxtaposed with a competitive knowledge economy and challenges in funding higher education are connected with a number of internationalisation strategies in universities. These include university branding, the mobility of staff and students and the recruitment and training of students and scholars. These mobility trends make for increasingly linguistically-diverse university environments, everywhere. This paper critically reflects on the discourses produced by university lecturers pertaining to the expanded linguistic landscape seen in universities. To meet this research aim, the following questions are addressed:
• What are the tensions between national language(s) and English at internationalised universities?
• Which plurilingual pedagogical approaches do lecturers take in relation to international student languages? ]]> Results and discussion
Despite the benefits of EMI (English as a Medium of Instruction) and EALF (English as a Lingua Franca), there is some anxiety over the threat of English to the national languages certainly, as a language of research and, to a lesser extent, as one for teaching. This has created some language tensions but, in this study, these emerged along disciplinary lines. ]]> Deborah C. Darling, Journal of Multilingual Development
https://www.tandfonline.com/doi/full/10.1080/01434632.2021.1979014 ]]>

4 Debate wip active role_play “English must be used as a medium of instruction if at least one student doesn’t know Russian” You agree You disagree 1 Burnout active wip edit_ol_qa pix/icons8-collaboration-100_white.png What is professional burnout? Have you ever experienced it? Is professional burnout inevitable? Why? https://notwaitingforsuperman.org/teacher-burnout-assessment/ → comment on your results ]]> Do you think all teachers should be regularly tested to reveal the signs of professional burnout? 2 How can teachers avoid burnout? active wip edit_short_reading_floating prep_short_reading_floating pix/icons8-reading-100_white.png What does professional burnout include? What are the reasons for burnout of teachers? Why do many teachers hide the signs of burnout? What is human resources’ job? What is a good staff room? A good professional community is the most powerful tool for helping teachers avoid burnout]]> How can teachers avoid burnout? How can teachers avoid burnout? British Council

https://www.britishcouncil.org/voices-magazine/how-can-teachers-avoid-burnout ]]>

3 Mentoring New Teachers active wip prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png Mentoring New Teachers From a series of shorts directed by Davis Guggenheim (the director behind TEACH and Waiting for Superman) featuring The New Teacher Center's partnership program with Hillsborough County Public Schools (Tampa, FL), Mentoring New Teachers identifies the extremely high need for mentors for new teachers. In the short, you'll meet Jarryd Reid and Chris Pettet, two bright, talented, passionate beginning teachers who are poised to make a huge difference in the lives of their students—and you'll see how powerfully their mentor, Trenika Thornton, unlocks their potential. https://www.youtube.com/watch?v=tVoyzliq7Ro → watch the video → answer the questions]]> Who can be a mentor? What does a mentor do? What are the benefits of the mentor system? Have you heard about the mentor system in our schools? Would you like to have a mentor as a new teacher and then become a mentor for newcomers? English Medium Instruction (EMI) = use of the English language to teach academic subjects (other than English itself) in countries where the first language of the majority of the population is not English EALF = English as a Lingua Franca burnout = state of being extremely tired or ill, either physically or mentally, because you have worked too hard depersonalisation = emotional dissociative disorder in which there is loss of contact with your own personal reality accompanied by feelings of unreality and strangeness; loss of personal identity; feeling of being an anonymous cog in an impersonal social machine 20240504-40ach 14:10-15:30 2 active Teaching English in different contexts (N.Vishnevetskaya) Teaching English in different contexts (N.Vishnevetskaya) | How can teachers avoid burnout (A.Budnik) By the end of this session you will have studied Зачёт (optional) You may attend a 15min exam to improve your marks → answer orally 5-8 questions related to module 2 (max +5pts) This is worth considering if your current total is close to the next band e.g: your score is 63-64 → you want to reach band 'strong': 66-81 e.g: your score is 77-79 → you want to reach band 'excellent': 81-100 schedule

20240518 15:40+ exam date (via Sferum) → send an e-mail to book a time slot by 20240513 duncanpotter@yandex.ru video

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing (just in case Sferum servers were overloaded...)

VK Мессенджер Сферум https://sferum.ru/?call_link=pRx2C4-_biQlhs22onJwcSaQOmD8mL8c_4jVqAfBreI ]]> 1 Language Teachers through the Looking Glass: Expanding Circle Teachers’ Discourse Teaching English in different contexts active wip edit_short_reading_floating prep_short_reading_floating pix/icons8-reading-100_white.png visual

Read the article. → answer the questions]]> Why is there some inconsistency related to the language teaching methodology terms existing in Russia and in Inner Circle countries? Who is ‘an English teacher’? Who is a ‘modern language teacher’? Who, then, is our counterpart in the Inner Circle countries? Language Teachers through the Looking Glass: Expanding Circle Teachers’ Discourse Language Teachers through the Looking Glass: Expanding Circle Teachers’ Discourse Galina Lovtsevich Blackwell Publishing Ltd, Oxford UK

by Galina Lovtsevich published by Blackwell Publishing Ltd, Oxford UK ]]>

2 Adjustments needed to talk professionally with teachers from inner circle countries wip active prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png visual

]]> Problem category 1 ✓ Inner, Outer and Expanding Circles ✓ modern language teacher ✓ teacher of English Problem category 2 ✓ ESL teachers = English as a second language → USA ✓ ESOL teachers = English to speakers of other languages → UK ✓ teacher of English ✓ pitfall ↔ подводный камень Problem category 3 looking-glass terms which need to be turned around in order to be used correctly Problem category 4 ✓ modern language teacher ✓ teacher of English terms which have similar denotations in English and Russian but have quite different connotations in the two languages Problem category 5 Problem category 6 1 Final project - brainstorming + rationale Final project - visuals + (audio) script Final project - delivery 20240427-36ach hw20240504-38ach_n2 active wip pix/icons8-soccer-100_white.png prep_ol_qa prep_2columns_2qa You need to deliver in groups of 3-4 people a final project to give evidence of your professional communication skills. Support materials ✓ 30 word-long rationale (objectives) ✓ 50 word-long description of your project (format, length, contents) ✓ slides / visuals / video (rehearsal) of your presentation ✓ 12-15-criterion-long assessment sheet (e.g. terminology, concepts, tools...) → copy-paste into your googledoc as previously and/or share url(s) to googledoc / googledisk / yandexdisk... if relevant → deadline: 20240514 → contact students you would like to be working with & confirm your team (to be confirmed) team #1 Bella Natalia Medea Daria team #2 Valeria Aleksey Vera team #3 Ekaterina Alina Alyona Marina team #4 Evgenia Tatyana Varvara → use the questions below to brainstorm ideas ]]> Sample topic: Ability grouping Please change places after every class. If you don’t, I’ll have to move you. Life is short, please move Paul Seligson, well known TEFL author and teacher trainer https://www.teachingenglish.org.uk/professional-development/teachers/planning-lessons-and-courses/articles/grouping-students Why should students be grouped by ability? Proponents of ability grouping point to the idea that teachers are better able to tailor instruction when students are grouped by ability. Additionally, students may be more motivated and more willing to participate in learning when they are alongside students of similar abilities. What are the cons of grouping students according to ability? Some of the cons of ability grouping are that students of varying ability cannot learn from one another and that students may have difficulty transferring from one ability group to another. Additionally, the ability group that a student is assigned to may impact their self-esteem. What is an example of ability grouping? One example of ability grouping is a second-grade classroom that is divided into three groups for math. The groups are labeled advanced, intermediate, and remedial. Instructors tailor their teaching pace and difficulty to the designated ability of the group. What are the advantages of ability grouping? Some of the advantages of ability grouping are that instruction is tailored to student ability and students are in smaller groups and may receive more individual attention. Additionally, gifted students may have higher achievement when learning alongside other gifted students. https://study.com/academy/lesson/ability-grouping-in-education-pros-cons-quiz.html#:~:text=Ability%20grouping%20is%20the%20practice,as%20'within%2Dclass%20grouping. ]]> https://www.buffalo.edu/catt/teach/develop/design/teaching-methods.html ]]> Will you implement flipped learning and/or gamified contents? What expertise in IT tools (e.g. whiteboards) or LMS will you show off? To what extent will you make use of AI? How can you make use of instructional design to satisfy the needs of your particular learners? combative /ˈkɔmbətɪv/ = ready or eager to fight false friend = word in a foreign language that looks similar to a word in your own language, but has a different meaning 20240504-38ach 12:40-14:00 2 active Dealing with difficult parents (A.Budnik) By the end of this session you will have studied Зачёт (optional) You may attend a 15min exam to improve your marks → answer orally 5-8 questions related to module 2 (max +5pts) This is worth considering if your current total is close to the next band e.g: your score is 63-64 → you want to reach band 'strong': 66-81 e.g: your score is 77-79 → you want to reach band 'excellent': 81-100 schedule

20240518 15:40+ exam date (via Sferum) → send an e-mail to book a time slot by 20240513 duncanpotter@yandex.ru video

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing (just in case Sferum servers were overloaded...)

VK Мессенджер Сферум https://sferum.ru/?call_link=pRx2C4-_biQlhs22onJwcSaQOmD8mL8c_4jVqAfBreI ]]> 11 Research - teacher training in different countries 20240427-34ach hw20240504-36ach pix/icons8-hand-with-pen-100_white.png deadline: 20240430 ]]> 1 Final project - brainstorming + rationale 20240427-36ach hw20240504-38ach_n2 pix/icons8-soccer-100_white.png You need to deliver in groups of 3-4 people a final project to give evidence of your professional communication skills. Support materials ✓ 30 word-long rationale (objectives) ✓ 50 word-long description of your project (format, length, contents) ✓ slides / visuals / video (rehearsal) of your presentation ✓ 12-15-criterion-long assessment sheet (e.g. terminology, concepts, tools...) → copy-paste into your googledoc as previously and/or share url(s) to googledoc / googledisk / yandexdisk... if relevant → deadline: 20240514 → contact students you would like to be working with team #1 Bella Natalia Medea Daria team #2 Valeria Aleksey Vera team #3 Ekaterina Alina Alyona Marina team #4 Evgenia Tatyana Varvara → use the questions below to brainstorm ideas ]]> 11 Research - teacher training in different countries - Feedback 20240420-36ach hw20240504-38ach active wip prep_ol_qa edit_ol_qa pix/icons8-hand-with-pen-100_white.png Sample assignments

mindmap by Valeria Fursova https://mm.tt/app/map/3255742242?t=gYqI1u96tC 20240501_research_teacher_training_in_UK_China_Sweden_dsigaeva.pdf 20240501_research_teacher_training_in_Finland_France_China_tbogomolova.pdf 20240501_research_teacher_training_Canada_USA_Germany_esmirnova.pdf 20240501_research_teacher_training_russia_USA_UK_ebogacheva.pdf 20240502_research_teacher_training_in_italy_singapore_sweden_dmonakhova.pdf → answer the questions]]> Which of these samples is/are (probably) the most adequate format for academic publishing? Which of these samples is/are (arguably) the most comprehensive & well-documented for a research? Which of these samples do you find easier to go through & possibly quote 'as is'? Which of these samples would you use for a webinar? Which of these samples feature(s) most relevant critical thinking? 4 How teachers should deal with difficult parents active wip edit_ol_qa pix/icons8-collaboration-100_white.png What are ‘difficult parents’? Have you ever faced difficulties with students’ parents? How did you overcome them? 5 pix/icons8-dictionary-100_white.png Vocab active wip xml_multi_dd_row 17 6 left 1 2 3 4 5 6 Dealing with difficult parents active wip edit_short_reading_floating prep_short_reading_floating pix/icons8-reading-100_white.png Dealing with difficult parents Dealing with difficult parents Budnik MPGU

It is easier to deal with a parent if you can build a relationship with them before a difficult situation arises. As a school administrator or teacher, it is essential for a number of reasons to build relationships with the parents of your students. If the parents are on your side, then you typically will be able to do your job more effectively. ]]> Most parents who complain genuinely feel like their child has been slighted in some way. Although it is easy to be defensive, it is important to have an open mind and to listen to what the parents have to say. Try to see things from their perspective. Often when a parent comes to you with a concern, they are frustrated, and they need someone to listen to them. Be the best listener you can and respond in a diplomatic manner. Be honest and explain the thoughts behind your decision-making. Understand that you are not always going to make them happy, but you can try by showing them that you will take everything they have to say into consideration. ]]> It is critical that you be prepared for the worst possible situation when an angry parent comes into your office. You may have parents who storm into your office cursing and screaming, and you will have to handle them without losing control of your own emotions. If a parent is extremely agitated, you can politely ask them to leave and return once they have calmed down. ]]> https://www.thoughtco.com/principal-perspective-on-difficult-parents-3194556 ]]>

7 Role play active wip role_play Recycle new expressions and language. You are a class teacher of the 8th grade One of your students has problems with discipline and academic performance in some subjects. However, his/her parents don’t attend parents meetings. Explain to them the importance of coming. You are a parent of a 8th grade student You know that your child is not perfect, but you don’t have time to attend all parents meeting, because you’re busy at work. Your child’s class teacher has contacted you about this problem. Discuss the situation. 8 Role play active wip role_play Recycle new expressions and language. You are a class teacher of the 4th grade. Your school is organizing a cleaning day on Saturday. Some of your students’ parents have never attended it. Invite the parents to this event and explain to them the importance of coming. You are a parent of a 4th grade student. The school is organizing a cleaning day on Saturday. They always invite parents to help, but you don’t see the point in coming on your spare day. Talk to the class teacher about this situation. 9 Role play active wip role_play Recycle new expressions and language. You are an English teacher at primary school. While checking written homework, you noticed that one of the students’ handwriting was different than usual. You understand that his/her parent did that. Talk to the parent about this problem. You are a primary schoolboy/girl parent. Yesterday your child felt sick and couldn’t do his/her homework in English. So you did it yourself. The teacher asked you to come and talk about this situation. Explain the reason to the teacher. 10 Role play active wip role_play Recycle new expressions and language. You are an English teacher at senior school. One of your students regularly neglects written homework and comes to your lessons unprepared. Talk to the parent about this problem and suggest the ways of how it can be solved. You are a senior student’s parent. His/her English teacher has complained to you about your child’s regular neglect of written homework. You don’t control this aspect, because you think it’s your child’s responsibility. Discuss the problem. retention = action of keeping something rather than losing it personable = attractive to other people because of having a pleasant appearance and character be-all and end-all = perfect slighted = neglected to bypass = to skip 20240427-36ach 14:10-15:30 2 active Teacher - parents relationships (A.Budnik) Teacher - parents relationships (A.Budnik) (2/2) By the end of this session you will have studied Зачёт (optional) You may attend a 15min exam to improve your marks → answer orally 5-8 questions related to module 2 (max +5pts) This is worth considering if your current total is close to the next band e.g: your score is 63-64 → you want to reach band 'strong': 66-81 e.g: your score is 77-79 → you want to reach band 'excellent': 81-100 schedule

20240518 15:40+ exam date (via Sferum) → send an e-mail to book a time slot by 20240513 duncanpotter@yandex.ru video

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing

VK Мессенджер Сферум https://sferum.ru/?call_link=pRx2C4-_biQlhs22onJwcSaQOmD8mL8c_4jVqAfBreI ]]> 1 Getting parents involved in schools active prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png Teach the children so it will not be necessary to teach the adults (Abraham Lincoln) ]]> ✓ discipline children ... but give them autonomy → don't involve parents?... What should be the percentage of parents’ and school’s involvement in a child’s upbringing? Has parents and teachers’ communication changed with time? Which way? Have you ever used any platforms to communicate with parents/students? What was it like? 2 Parents active wip edit_short_reading_floating prep_short_reading_floating pix/icons8-reading-100_white.png How do parent-child reading activities work? Is it necessary for a teacher to make weekly work folders for parents? What are the goals of TIPS? Parents Parents Budnik MGPU

http://www.readingrockets.org/article/getting-parents-involved-schools ]]>

1 Final project - brainstorming + rationale Final project - visuals + (audio) script Final project - delivery 20240427-36ach hw20240504-38ach_n2 active wip pix/icons8-soccer-100_white.png prep_ol_qa prep_2columns_2qa You need to deliver in groups of 3-4 people a final project to give evidence of your professional communication skills. Support materials ✓ 30 word-long rationale (objectives) ✓ 50 word-long description of your project (format, length, contents) ✓ slides / visuals / video (rehearsal) of your presentation ✓ 12-15-criterion-long assessment sheet (e.g. terminology, concepts, tools...) → copy-paste into your googledoc as previously and/or share url(s) to googledoc / googledisk / yandexdisk... if relevant → deadline: 20240514 → contact students you would like to be working with & confirm your team (to be confirmed) team #1 Bella Natalia Medea Daria team #2 Valeria Aleksey Vera team #3 Ekaterina Alina Alyona Marina team #4 Evgenia Tatyana Varvara → use the questions below to brainstorm ideas ]]> Sample topic: Ability grouping Please change places after every class. If you don’t, I’ll have to move you. Life is short, please move Paul Seligson, well known TEFL author and teacher trainer https://www.teachingenglish.org.uk/professional-development/teachers/planning-lessons-and-courses/articles/grouping-students Why should students be grouped by ability? Proponents of ability grouping point to the idea that teachers are better able to tailor instruction when students are grouped by ability. Additionally, students may be more motivated and more willing to participate in learning when they are alongside students of similar abilities. What are the cons of grouping students according to ability? Some of the cons of ability grouping are that students of varying ability cannot learn from one another and that students may have difficulty transferring from one ability group to another. Additionally, the ability group that a student is assigned to may impact their self-esteem. What is an example of ability grouping? One example of ability grouping is a second-grade classroom that is divided into three groups for math. The groups are labeled advanced, intermediate, and remedial. Instructors tailor their teaching pace and difficulty to the designated ability of the group. What are the advantages of ability grouping? Some of the advantages of ability grouping are that instruction is tailored to student ability and students are in smaller groups and may receive more individual attention. Additionally, gifted students may have higher achievement when learning alongside other gifted students. https://study.com/academy/lesson/ability-grouping-in-education-pros-cons-quiz.html#:~:text=Ability%20grouping%20is%20the%20practice,as%20'within%2Dclass%20grouping. ]]> https://www.buffalo.edu/catt/teach/develop/design/teaching-methods.html ]]> Will you implement flipped learning and/or gamified contents? What expertise in IT tools (e.g. whiteboards) or LMS will you show off? To what extent will you make use of AI? How can you make use of instructional design to satisfy the needs of your particular learners? 20240427-34ach 12:40-14:00 2 active Making an educational career in England, the USA & Australia (A.Budnik) By the end of this session you will have studied Зачёт (optional) You may attend a 15min exam to improve your marks → answer orally 5-8 questions related to module 2 (max +5pts) This is worth considering if your current total is close to the next band e.g: your score is 63-64 → you want to reach band 'strong': 66-81 e.g: your score is 77-79 → you want to reach band 'excellent': 81-100 schedule

20240518 15:40+ exam date (via Sferum) → send an e-mail to book a time slot by 20240513 duncanpotter@yandex.ru video

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing VZ Zvonok

VK Мессенджер Сферум https://sferum.ru/?call_link=w7EukQ3htSxuYfPi1DOe340YLr3cWZ7wdINlx4UrhHY ]]> 6 Teacher Training: Importance of School Experience 20240420-32ach hw20240427-34ach pix/icons8-movie-100_white.png Teacher Training: Importance of School Experience St Mary's University, Twickenham https://www.youtube.com/watch?v=WwAJFpcmSYo → watch the video → answer the questions (use the same googledoc as previously) → deadline: 20240424 ]]> 9 Writing assignment 20240420-30ach hw20240420-34ach_n2 pix/icons8-hand-with-pen-100_white.png deadline: 20240430 ]]> 9 @ Daria - How to become a teacher in England (h/w to validate attendance) 20240420-32ach hw20240420-34ach_n3 pix/icons8-reading-100_white.png https://www.prospects.ac.uk/jobs-and-work-experience/job-sectors/teacher-training-and-education/how-to-become-a-teacher) → answer the questions (use the same googledoc as previously) → deadline: 20240524 ]]> 10 @ Daria - How to Get a Teaching Certificate/License Online in America (h/w to validate attendance) 20240420-32ach hw20240420-34ach_n4 pix/icons8-movie-100_white.png How to Get a Teaching Certificate / License Online (TEACH-NOW Overview) https://www.youtube.com/watch?v=tne0y35zVFc → watch the video → answer the questions (use the same googledoc as previously) → deadline: 20240527 ]]> 6 Teacher Training: Importance of School Experience - Feedback 20240420-32ach hw20240427-34ach active wip edit_ol_qa prep_ol_qa pix/icons8-movie-100_white.png Teacher Training: Importance of School Experience St Mary's University, Twickenham https://www.youtube.com/watch?v=WwAJFpcmSYo → watch the video → answer the questions (use the same googledoc as previously) → deadline: 20240424 ]]> What benefits of the school observation experience do the students mention? ethos /ˈi:θɔs/ = moral ideas and attitudes that belong to a particular group or society How did they arrange the placement? (Tatiana Bogomolova) Freddy arranged the placement by negotiating with the senior leadership of the school where she was already working as a PE teaching assistant. This negotiation allowed her to work in a year one classroom, where she assisted with core subjects and reading. Rob scheduled his school placement outside of his university time (uni time), as he had already graduated. Upon returning to London after travelling, he utilised his mornings for voluntary hours while working part-time in the evenings. George was able to arrange one of his weeks in a different key stage from the class he was working in and then spent his second week observing various teachers in a different school to gain exposure to different teaching policies and directives. (Alina Golovkina) (...) To sum up, all students did it in their free time. ✓ don't just describe but also draw conlusion(s) What activities did they observe/were involved in? (Tatiana Bogomolova) Helping teaching assistants (TAs) in their duties, such as moving around the class, ensuring students stay on task and taking groups out for reading sessions. Getting acquainted with the process of planning before school (lessons?) and participating in setting up activities outside of class hours. Working with students of different key stages, helping them with their reading sessions and maths, and preparing them fot SATs exams (Statutory Assessment Tests). Observing how children worked within the classroom setting, including how they were grouped (mixed ability or same ability) and how they implemented different strategies for learning. Analysing the primary school curriculum. Why is it useful to have observation experience before starting a PGCE course? (Daria Sigaeva) ✓ observation experience helps prospective teachers to make an informed decision about whether teaching is the right role for them (Tatiana Bogomolova) It provides students with the context for theoretical learning and points of reference. This makes the learning process more meaningful and helps students understand how theory applies in real classroom settings. It familiarises students with the classroom environment, which gives them many advantages during the internships as there are less unfamiliar things, they feel more comfortable in the learning environment, so it takes less time for them to adapt and get used to it. It provides an opportunity to observe different teachers at work, which provides valuable insights into teaching styles, strategies and realities of the teaching profession. It also allows future teachers to visualise themselves in the role and better understand what it involves. It helps students assess whether the teaching profession is suitable for them. By observing the classroom and school atmosphere, as well as experiencing responsibilities first-hand, they will be able to make a more well-thought-out decision about their choice of teaching career. (Valeria Lezhen) Additionally, observation experience can help students develop their critical thinking and problem-solving skills. By observing and analysing teaching practices, students can identify strengths and weaknesses in different teaching strategies and develop their own solutions to teaching challenges. Comment on the organization of the school observation practice. How long should it last and what should be the percentage of observation – participation? (Daria Sigaeva) The duration of the school observation practice varies between educational institutions, but generally, it lasts from two weeks to a month. For example, talking about Banzarov Buryat State University, my observation practice lasted for 2 months in the penultimate year of study and 2 months in the last year of study. (...) Initially, the majority of the time is dedicated to observation, around 70-80%, to allow students to gain an understanding of the dynamics in the classroom and the school. The remaining 20-30% is an active participation. This gradual shift from observation to involvement helps students gain confidence and practical skills in the school environment (Anastasia Ovsyanikova) Regarding the observation-participation ratio, ideally, it should be flexible and tailored to the trainee’s needs and progress. At the initial stage, a higher percentage of observation (around 70-80%) allows trainees to carefully observe and reflect on classroom dynamics, instructional techniques, and student behavior. As the trainee gains confidence and acquires more practical skills, the percentage of active participation should gradually increase (around 20-30%), enabling them to take on teaching responsibilities under guidance (Maria Shramko) (...) it seems to me, the practice should last at least two months. This is the minimum period during which it is possible to form a general vision of the structure of the work, the features of teaching for specific classes. And if needed, observation practice can last up to a semester or even a school year (to monitor how effectively and successfully the textbook program was implemented). (...) In terms of the percentage of observation versus participation, there is no one-size-fits-all answer as it depends on the purpose of the observation and the preferences of each student. (...) For example, if the focus is on understanding teaching methodologies, a higher percentage of observation may be necessary. On the other hand, if the goal is to build relationships with students and teachers, a higher percentage of participation may be more appropriate. (Valeria Fursova) Relying on my own school observation experience that was about 4 months long, I’d say that it’s the best period of time, during which you can clearly see the teaching strategy that is used by the teacher and the students’ progress (or the absence of it, which is also useful as it discourages you from using ineffective methods and techniques in your own practice). (...) To my mind, the ability to participate is extremely important. It would be logical to start your interaction with the class by observing and then gradually suggesting your participation. This can start from 10-minute engaging activities to grab students’ attention and get their trust and finish with several lessons held completely by the initial observer. (Alina Golovkina) As I have mentioned in the previous question, the organization of school observation practice lasts for 1-2 months a year in Russia. In my opinion the school observation practice should last longer, for example, for 3-4 months a year or 1-2 months half a year. This period of time will allow students not only observe but conduct lessons, do the tasks and tests for students, go outside with children (as one student mentioned in the video it is important to be an extra person and take part in class activities so that children can communicate both with other children and the teacher). (Natalia Tarasova) Ideally the observation practice should take a year to complete as it allows the students to see all of the stages a class goes through within the school year. There are some nuances that become evident only after long-term observation, such as conflict resolution, dealing with parents, handling bullying or making note of the progress that the student makes throughout the year. 9 Teachers’ standards in the UK and in Russia active wip prep_ol_qa edit_ol_qa pix/icons8-microscope-100_white.png https://assets.publishing.service.gov.uk/media/5a750668ed915d3c7d529cad/Teachers_standard_information.pdf You may want to browse other documents available here: https://www.gov.uk/government/publications/teachers-standards ]]> 10 Improving teaching practice (Australia) active wip prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png Improving teaching practice Improving teaching practice Career Stage - Highly Accomplished Main Focus area - 6.1 School - Dominic College (K-12) A teacher, who also holds a number of key co-ordination roles across her K-10 school, is collaborating with her colleague to develop a professional learning program for her school. The plan for the upcoming year is based on teacher input, which has resulted from professional learning sessions with a visiting expert and the use of the Australian Professional Standards for Teachers. The teacher emphasises the importance of teacher 'reflection' and that the school's use of the Standards allows her to assist teachers develop specific strategies to improve teaching practice. https://www.youtube.com/watch?v=Np9egBmtcRU → watch the video → answer the questions]]> Who is a ‘curriculum coordinator’? How can teachers use the standards? What is an ‘appraisal programme’ about? Which factors should be included in it? 11 Brainstorming - teacher training in different countries active wip prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png What is similar/different about them? What is better or worse from your own perspective? Which system gives teachers more legal protection? How? Which system gives teachers more freedom in designing lessons & planning contents? Why? How? What would you like to implement in your classes that is not currently available in Russia? Are there any other systems of education from which you would like to put into practice something in particular? 11 Research - teacher training in different countries 20240427-34ach hw20240504-36ach active wip prep_ol_qa edit_ol_qa pix/icons8-hand-with-pen-100_white.png deadline: 20240430 ]]> Guidelines for use of AI in writing ✓ give AI background information (e.g. copy-paste instructions from above) → prompt AI with a few questions → narrow down your questions → refine AI's suggested answer(s) (you may use suggestions) ✓ copy-paste or download into your googledoc → edit by hand (making use of your critical thinking skills) → add your own examples, anecdotes, localisation → copy-paste your google revised version into AI ✓ try having your text corrected and/or improved by AI (use built-in options: e.g. simplify, make more formal...) → prompt for improving style e.g. check language and make it more intelligible for level B2/C1 readers → refine AI's suggested answer(s) (you may use suggestions) → copy-paste or download into your googledoc for finalising ]]> What is similar/different about them? What is better or worse from your own perspective? Which system gives teachers more legal protection? How? Which system gives teachers more freedom in designing lessons & planning contents? Why? How? What would you like to implement in your classes that is not currently available in Russia? Are there any other systems of education from which you would like to put into practice something in particular? 12 Writing a personal statement wip active prep_ol_qa edit_ol_qa pix/icons8-hand-with-pen-100_white.png https://www.prospects.ac.uk/jobs-and-work-experience/job-sectors/teacher-training-and-education/teaching-personal-statement-examples. → examine the examples and the criteria given → write your own statement ]]> 20240420-32ach 14:10-15:30 2 active How to become a teacher in England (A.Budnik) (2/2) Making an educational career in England, the USA & Australia (A.Budnik) By the end of this session you will have studied Зачёт (optional) You may attend a 15min exam to improve your marks → answer orally 5-8 questions related to module 2 (max +5pts) This is worth considering if your current total is close to the next band e.g: your score is 63-64 → you want to reach band 'strong': 66-81 e.g: your score is 77-79 → you want to reach band 'excellent': 81-100 schedule

20240518 15:40+ exam date (via Sferum) → send an e-mail to book a time slot by 20240513 duncanpotter@yandex.ru --> video

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing VZ Zvonok

VK Мессенджер Сферум https://sferum.ru/?call_link=pRx2C4-_biQlhs22onJwcSaQOmD8mL8c_4jVqAfBreI ]]> 4 Career options active wip prep_ol_qa edit_ol_qa pix/icons8-microscope-100_white.png https://www.ucas.com/ucas/after-gcses/find-career-ideas/explore-jobs?k=school → choose 3-4 career options → answer the questions ]]> What are the functions of these different jobs? How relevant are they to your environment? What training is required for each particular positions? Which are more accessible? What are the essential skills needed? Which jobs & duties would be more challenging for you? 5 pix/icons8-dictionary-100_white.png Vocab active wip xml_multi_dd_row 17 6 left 1 2 3 4 5 6 7 8 9 6 Teacher Training: Importance of School Experience 20240420-32ach hw20240427-34ach active prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png Teacher Training: Importance of School Experience St Mary's University, Twickenham https://www.youtube.com/watch?v=WwAJFpcmSYo → watch the video → answer the questions (use the same googledoc as previously) → deadline: 20240424 ]]> What benefits of the school observation experience do the students mention? ✓ gives insights into the modern classroom environment → ethos of the school ✓ appreciate responsibilities ✓ meet different teachers → witness various teaching styles ✓ observe students’ behaviour in different classroom settings ethos /ˈi:θɔs/ = moral ideas and attitudes that belong to a particular group or society How did they arrange the placement? (Tatiana Bogomolova) Freddy arranged the placement by negotiating with the senior leadership of the school where she was already working as a PE teaching assistant. This negotiation allowed her to work in a year one classroom, where she assisted with core subjects and reading. Rob scheduled his school placement outside of his university time (uni time), as he had already graduated. Upon returning to London after travelling, he utilised his mornings for voluntary hours while working part-time in the evenings. George was able to arrange one of his weeks in a different key stage from the class he was working in and then spent his second week observing various teachers in a different school to gain exposure to different teaching policies and directives. What activities did they observe/were involved in? (Tatiana Bogomolova) Helping teaching assistants (TAs) in their duties, such as moving around the class, ensuring students stay on task and taking groups out for reading sessions. Getting acquainted with the process of planning before school (lessons?) and participating in setting up activities outside of class hours. Working with students of different key stages, helping them with their reading sessions and maths, and preparing them fot SATs exams (Statutory Assessment Tests). Observing how children worked within the classroom setting, including how they were grouped (mixed ability or same ability) and how they implemented different strategies for learning. Analysing the primary school curriculum. Why is it useful to have observation experience before starting a PGCE course? (Daria Sigaeva) ✓ observation experience helps prospective teachers to make an informed decision about whether teaching is the right role for them (Tatiana Bogomolova) It provides students with the context for theoretical learning and points of reference. This makes the learning process more meaningful and helps students understand how theory applies in real classroom settings. It familiarises students with the classroom environment, which gives them many advantages during the internships as there are less unfamiliar things, they feel more comfortable in the learning environment, so it takes less time for them to adapt and get used to it. It provides an opportunity to observe different teachers at work, which provides valuable insights into teaching styles, strategies and realities of the teaching profession. It also allows future teachers to visualise themselves in the role and better understand what it involves. It helps students assess whether the teaching profession is suitable for them. By observing the classroom and school atmosphere, as well as experiencing responsibilities first-hand, they will be able to make a more well-thought-out decision about their choice of teaching career. Comment on the organization of the school observation practice. How long should it last and what should be the percentage of observation – participation? (Daria Sigaeva) The duration of the school observation practice varies between educational institutions, but generally, it lasts from two weeks to a month. For example, talking about Banzarov Buryat State University, my observation practice lasted for 2 months in the penultimate year of study and 2 months in the last year of study. (...) Initially, the majority of the time is dedicated to observation, around 70-80%, to allow students to gain an understanding of the dynamics in the classroom and the school. The remaining 20-30% is an active participation. This gradual shift from observation to involvement helps students gain confidence and practical skills in the school environment (Anastasia Ovsyanikova) Regarding the observation-participation ratio, ideally, it should be flexible and tailored to the trainee’s needs and progress. At the initial stage, a higher percentage of observation (around 70-80%) allows trainees to carefully observe and reflect on classroom dynamics, instructional techniques, and student behavior. As the trainee gains confidence and acquires more practical skills, the percentage of active participation should gradually increase (around 20-30%), enabling them to take on teaching responsibilities under guidance (Maria Shramko) (...) it seems to me, the practice should last at least two months. This is the minimum period during which it is possible to form a general vision of the structure of the work, the features of teaching for specific classes. And if needed, observation practice can last up to a semester or even a school year (to monitor how effectively and successfully the textbook program was implemented). (...) In terms of the percentage of observation versus participation, there is no one-size-fits-all answer as it depends on the purpose of the observation and the preferences of each student. (...) For example, if the focus is on understanding teaching methodologies, a higher percentage of observation may be necessary. On the other hand, if the goal is to build relationships with students and teachers, a higher percentage of participation may be more appropriate. (Valeria Fursova) Relying on my own school observation experience that was about 4 months long, I’d say that it’s the best period of time, during which you can clearly see the teaching strategy that is used by the teacher and the students’ progress (or the absence of it, which is also useful as it discourages you from using ineffective methods and techniques in your own practice). (...) To my mind, the ability to participate is extremely important. It would be logical to start your interaction with the class by observing and then gradually suggesting your participation. This can start from 10-minute engaging activities to grab students’ attention and get their trust and finish with several lessons held completely by the initial observer. 7 How to Get a Teaching Certificate/License Online in America active wip prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png How to Get a Teaching Certificate / License Online (TEACH-NOW Overview) https://www.youtube.com/watch?v=tne0y35zVFc → watch the video → answer the questions]]> How long does the programme last? Who can get a teaching certificate? What does a typical virtual classroom look like? What benefits of the programme does the student note? Comment on the contents of the programme. How do you understand the phrase «to be a 21st century teacher in the 21st century learning environment»? 9 @ Daria - How to become a teacher in England (h/w to validate attendance) active wip 20240420-32ach hw20240420-34ach_n3 prep_short_reading_floating pix/icons8-reading-100_white.png https://www.prospects.ac.uk/jobs-and-work-experience/job-sectors/teacher-training-and-education/how-to-become-a-teacher) → answer the questions (use the same googledoc as previously) → deadline: 20240524 ]]> What are the benefits of a teacher’s job? How can you move between age groups? What do the acronyms QTS, ITT and NQT stand for? Are entry requirements the same as in our country? What is an induction year? Is it important for a teacher? How to become a teacher in England How to become a teacher in England Rachel Swain, Editorial manager / adapted by A.C.Budnik https://www.prospects.ac.uk

https://www.prospects.ac.uk/jobs-and-work-experience/job-sectors/teacher-training-and-education/how-to-become-a-teacher ]]>

10 @ Daria - How to Get a Teaching Certificate/License Online in America (h/w to validate attendance) 20240420-32ach hw20240420-34ach_n4 active wip prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png How to Get a Teaching Certificate / License Online (TEACH-NOW Overview) https://www.youtube.com/watch?v=tne0y35zVFc → watch the video → answer the questions (use the same googledoc as previously) → deadline: 20240527 ]]> How long does the programme last? Who can get a teaching certificate? What does a typical virtual classroom look like? What benefits of the programme does the student note? Comment on the contents of the programme. How do you understand the phrase «to be a 21st century teacher in the 21st century learning environment»? PGCE = postgraduate certificate in education first-hand = obtained or experienced yourself intricate /ˈɪntrɪkɪt/ = having a lot of different parts and small details that fit together tier = one of several levels in an organization or a system to shadow = to observe a professional in their job cohort = a group of people who share a common feature cohesive = forming a united whole rigorous = done carefully and with a lot of attention to detail pinnacle /ˈpɪnəkl/ = the most important or successful part of something 20240420-30ach 12:40-14:00 2 active How to become a teacher in England (A.Budnik) (1/2) Making an educational career in England, the USA & Australia (A.Budnik) By the end of this session you will have studied Зачёт (optional) You may attend a 15min exam to improve your marks → answer orally 5-8 questions related to module 2 (max +5pts) This is worth considering if your current total is close to the next band e.g: your score is 63-64 → you want to reach band 'strong': 66-81 e.g: your score is 77-79 → you want to reach band 'excellent': 81-100 schedule

20240518 15:40+ exam date (via Sferum) → send an e-mail to book a time slot by 20240513 duncanpotter@yandex.ru --> video

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing VZ Zvonok

VK Мессенджер Сферум https://sferum.ru/?call_link=pRx2C4-_biQlhs22onJwcSaQOmD8mL8c_4jVqAfBreI ]]> 5 pix/icons8-soccer-100_white.png Storyboarding & gamifying a lesson - Practice 20240406-24ach hw20240420-30ach Gamify a lesson deadline: 20240417 ~~20240410~~ ]]> 6 pix/icons8-soccer-100_white.png Storyboarding & gamifying a lesson - Feedback active wip prep_ol_qa edit_ol_qa What criteria do you need to assess how successfully a lesson has been gamified? Sample assignments (cmt231) gamified_lesson_healthy_food_and_drinks_vvitomskaya.pdf gamified_lesson_cosmic_lockdown_tbogomolova.pdf gamified_lesson_heroes_of_magic_and_legacy_vfursova.pdf gamified_lesson_searching_for_lost_civilizations_dsigaeva.pdf (cmt232) gamified_lesson_help_in_the_forest_agolovkina.pdf gamified_lesson_harry_potter_vocab_mmorozova.pdf gamified_lesson_at_the_airport_ebogacheva.pdf → answer the questions ]]> deadline: 20240320 ~~20240313~~ ]]> Self-check questions (reminder) 1 What are your goals? 2 Can you summarise the plot in 70 words? 3 Can you summarise the story (missions to accomplish) in 150 words? 4 Can participants choose their characters? Are there any baddies to fight against, or angels to help participants in their mission? What do they look like? What super powers have they got? 5 Can you describe how the settings will evolve from one scene to another? From one level to another? What should the change of scenery suggest? 6 What does each level consist of? How clear is it a mission has been accomplished successfully? 7 How strict or flexible are the rules? Can the moderator / teacher change automated results to reflect goals achieved with more equity? 8 What kind of badges for achievements will you award? How & who will design them? 9 How will you monitor progress? What plugins in an LMS will you use? Can you manually fill in a leaderboard (perhaps some on-line spreadsheet)? 10 Under what circumstances can rewards, points and second chances be granted? For instance, can missions be graded depending on a person's karma at the beginning? Checkpoints for storyboarding (reminder) ✓ periphery of knowledge ✓ purposeful action 〆no rote learning ✓ generative AI ✓ integrative AI (optional) Consider the following when designing a gamified lesson https://gamemaker.io/en https://udoba.org/ https://learningapps.org/ as well as https://keepthescore.com/online-leaderboard-maker/ https://huggingface.co/spaces/stabilityai/stable-diffusion https://perchance.org/ai-map-generator https://perchance.org/ai-photo-generator https://web.ligaudio.ru/mp3/medieval%20fantasy Feedback → ensure final goal is motivating 〆decoding a secret message ✓ finding a treasure by decoding a secret message → provide a plot people may identify with or somehow relate to 〆divorce of parents ✓ saving animals → give/force people to make choices (incl. what characters they want to play) ✓ encourage purposeful action → explain how characters (essentially goodies & baddies) may change the course of the game 〆don't give just a visual description or their role ✓ describe how they may be held responsible for obstacles or miracles ]]> visual

(Evgenia Smirnova) Bonus Missions: Teams can undertake bonus missions for extra points. These missions involve more challenging English tasks but yield higher rewards. Reward: The team with the most points at the end of the game automatically earns the highest score “5” on their next English examination, giving them an advantage in real-life assessments. (...) Unscramble words to reveal the original names of your space shuttles. Choose the difficulty - the more letters the more points (each letter =1 point) evnateurd, hlcengela, stranaotu, ogveay (adventure, challenge, astronaut, voyage) (...) Teams receive an audio message from people from the future. To decipher it, teams need to substitute the missing words (each correct word +1point, the first team gets additional +2 points) (Aleksey Teryushov) (...) as they explore ancient temples, they could face cross-cultural communication scenarios ]]> ✓ the first team gets additional +2 points → adds time pressure element = recommended for gamification Which plot(s) might be more popular? Why? Is achieving the goal well-motivated? Which characters would you want to play? Why / why not? Why is their description engaging? Which medals & badges do you like best? Why are they likely to be more motivating? 1 Lead in active wip edit_ol_qa pix/icons8-cafe-100_white.png Are you happy with your career choice? Would you like to change your career path a little? Why did you decide to become a teacher? Do you know of any other reasons why people have chosen this profession? Did you have professional orientation at school? Did it help you? Have you found in your job what were expecting? https://www.ucas.com/ to learn more information. Take the Buzz quiz on the website https://www.ucas.com/careers/buzz-quiz to discover your career options. Comment on your results. Do you think tests can help people choose a career? ]]> 2 pix/icons8-dictionary-100_white.png Vocab active wip xml_multi_dd_row 17 6 left 1 2 3 4 5 3 How to become a teacher in England active wip prep_short_reading_floating pix/icons8-reading-100_white.png https://www.prospects.ac.uk/jobs-and-work-experience/job-sectors/teacher-training-and-education/how-to-become-a-teacher) → answer the questions]]> What are the benefits of a teacher’s job? How can you move between age groups? What do the acronyms QTS, ITT and NQT stand for? Are entry requirements the same as in our country? What is an induction year? Is it important for a teacher? How to become a teacher in England How to become a teacher in England Rachel Swain, Editorial manager / adapted by A.C.Budnik https://www.prospects.ac.uk

https://www.prospects.ac.uk/jobs-and-work-experience/job-sectors/teacher-training-and-education/how-to-become-a-teacher ]]>

4 Career options wip active prep_ol_qa edit_ol_qa pix/icons8-microscope-100_white.png https://www.ucas.com/ucas/after-gcses/find-career-ideas/explore-jobs?k=school → choose 3-4 career options → answer the questions ]]> What are the functions of these different jobs? How relevant are they to your environment? What training is required for each particular positions? Which are more accessible? What are the essential skills needed? Which jobs & duties would be more challenging for you? 5 pix/icons8-dictionary-100_white.png Vocab active wip xml_multi_dd_row 17 6 left 1 2 3 4 5 6 7 8 9 9 Writing assignment 20240420-30ach hw20240420-34ach_n2 active wip prep_ol_qa edit_ol_qa pix/icons8-hand-with-pen-100_white.png deadline: 20240430 ]]> Guidelines for use of AI in writing ✓ give AI background information (e.g. copy-paste instructions from above) → prompt AI with a few questions → narrow down your questions → refine AI's suggested answer(s) (you may use suggestions) ✓ copy-paste or download into your googledoc → edit by hand (making use of your critical thinking skills) → add your own examples, anecdotes, localisation → copy-paste your google revised version into AI ✓ try having your text corrected and/or improved by AI (use built-in options: e.g. simplify, make more formal...) → prompt for improving style e.g. check language and make it more intelligible for level B2/C1 readers → refine AI's suggested answer(s) (you may use suggestions) → copy-paste or download into your googledoc for finalising ]]> 20240413-28ach 14:10-15:30 2 active Teacher career development (N.Vishnevetskaya) (2/2) By the end of this session you will have studied Sferum session video recordings → these files are available in the chat → only ~10min at the beginning of the 1st lesson were recorded on 20240309 because it stopped once the breakout rooms were launched... (will figure out how to record in b/o rooms too) video

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing VZ Zvonok

VK Мессенджер Сферум ]]> 5 pix/icons8-soccer-100_white.png Storyboarding & gamifying a lesson - Practice 20240406-24ach hw20240420-30ach Gamify a lesson deadline: 20240417 ~~20240410~~ ]]> 5 Vocab 2 active wip edit_ol_qa prep_ol_qa_writing pix/icons8-dictionary-100_white.png https://shorelight.com/student-stories/faces-on-campus-meet-amy-cruz-at-american-collegiate-la/ → answer the questions]]> pre-service teacher in-service teacher Associate Professor teacher educator induction lead school director 6 Sociolinguistic Analysis active wip edit_short_reading_floating prep_short_reading_floating pix/icons8-reading-100_white.png https://shorelight.com/student-stories/faces-on-campus-meet-amy-cruz-at-american-collegiate-la/ → answer the questions]]> What discourse markers and vocabulary can help the readers understand that it is a course for teachers? ✓ professional vocab teacher educator pre-service and in-service teachers Associate Professor leadership development programmes practitioner inquiry projects senior leadership responsibility for staff development Professional Coordinating Mentor for ITE induction lead for NQTs early roll-out and national roll-out of UCL Early Career Teacher programme design and facilitate bespoke professional development programmes for school leaders Research Assistant headmaster induction lead/tutor Work in pairs. Imagine that you are colleagues. Retell your partner the contents of the course. How is the same information different in informal discourse? How would you introduce yourself? Write (or say) similar comments to the ones in the course.

https://shorelight.com/student-stories/faces-on-campus-meet-amy-cruz-at-american-collegiate-la/ ]]> Hi, my name is Amena, I am an English Teacher and Induction Lead in a boys school in the East Midlands. Looking forward to understanding how to support ECTs better through the pedagogy and discussions. ]]> Hi , I am Salam Maaiah . I am the Education Policy and Planning Manager at the USAID pre-service teacher education in Jordan. ]]>

7 Sociolinguistic Practice active wip prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png https://www.europeanpublisher.com/en/article/10.15405/ejsbs.184 Student A. Read section 5: Teacher Training in Iceland Student B. Reach section 6: Teacher Training in Luxembourg Student C. Read section 7: Teacher Training in Spain Student D. Read section 8: Teacher Training in Texas Imagine you are at an educators' international meeting. → tell your colleagues about the peculiarities of teacher training in your region. → focus on the traits that could be unclear for future teachers from different countries. ]]> wip active textbook tmp_pdf/10.15405_ejsbs.184.pdf

]]> 8 Case study active wip pix/icons8-theatre-mask-100_white.png edit_ol_qa prep_ol_qa prep_2columns_2qa prep_ol_qa Russian and American university lecturers discuss a case which happened to one of their American colleagues Why is the American teacher so relaxed and doesn’t seem concerned about this unpleasant situation? Legal Environment: In the United States, individuals often have the freedom to express their opinions and take legal action, but the burden of proof lies with the accuser. Therefore, the teacher may be confident that the colleague's claim lacks merit and is unlikely to hold up in court. Professional Confidence: The teacher may have confidence in their teaching methods and advice, believing that they provided sound instruction and guidance to the colleague. As a result, they may not feel personally threatened by the colleague's accusations. Focus on Moving Forward: Rather than dwelling on the negative aspects of the situation, the teacher may prioritize moving forward and continuing to support their students and clients, maintaining a positive and forward-thinking attitude. Trust in Legal System: The teacher may have faith in the legal system and believe that any legal proceedings would ultimately vindicate their position, leading to a favorable outcome. Overall, the teacher's relaxed demeanor could stem from a combination of confidence in their actions, trust in the legal system, and a focus on maintaining professionalism and moving forward despite the unpleasant situation. src: Chatsonic What does he mean, saying about ‘coverage’? When the American colleague inquires about whether such cases are "covered" in Russia, he is likely referring to the legal implications and protections that exist for educators in similar situations. Specifically, he may be asking whether Russian laws or regulations provide safeguards for teachers and professionals against unfounded claims or accusations of negligence from students or clients. The term "coverage" in this context could be interpreted as asking whether there are legal protections, insurance, or specific regulations that shield educators from baseless legal actions or accusations related to their professional advice, instruction, or guidance. In essence, he may be seeking to understand the legal framework that would support or defend the teacher in the face of the colleague's allegations. src: Chatsonic What should a Russian teacher do to put the misunderstanding behind? To address the misunderstanding and mitigate the potential threat of legal action, the Russian teacher could consider taking the following steps: Open Communication: Initiate an open and honest dialogue with the American colleague to understand their concerns, clarify any misunderstandings, and attempt to resolve the issue amicably. Documentation: Gather and retain any relevant documentation, such as course materials, communication records, and evidence of the advice and guidance provided to the colleague, to substantiate the quality and appropriateness of the instruction. Legal Advice: Seek counsel from a legal professional with expertise in education law to understand the teacher's rights, liabilities, and potential legal recourse in the event of a lawsuit or legal dispute. Professional Standards: Emphasize adherence to professional standards and best practices in teaching, highlighting the commitment to providing accurate and beneficial guidance to students. Mediation: Explore the possibility of mediation or alternative dispute resolution methods to reach a mutually acceptable resolution without resorting to formal legal action. Educational Policies: Familiarize oneself with the educational policies and regulations that govern teacher-student interactions and disputes in the specific educational setting or institution. By proactively engaging with the colleague, documenting the educational process, seeking appropriate legal guidance, and emphasizing professional conduct, the Russian teacher can work towards resolving the misunderstanding and safeguarding their professional reputation. src: Chatsonic ECT = early career teachers ECF = Early Career Framework CTTR = Centre for Teachers and Teaching Research EEF = Education Endowment Foundation UCL = University College London headmaster = teacher who is in charge of a school, especially a private school induction = process of introducing sb to a new job, skill, organization, etc.; a ceremony at which this takes place induction lead/tutor = person ensures that the induction is proceeding correctly and assesses the ECTs progress against the Teachers Standards, recognising when early action is needed in the case of an ECT experiencing difficulties 20240413-26ach 12:40-14:00 2 active Teacher career development (N.Vishnevetskaya) (1/2) By the end of this session you will have studied Sferum session video recordings → these files are available in the chat → only ~10min at the beginning of the 1st lesson were recorded on 20240309 because it stopped once the breakout rooms were launched... (will figure out how to record in b/o rooms too) video

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing VZ Zvonok

VK Мессенджер Сферум https://sferum.ru/?call_link=pRx2C4-_biQlhs22onJwcSaQOmD8mL8c_4jVqAfBreI ]]> 4 Writing a personal statement 20240323-16ach hw20240406-22ach_n2 pix/icons8-hand-with-pen-100_white.png https://bestpersonalstatementwriter.com/write-teaching-personal-statement/ Teacher Personal Statement Writing Guide https://www.personalstatementservice.com/blog-1/teacher-personal-statement → read the guides → write your own personal statement (use the same googledoc as previously) → deadline: 20240410 ]]> 5 pix/icons8-soccer-100_white.png Storyboarding & gamifying a lesson - Practice 20240406-24ach hw20240420-30ach Gamify a lesson deadline: 20240417 ~~20240410~~ ]]> 4 Writing a personal statement - Feedback 20240323-28ach hw20240406-30ach_n2 pix/icons8-hand-with-pen-100_white.png active wip edit_ol_qa edit_2columns_2qa https://bestpersonalstatementwriter.com/write-teaching-personal-statement/ Teacher Personal Statement Writing Guide https://www.personalstatementservice.com/blog-1/teacher-personal-statement → read the guides → write your own personal statement ]]> Read the following personal statement excerpts. → can you find the mistakes? sample (1) It is my ambition to become a teacher of the English language to the Saint Paul`s School in London. I am a teacher of the English language who graduated with honors from Moscow City University in Russia. (...) The educational programme of teaching English is my priority sample (2) I have completed my Bachelor’s program in foreign regional studies (...) Outside of teaching, I devote my time to practise my English with natives the English language to at (the) Saint Paul`'s School in London. 〆v. formal register 〆grammar I am a teacher of ~~the~~ English language who graduated with honors (AmEn spelling → honours BrEn) from Moscow City University in Russia (...) The educational programme (BrEn spelling → program AmEn) of teaching English is my priority → be consistent with spelling = either BrEn or AmEn sample (2) I have completed my Bachelor’s program (AmEn → programme BrEn) in foreign regional studies (...) Outside of teaching, I devote my time to practise (BrEn → to practice AmEn) my English with natives ]]> 〆pompous (unduly grand in style) 〆wrong register 〆lack of specific, personalised example = anyone could have written such introduction ✓ anecdotes suggesting empathy ✓ (very) personalised narrative → you may identify with the author ✓ unusual experience → stands out of the crowd ✓ unexpected start → makes readers want to know why & how she has changed her mind ✓ metrics 1 MOOC active wip edit_ol_qa pix/icons8-collaboration-100_white.png Have you ever attended some on-line courses? What tools & formats did they make use of? What courses would you like to attend? 2 Professional development courses active wip prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png https://www.futurelearn.com/ https://www.edx.org/ https://www.coursera.org/ → choose one or more courses → describe it/them → answer the questions ]]> What are the entry requirements? Is it relevant to in-service/pre-service teachers, university lecturers, teachers from Russia? What will the applicants learn? Would this course be relevant to you? 3 Supporting early career teacher development with the Early Career Framework active wip edit_short_reading_floating prep_short_reading_floating pix/icons8-reading-100_white.png https://shorelight.com/student-stories/faces-on-campus-meet-amy-cruz-at-american-collegiate-la/ → answer the questions]]> For how many years are the teachers considered to be ‘early career teachers’ (ECT)? ✓ first 2 years Is it the only program to support ECT? ✓ 3 pilot programmes Are the educators experienced in-service teachers? ✓ yes, experienced in writing and teaching courses Is it a theoretical or an applied course? ✓ applied e.g. practical exercises What is your general opinion about such course? Would it be relevant and useful for you? ✓ practice > theory

https://shorelight.com/student-stories/faces-on-campus-meet-amy-cruz-at-american-collegiate-la/ ]]> https://shorelight.com/student-stories/faces-on-campus-meet-amy-cruz-at-american-collegiate-la/ ]]> Hi, my name is Amena, I am an English Teacher and Induction Lead in a boys school in the East Midlands. Looking forward to understanding how to support ECTs better through the pedagogy and discussions. ]]> Hi , I am Salam Maaiah . I am the Education Policy and Planning Manager at the USAID pre-service teacher education in Jordan. ]]>

4 Vocab active wip edit_ol_qa prep_ol_qa pix/icons8-dictionary-100_white.png ECT Early Career Teachers ECF Early Career Framework CTTR Centre for Teachers and Teaching Research EEF Education Endowment Foundation UCL University College London ECT = early career teachers ECF = Early Career Framework CTTR = Centre for Teachers and Teaching Research EEF = Education Endowment Foundation UCL = University College London headmaster = teacher who is in charge of a school, especially a private school induction = process of introducing sb to a new job, skill, organization, etc.; a ceremony at which this takes place induction lead/tutor = person ensures that the induction is proceeding correctly and assesses the ECTs progress against the Teachers Standards, recognising when early action is needed in the case of an ECT experiencing difficulties 20240406-24ach 14:10-15:30 2 active Storyboarding & gamifying a lesson | Speech analysis By the end of this session you will have studied Sferum session video recordings → these files are available in the chat → only ~10min at the beginning of the 1st lesson were recorded on 20240309 because it stopped once the breakout rooms were launched... (will figure out how to record in b/o rooms too) video

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing VZ Zvonok

VK Мессенджер Сферум https://sferum.ru/?call_link=yn6eN1XE07BwLMbw1JbkNlx0AU4XE7X634c2vcaUpSg ]]> 2 pix/icons8-microscope-100_white.png Features of gamification active wip wip xml_multi_dd_row What features make an activity gamified and, therefore, more engaging? ]]> Gamification in the classroom: 6 ideas to get started by Maria Fernanda Hoyos (published 03 November 2022) https://www.cambridge.org/elt/blog/2022/11/03/6-ways-gamify-your-english-classroom/ ]]> 17 10 left Goals Badges for achievements Progress bars and leaderboards Rules Levels Rewards, points and second chances Story, plot, setting, characters and role-play Choices Competition, cooperation and challenges Time 1 2 3 4 5 6 7 8 9 10 Gamification in the classroom: 6 ideas to get started by Maria Fernanda Hoyos (published 03 November 2022) https://www.cambridge.org/elt/blog/2022/11/03/6-ways-gamify-your-english-classroom/ ]]> 3 Gamification in the classroom: 6 ideas to get started active wip edit_short_reading_floating prep_short_reading_floating How do you start a gamified activity? https://www.cambridge.org/elt/blog/2022/11/03/6-ways-gamify-your-english-classroom/ → compare the examples for each 6 ideas with those you had found earlier → are they any better? Why / why not?]]> Gamification in the classroom: 6 ideas to get started by Maria Fernanda Hoyos (published 03 November 2022) https://www.cambridge.org/elt/blog/2022/11/03/6-ways-gamify-your-english-classroom/ ]]> The story, plot, setting, characters, and role-play ✓ students can decorate the classroom ✓ design costumes ✓ invent the character they want to be (...) Goals, badges, progress bars and leaderboards ✓ set common goals for the term or year → construct them in class with students’ help Competition, cooperation and challenges ✓ work together to choose a name, a motto or even a shield that represents all the members → get groups to compete by using a tool like Kahoot Rewards, points and second chances ✓ use physical objects such as stars or stamps or with pictures to represent points ✓ use things the students have created themselves, such as shields, badges, gems ✓ have an exchange system where a specific number of points can be redeemed for prizes → points could also be redeemed as a second chance for presenting a task Choice ✓ provide different alternatives → have the students vote on the one they prefer Time ✓ regular reminders ✓ digital stopwatch Gamification in the classroom: 6 ideas to get started Gamification in the classroom: 6 ideas to get started Maria Fernanda Hoyos 20221103 https://www.cambridge.org/elt/blog/2022/11/03/6-ways-gamify-your-english-classroom/

4 pix/icons8-soccer-100_white.png Storyboarding & gamifying a lesson active wip edit_ol_qa prep_ol_qa xml_multi_dd_row How do you write a storyboard? What questions should you answer? Can you imagine a template for storyboarding? visual

→ answer the questions ]]> Checkpoints for storyboarding ✓ periphery of knowledge ✓ purposeful action 〆no rote learning ✓ generative AI ✓ integrative AI ]]> What are your goals? ✓ vocab ✓ grammar ✓ functional language (...) = linguistic competencies ✓ language awareness ✓ cultural differences = cross-cultural communication ✓ collaboration ✓ critical thinking = life skills Can you summarise the plot in 70 words? ✓ detective story ✓ wild adventure ✓ science fiction / fantasy ✓ business case study Can you summarise the story (missions to accomplish) in 150 words? ✓ navigate different scenes of a given level (featuring mini-games) ✓ complete a mission at each level ✓ find a treasure / be the fastest / become the richest... ✓ defeat a villain with a minimum of points collected during the quest Can participants choose their characters? Are there any baddies to fight against, or angels to help participants in their mission? What do they look like? What super powers have they got? 〆baddies can make participants lose points, slow down progress... ✓ angels may give hints to questions, or jump to the next level Can you describe how the settings will evolve from one scene to another? From one level to another? What should the change of scenery suggest? ✓ from a dense forest to an oasis in a desert (or the opposite) ✓ from an urban landscape to a battlefield... ✓ a scene is under fire / flooded by a deluge to embody time pressure What does each level consist of? How clear is it a mission has been accomplished successfully? ✓ mini games to be completed (e.g. grammar drills, vocab matching activities...) ✓ (hidden) escape room to randomise success rate → encourage participants to look for clues by completing various activities ✓ use a leaderboard to show progress of all participants in real time How strict or flexible are the rules? Can the moderator / teacher change automated results to reflect goals achieved with more equity? ✓ some more challenging tasks can give more points (but perhaps you run the risk of losing more too!) ✓ some easier tasks are time consuming but will get participants to the next level nonetheless What kind of badges for achievements will you award? How & who will design them? ✓ smileys ✓ points ✓ certificate of completion (business case study) How will you monitor progress? What plugins in an LMS will you use? Can you manually fill in a leaderboard (perhaps some on-line spreadsheet)? ✓ an LMS may simplify monitoring the progress of gamification significantly 〆manual tracking of progress in real time may be particularly challenging → LMS seems to be a pre-requisite Under what circumstances can rewards, points and second chances be granted? For instance, can missions be graded depending on a person's karma at the beginning? ✓ lottery & random games may give you unexpected points ✓ Easter eggs ✓ greater (or smaller) karma | total points can be given by the moderator at discretion → grade tasks depending on participants' skills 5 pix/icons8-soccer-100_white.png Storyboarding & gamifying a lesson - Practice 20240406-24ach hw20240420-30ach active wip prep_ol_qa edit_ol_qa Gamify a lesson deadline: 20240417 ~~20240410~~ ]]> Checkpoints for storyboarding ✓ periphery of knowledge ✓ purposeful action 〆no rote learning ✓ generative AI ✓ integrative AI (optional) Consider the following software if interested in designing a gamified lesson https://gamemaker.io/en https://udoba.org/ ]]> What are your goals? ✓ vocab ✓ grammar ✓ functional language (...) = linguistic competencies ✓ language awareness ✓ cultural differences = cross-cultural communication ✓ collaboration ✓ critical thinking = life skills Can you summarise the plot in 70 words? ✓ detective story ✓ wild adventure ✓ science fiction / fantasy ✓ business case study Can you summarise the story (missions to accomplish) in 150 words? ✓ navigate different scenes of a given level (featuring mini-games) ✓ complete a mission at each level ✓ find a treasure / be the fastest / become the richest... ✓ defeat a villain with a minimum of points collected during the quest Can participants choose their characters? Are there any baddies to fight against, or angels to help participants in their mission? What do they look like? What super powers have they got? 〆baddies can make participants lose points, slow down progress... ✓ angels may give hints to questions, or jump to the next level Can you describe how the settings will evolve from one scene to another? From one level to another? What should the change of scenery suggest? ✓ from a dense forest to an oasis in a desert (or the opposite) ✓ from an urban landscape to a battlefield... ✓ a scene is under fire / flooded by a deluge to embody time pressure What does each level consist of? How clear is it a mission has been accomplished successfully? ✓ mini games to be completed (e.g. grammar drills, vocab matching activities...) ✓ (hidden) escape room to randomise success rate → encourage participants to look for clues by completing various activities ✓ use a leaderboard to show progress of all participants in real time How strict or flexible are the rules? Can the moderator / teacher change automated results to reflect goals achieved with more equity? ✓ some more challenging tasks can give more points (but perhaps you run the risk of losing more too!) ✓ some easier tasks are time consuming but will get participants to the next level nonetheless What kind of badges for achievements will you award? How & who will design them? ✓ smileys ✓ points ✓ certificate of completion (business case study) How will you monitor progress? What plugins in an LMS will you use? Can you manually fill in a leaderboard (perhaps some on-line spreadsheet)? ✓ an LMS may simplify monitoring the progress of gamification significantly 〆manual tracking of progress in real time may be particularly challenging → LMS seems to be a pre-requisite Under what circumstances can rewards, points and second chances be granted? For instance, can missions be graded depending on a person's karma at the beginning? ✓ lottery & random games may give you unexpected points ✓ Easter eggs ✓ greater (or smaller) karma | total points can be given by the moderator at discretion → grade tasks depending on participants' skills 1 Improving listening & speaking skills active wip edit_short_reading_floating prep_short_reading_floating pix/icons8-reading-100_white.png Why do speakers of certain languages have difficulty speaking other languages with an intelligible accent? speedlingua frequences en

Each language has its own dominant frequencies. For example, the dominant frequencies of French are rather low while those of English rather high. This explains why the French have a lot of difficulty hearing and therefore speaking the language of Shakespeare. If you can not hear the sound of a language, you can not reproduce it, no matter how you try. This is where Speedlingua comes in play (...) http://home.speedlingua.com/en/oral-skills/ Read the excerpt. → answer the questions ]]> Why is SpeedLingua considered a language learning facilitator and accelerator? ✓ positioned as an essential complement to any traditional language learning method ✓ adapts to the level, rhythm and needs of the learners How does the SpeedLingua method work? ✓ takes into account disparities in the perception of frequencies ✓ trains the ear to hear correctly frequencies of the target language ✓ begins with a listening phase (in situ “linguistic bath” of 15 minutes) ✓ drills pronunciation What is specific to the listening phase of the Speedlingua method? ✓ music is modulated → "opens" ear to the dominant frequency of the targeted language What is specific to the pronunciation phase of the Speedlingua method? ✓ software analyses, modulates and modifies the learner’s voice in real time → returns it with corrected frequencies → learner corrects pronunciation by hearing themsleves “speaking properly” SpeedLingua - Language Learning Accelerator Speedlingua_the_language_learning_accelerator https://www.myngle.com/speedlingua/

https://home.speedlingua.com/en/oral-skills/ https://www.myngle.com/speedlingua/ ]]>

active wip textbook market_leader_3rd_upper_intermediate_audio_cd01_03.ogg ]]> 2 pix/icons8-microscope-100_white.png Praat - speech analysis Using speech analysis software to make your needs in voice modulation more tangible & monitor progress active wip xml_multi_dd_row How can you make needs in voice modulation more tangible & monitor progress thanks to technology? → match voice sample descriptions with the graphs * intensity in green * Hz (pitch) in blue ]]> http://www.fon.hum.uva.nl/praat/ Quick start either Praat object > new > record (crtl + r) or Praat object > open > read from file | long sound file → select in left column object imported file | long sound file > view & edit view menu > show analysis > longest analysis 30sec editor & viewer window > pitch > show pitch editor & viewer window > intensity > show intensity Navigating the GUI ctrl + i zoom in ctrl + o zoom out tab play (visible timeline) page up go back on timeline page down go forward on timeline Voice modulation practice → practise some rhetorical questions, the introduction of your presentation, a memorable conclusion... (use presentation notes scripted for oral delivery) → compare your own audio recordings with graphs to assess your current skills (Do your spectrograms look more like case studies 1, 2 or 3?) → try to achieve a variety of pitches as illustrated in case study 3 below Priorities: = focus on pitch (high vs low) rather than intensity (volume) ]]> 31 28 left

Case study 2:

Case study 3:

]]> 1;2 3;4 5;6 Sample of a male native British English speaker's intonation answering questions during an interview
src: Market Leader 3rd edition Upper Intermediate - audio cd 1 track 3 → notice how pitch peaks above intensity (probably a rhetorical question) Comparative analysis of two individuals
src: EFL learners level B1/B2 * sample on the left features a narrow range of frequencies
→ probably a non-native speaker with a monotone voice
* sample on the right features a wider range of frequencies
→ probably a speaker with more intonation (visible in blue) Comparative analysis of a single individual
src: EFL learner level B1 * 1st sample (left) before training voice modulation
* 2nd sample (middle) training voice modulation - take 01
* 3rd sample (right) training voice modulation - take 02
→ notice how speaker improves existing potential (already visible peaks in 1st sample) ]]> 20240406-22ach 12:40-14:00 2 active Gamification Storyboarding & gamifying a lesson | Speech analysis By the end of this session you will have studied Sferum session video recordings → these files are available in the chat → only ~10min at the beginning of the 1st lesson were recorded on 20240309 because it stopped once the breakout rooms were launched... (will figure out how to record in b/o rooms too) video

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing VZ Zvonok

VK Мессенджер Сферум https://sferum.ru/?call_link=yn6eN1XE07BwLMbw1JbkNlx0AU4XE7X634c2vcaUpSg ]]> 1 The Super Mario Effect - Tricking Your Brain into Learning More | Mark Rober | TEDxPenn 20240330-20ach 20240406-22ach pix/icons8-movie-100_white.png The Super Mario Effect - Tricking Your Brain into Learning More | Mark Rober | TEDxPenn https://www.youtube.com/watch?v=9vJRopau0g0 → watch the video → write (your own!) 5-8 questions & suggested answers (use the same googledoc as previously) ~ 350 words → deadline: 20240403 ]]> 2 Writing a CV 20240323-14ach hw20240406-22ach pix/icons8-hand-with-pen-100_white.png A teacher is one of the toughest and most rewarding roles you could aim for. To land the role you'll need a top teacher CV that matches your ambition. We'll teach you how to write one step by step in this guide. https://resume.io/uk/cv-examples/teacher Teacher Resume Example for 2024 https://novoresume.com/career-blog/teacher-resume-example → read the guides → write your own CV (use the same googledoc as previously) → deadline: 20240403 ]]> 4 Writing a personal statement 20240323-16ach hw20240406-22ach_n2 pix/icons8-hand-with-pen-100_white.png https://bestpersonalstatementwriter.com/write-teaching-personal-statement/ Teacher Personal Statement Writing Guide https://www.personalstatementservice.com/blog-1/teacher-personal-statement → read the guides → write your own personal statement (use the same googledoc as previously) → deadline: 20240410 ]]> 2 Writing a CV - Feedback 20240323-14ach hw20240406-22ach pix/icons8-hand-with-pen-100_white.png active wip edit_ol_qa prep_2columns_2qa edit_2columns_2qa A teacher is one of the toughest and most rewarding roles you could aim for. To land the role you'll need a top teacher CV that matches your ambition. We'll teach you how to write one step by step in this guide. https://resume.io/uk/cv-examples/teacher Teacher Resume Example for 2024 https://novoresume.com/career-blog/teacher-resume-example → read the guides → write your own CV ]]> Female, 22 years, was born (...) 2001 female = irrelevant 〆22 + 2001 redundant Ahard-working, conscientious and responsible graduate is looking (eager) to develop a career as an English teacher. ~~To use~~ Using knowledge and qualifications in teaching students by applying all the knowledge in methodology of teaching and organizing interesting and motivational lessons → double check grammar to make a good, first impression Personal qualities 〆avoid long lists → justify if possible Additional Qualifications ~~improvement~~ (OR Continuous training): December 2023 – Webinars «Teaching English» organised by... September 2016 – June 2016 – English language courses organised by... → be specific ]]> ✓ personalised intro ✓ easy-going & outgoing character (exclamation mark, rhetorical question) ✓ metrics 1 The Super Mario Effect - Tricking Your Brain into Learning More | Mark Rober | TEDxPenn 20240330-20ach 20240406-22ach active wip edit_ol_qa prep_ol_qa pix/icons8-movie-100_white.png How can you pretend to be playing a game (when you are alone) when actually trying to assimilate new knowledge (in your individual space)? Could you convince your students to do so also in groups, i.e. collaboratively? The Super Mario Effect - Tricking Your Brain into Learning More | Mark Rober | TEDxPenn When 50,000 of Mark Rober's 3 million YouTube subscribers participated in a basic coding challenge, the data all pointed to what Rober has dubbed the Super Mario Effect. The YouTube star and former NASA engineer describes how this data-backed mindset for life gamification has stuck with him along his journey, and how it impacts the ways he helps (or tricks) his viewers into learning science, engineering, and design. Mark Rober has made a career out of engineering, entertainment, and education. After completing degrees in mechanical engineering from Brigham Young University and the University of Southern California, Rober joined NASA’s Jet Propulsion Laboratory in 2004. In his nine years as a NASA engineer, seven of which were on the Mars rover Curiosity team, Rober worked on both the Descent Stage (the jet pack that lowered the Rover to the surface) and some hardware on the Rover top deck for collecting samples. In 2011, Rober’s iPad-based Halloween costume helped launch both his creative costume company, Digital Dudz, and his YouTube channel, which now boasts 3 million subscribers and 400 million views. His videos focus on creative ideas and science- and engineering-based pranks and activities. Rober is a regular guest on "Jimmy Kimmel Live!". Today, he does research and development work for a large technology company in Northern California, where he lives with his wife and son. (2018) https://www.youtube.com/watch?v=9vJRopau0g0 → watch the video → write (your own!) 5-8 questions & suggested answers (use the same googledoc as previously) ~ 350 words → deadline: 20240403 ]]> Self-check questions (analytical skills & critical thinking) → Do questions involve more than simple listening comprehension & fact finding answers? → Are you just describing examples or indeed analysing & drawing implicit conclusions? e.g. narrative progression ✓ topic statement / quote ✓ analysis ✓ example ✓ development (keywords, concepts) ✓ (personal) conclusion → Are questions relevant? e.g. needed to watch this presentation to figure out the answers → Are answers supported by clear examples from the presentation e.g. no vague, stereotypical descriptions → Is treatment of the topic in the suggested answer realistic (i.e. not too exhaustive)? e.g. not reminiscent of just copy-pasting some encyclopedia → Have you mentioned any of the speaker's examples, metaphors? e.g. quote & paraphrase key expressions to demonstrate understanding → Is your assessment personalised or anonymous? e.g. essay couldn't have been written by someone else because... e.g. give your own examples of how these concepts could be put in practice in your real life → What have you learnt from the presentation that you can build on? How? e.g. open up the conclusion to possible other developments e.g. draw parallels with other presentations ]]> crucial difference between the two versions of the puzzle that the participants were presented with? How did it affect their results? ]]> (Daria Sigaeva) In one version of the puzzle, if a participant hit "run" and failed to solve the puzzle, they weren't penalized, meaning they didn't lose any of their initial 200 points. In the other version, failure resulted in a penalty of losing five points from the starting 200 points. This distinction was crucial as it influenced the participants' behavior and mindset during the puzzle-solving process. The penalties introduced in the second version of the puzzle had a significant impact on the participants' performance. This added element of negativity associated with failing could potentially impact the participants' confidence and motivation to continue trying. On the other hand, in the version where no penalties were applied, the participants were free to experiment and make mistakes without any immediate consequences, fostering a more positive approach to solving the puzzle. The data collected revealed a clear disparity in success rates between the two groups. Participants who were penalized for failed attempts exhibited a success rate of around 52%, while those who faced no penalties achieved a significantly higher success rate of 68%. This difference of 60% in success rates was unexpected but underscored the influence of the penalty system on the participants' performance. (Maria Shramko) ✓ even meaningless fake points can influence the interest that a person has to achieve success (Valeria Fursova) How can “The Super Mario Effect”’s metaphor be decoded? “Focusing on the Princess and not the pits to stick with a task and learn more” (Daria Sigaeva) Why did the speaker give his approach such a name as “Super Mario effect”? What is it about? [03:38-04:35, 11:32-11:43, 14:40-15:08] (Tatiana Bogomolova) What is the Super Mario effect? How can we apply this concept to teaching foreign languages? (Daria Sigaeva) In the context of the Super Mario Effect, the speaker emphasizes the importance of maintaining focus on the end goal and learning from failures rather than being consumed by them. Drawing parallels to how gamers approach challenges in video games, he highlights how players strategize and adapt based on their mistakes to progress further in the game. The mindset cultivated through this approach is one of resilience, perseverance, and a determination to overcome obstacles in pursuit of the ultimate goal. (Tatiana Bogomolova) The Super Mario effect is about focusing “on the Princess and not the pits; to stick with a task and learn more”. In other words, this effect suggests the necessity and indeed the importance of focusing on the end goal rather than the failures that occur on the way to it. It implies that you should not blame yourself for every failure and put yourself down, but rather you should learn from these mistakes so that you can avoid them next time, overcome them, and move on. The Super Mario effect involves focusing on the end goal, such as saving Princess Peach in Super Mario Brothers, as a way of continuous learning, skill development and success. This effect as applied to the language teaching process can significantly improve student learning outcomes by increasing their motivation to learn. To achieve this, it’s first of all necessary to create an atmosphere of trust and friendliness in the classroom so that children feel safe and not afraid to learn naturally through trial and error. It’s also necessary to celebrate students’ victories, even the smallest ones, similar to celebrating success in a game, and not to scold them for making mistakes, but to teach them to learn from their mistakes so that they do not make them in the future. By encouraging students to view language learning as a series of tasks to overcome, like levels in a game, teachers can foster students’ sense of excitement, engagement and inner motivation that promotes focusing on reaching language milestones and viewing language learning as an exciting adventure full of learning opportunities. (Valeria Fursova) How does M. Robers analogy with Velosteraptor explains the effectiveness of gamification in education? [12:07-12:30] ✓ our unawareness of the learning process happening while we’re playing the game doesn’t have any negative effect on the learning itself (Daria Sigaeva) How does Mark Rober want to reframe the learning process? (Nubar Bunyatova) What specific example did the speaker provide as a natural indicator of successfully reframing the learning process to the extent that failure was no longer a primary concern? (Daria Sigaeva) Mark Rober aims to transform the learning process by changing our opinion towards challenges. Through his approach, he suggests reframing the learning process by placing emphasis on the exciting end goal rather than fixating on the fear of failure. By redirecting attention towards the ultimate objective, individuals can decrease the pressure and anxiety associated with potential failures, creating a more peaceful environment for learning. Rober's philosophy centers around the idea that by focusing on the "cool end goal," individuals can approach challenges with a sense of enthusiasm, curiosity, and determination. This shift in perspective encourages a more positive outlook on challenges, learning a mindset that is open to exploration, experimentation, and continuous improvement. According to Rober, this reframing of challenges can have a profound impact on the learning experience, enabling individuals to engage more authentically with the material at hand. By removing the fear of failure as a dominant factor in the learning process, individuals are liberated to approach tasks with a sense of creativity, resilience, and a willingness to embrace the learning process (Nubar Bunyatova) The speaker's evidence lies in observing toddlers, who, when embarking on new learning experiences like walking, are not reprimanded for errors or setbacks, but instead encouraged to persist towards the ultimate objective. Through a cycle of repeated attempts, failures, and breakthroughs, toddlers uncover previously unknown capabilities, illustrating the transformative power of reframing the learning process (Tatiana Bogomolova) What is the essence of “life gamification”? (Tatiana Bogomolova) life gamification is more than just “have a positive attitude” and “never give up”. Mark Rober said that this concept implies the need to “endure against your true desire to quit”. The life gamification concept involves a natural desire to do something to the end, ignore failure, and try again. It’s like playing Super Mario Bros or any other game where you focus on completing the level rather than focusing on failing it. The essence of “life gamification” lies in reframing challenges and learning processes in a way that generates inner motivation and a sincere desire to overcome obstacles. Instead of viewing failures as limiting factors (deterrents?), people need to treat them as opportunities for growth and improvement. This approach focuses on learning from mistakes and adjusting strategies to make progress, much like a toddler persistently trying to walk or a gamer continuously trying to complete a challenging level in the game (Maria Shramko) What is the difference between the concept of life gamification and a positive attitude? (Nubar Bunyatova) How did Mark Rober explain the concept of life gamification and its potential impact on overcoming challenges and achieving goals? A positive attitude is a mindset or outlook that focuses on the positive aspects of life. But in the field of life gamification we can state that a person has to endure against his/her true desire to quit. In the concept of life gamification you naturally ignore the failures and try again because you actually want to do it. Life gamification can be a strategy to support and reinforce a positive attitude, but they are not interchangeable concepts (Nubar Bunyatova) ✓ draw parallels between video games and real-life challenges adopting a similar mindset in real life, where setbacks are viewed as temporary obstacles rather than permanent failures, can lead to increased motivation, perseverance, and ultimately success in overcoming challenges and achieving goals. By framing life as a game with levels to conquer and rewards to be earned, individuals can harness their intrinsic drive and determination to navigate difficulties with a positive and resilient attitude By approaching challenges as games, we can focus on learning, improving, and enjoying the process rather than fixating on the outcome or potential failure (Tatiana Bogomolova) Mark Rober suggests “reframing the learning process”. How does he propose to do this and how will it help to improve the process of education? (Tatiana Bogomolova) “By reframing the learning process and focusing on the cool end goal, the fear of failure is often taken off the table, and learning just comes more naturally.” Mark Rober proposes to change the learning process by transforming traditional learning tasks into engaging, gamified experiences that focus on the end goal rather than the fear of failure. He suggests presenting learning tasks in a game-like format, with visual representations and interactive elements similar to video games. It’s a truly upsetting but widespread situation where kids are afraid of tests because if they make a mistake, they’ll mess up the whole test, get a bad mark, be punished by parents, reprimanded by teachers, and so on. A friend of mine participated in a test session for the USE not so long ago and said that all the kids were trembling and shaking with fear, so the problem is acute and needs to be solved. If you turn a test into a game, as Mark Rober suggests, students will be less afraid of making mistakes and the learning process will become more fun. (Maria Shramko) How can the Super Mario effect help you to cope with high expectations from the world? The Super Mario effect helps you not to get stuck in place, but to perceive achieving a goal as a game. If success in achieving our aims was quick and easy, life would be boring. There must be a reward, risk and challenge, a feeling of satisfaction to fulfill the real life image of moving towards your point b. (Daria Sigaeva) Mark Rober is a former NASA engineer. Nowadays he is a youtuber who creates different things like “the Guinness World Record world's largest Nerf gun” or “a dartboard where you could get a bullseye every time”. How can you describe such “inventions”? Are they helpful? How can these inventions be related to the "Super Mario effect"? (Daria Sigaeva) Mark Rober's inventions can be described as innovative, entertaining, and attention-grabbing things that blend engineering with a touch of "crazy" creativity. These projects showcase the speaker's technical expertise in a playful and engaging manner, capturing the curiosity and imagination of his audience through strange gadgets and machines. While these inventions may not serve a traditional practical purpose in everyday life, they do offer value in other ways. Mark Rober's creations have the potential to inspire interest in science and engineering, and entertain viewers with their spectacle and ingenuity. They serve as educational tools that demonstrate scientific principles in action and showcase the possibilities. In the context of the "Super Mario effect," Mark Rober's inventions can be likened to the "exciting end goals" that motivate individuals to persist in their first steps in this or that actions. Just as players in a video game try to reach the princess or conquer a challenging level, Mark Rober's creations act as captivating end goals that encourage viewers to stay engaged, curious, and eager to learn. By focusing on the thrilling outcome Mark Rober uses the element of excitement to draw attention and sustain interest. (Tatiana Bogomolova) At the end of the speech, Mark Rober presented two pictures showing “your plan” for achieving a goal and what it looks like in “reality”. Why does Mark Rober argue that the “reality” picture actually represents a valuable and necessary aspect of life? (Tatiana Bogomolova) He emphasises that although people may initially wish their lives to be smooth and easy, such scenarios lack the necessary elements of risk, reward and sense of accomplishment that come from overcoming obstacles. He emphasises that it’s in moments of failure and adversity that people learn, adapt and ultimately succeed. He believes that this “real” picture is not a drawback, but a fundamental characteristic of life that promotes personal development and achievement. M. Rober believes that meaningful achievement, whether in academics, relationships or professional life, is often due to the fact that one repeatedly faces and overcomes challenges, learns from failure and perseveres until success is achieved. Therefore, Mark Rober states that failures are essential components on the road to success because they provide opportunities to learn, grow and lead to meaningful achievements that have true value in a person’s life (Tatiana Bogomolova) In what ways are Mark Rober’s and Dr Scott Bolland’s views on the learning process similar? (Tatiana Bogomolova) Dr Scott Bolland talked about how getting positive outcomes as a result of purposeful action promotes the production of endorphins and dopamine, which creates an inner desire to learn more about the world. Thus, he considered the learning process from a psychological perspective, focusing on understanding how people perceive and react to challenges/failures and what influences the development of motivation to learn. Mark Rober advocates transforming the learning process by presenting educational content in a gamified, engaging manner that focuses on the end goal rather than the fear of failure. He also noted that this gamified approach leads to trial and error learning, which is a more natural learning process so that children are able to better understand and realise what is happening in order to achieve greater results. Thus, they both believe that learning will be more effective if it happens by trial and error. They both believe that this natural learning process, similar to how children learn about the world during childhood, is beneficial for gaining new knowledge about the world. Both of them also comment on the importance of inner motivation as a necessary engine for further learning about the world. Moreover, Dr Scott Bolland also mentioned the possibility of creating gamified tasks with the help of AI that can make learning more effective. Mark Rober also insists on the use of gamified content in learning, which also unites their views. 4 Machine Learning, AI, and the Future of Education | Marc Natanagara | TEDxBrookdaleCommunityCollege active wip edit_ol_qa prep_ol_qa pix/icons8-movie-100_white.png How can you work with - and not against - AI in the classroom? Machine Learning, AI, and the Future of Education | Marc Natanagara | TEDxBrookdaleCommunityCollege Is AI the Future of Education or Its Demise? Explore the intersection of artificial intelligence and education in this engaging TEDx talk. The speaker dives deep into how AI has revolutionized every industry, including education, and proposes a reimagined future for learning in the age of smart machines. Discover the speaker's perspective on the necessity to adapt and rethink how we value and measure human learning and intelligence in this technological era. Marc Natanagara, Ed.D. For over 36 years as a teacher and administrator from kindergarten to college, Marc has promoted equity, authentic learning, career readiness, and informed uses of technology in schools through professional learning, program development, community partnerships, and grant writing (072023) https://www.youtube.com/watch?v=gjDPtzJQnyM → watch the video → answer the questions]]> machine_learning_ai_and_the_future_of_education_marc_natanagara_tedx_brookdale_community_college_gjDPtzJQnyM.mp4 What 5 directions should educators focus on that AI can't cater for? ✓ experience ✓ meaning ✓ connection ✓ feelings ✓ application What is AI very poor at, unlike humans & animals? [08:08] 〆AI still can't read the room ✓ a one-year-old child, even your cat or dog, can sense your mood better than any computer What can't AI provide for in the domain of education? [09:06] 〆artificial intelligence can only follow the rules they've been given 〆AI can't experience, generalize, reason, reflect, think abstractly, or understand relevance 〆AI can't access a student's perceptions, interpretations, and feelings → good education should do all of these What tasks can be set to help students work without relying only on AI? [09:22] ✓ ask questions AI can't answer ✓ devise problems chat Bots can't solve → challenge students with authentic experiences → tap into capacity, diversity and creativity of human minds 20240330-20ach 14:10-15:30 2 active Advanced teaching tools | AI & workarounds Gamification By the end of this session you will have studied Sferum session video recordings → these files are available in the chat → only ~10min at the beginning of the 1st lesson were recorded on 20240309 because it stopped once the breakout rooms were launched... (will figure out how to record in b/o rooms too) video

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing VZ Zvonok

(optional) How to set up ChatGPT (from Russia) → read the instructions (5min) → install a VPN → complete the different stages from the instructions (10min) https://nibbl.ru/featured/chatgpt-kak-zaregistrirovatsya-iz-rossii.html → prompt AI https://chat.openai.com/ → answer the questions ]]> Copywriters help to create billboards, brochures, catalogues, jingle lyrics, magazine and newspaper advertisements, sales letters and other direct mail, scripts for television or radio commercials, taglines, white papers, website and social media posts, and other marketing communications. All this aligned with the target audience's expectations while keeping the content and copy fresh, relevant, and effective src: Wikipedia ]]> How long will you need to write a short presentation? Have you got enough vocabulary to communicate succinctly & convincingly your ideas? What minimum level of English is usually required? → completing a short presentation ~ 3/5min brainstorming ~ 5min drafting a plan ~ 3min writing the introduction ~ 3min writing the conclusion ~ 5-8min finding examples to support the narrative ~ 8-10min finding visuals to support the narrative ~ 5min per part x 3-5 parts total ~ 30-40min (60min+ if lacking visuals or vocab) → vocab needs 〆internet research for key expressions (5-20min...) → language levels ✓ A2/B1 - writing an e-mail ✓ B1+ - writing a report ✓ B2 - writing a proposal ✓ C1 - writing an essay copy-writing → B2+ copywriting = act or occupation of writing text for the purpose of advertising or other forms of marketing. Copywriting is aimed at selling products or services https://writesonic.com/chat https://twee.com/ (registration required, mostly AI for teachers) ]]> Explain the mistakes in the following excerpt -- orig -- 'In my opinion, people need to learn to accept other people. People of a different race, nationality, religion, and so on. In general, humanity has made progress in this after the Second World War, recognizing the genocide of other nations. But even in the last 80 years after the end of the global conflict, this problem still exists.' -- suggested answer -- The excerpt contains several mistakes: Lack of Emphasis: The language lacks emphasis and conviction, making the statement less impactful. Repetition: The repetition of "people" and "other people" in the same sentence can be improved for better readability. Lack of Specificity: The phrase "and so on" lacks specificity and can be replaced with a more comprehensive list. Awkward Phrasing: The sentence "In general, humanity has made progress in this after the Second World War" is awkward and lacks clarity. Lack of Specificity: The phrase "recognizing the genocide of other nations" lacks specificity and can be improved for better clarity. Lack of Clarity: The phrase "this problem still exists" lacks clarity and can be more specific about the issue being referred to. Here's a revised and improved version: "In my perspective, it's crucial for individuals to embrace those of diverse races, nationalities, religions, and more. While humanity has made progress in acknowledging the genocides that occurred after the Second World War, the challenge of acceptance persists even 80 years after the global conflict. It's essential to strive for a world where every individual is valued for who they are, fostering a truly inclusive and compassionate global community." ]]> knowledgeable = well-informed; intelligent https://writesonic.com/chat https://twee.com/ (registration required, mostly AI for teachers) ]]> ✓ Correct mistakes and improve the language in the following excerpt -- orig -- 'In my opinion, people need to learn to accept other people. People of a different race, nationality, religion, and so on. In general, humanity has made progress in this after the Second World War, recognizing the genocide of other nations. But even in the last 80 years after the end of the global conflict, this problem still exists.' -- suggested answer -- In my opinion, it is essential for people to learn to accept others, regardless of their race, nationality, religion, and so forth. Overall, humanity has made progress in this regard since the Second World War, acknowledging the genocides that have occurred. However, even in the 80 years following the end of the global conflict, this issue continues to persist. ]]> to alienate = to make sb feel that they do not belong in a particular group https://writesonic.com/chat https://twee.com/ (registration required, mostly AI for teachers) ]]> Improve the language in the following excerpt to make it more engaging: -- orig -- In my opinion, it is essential for people to learn to accept others, regardless of their race, nationality, religion, and so forth. Overall, humanity has made progress in this regard since the Second World War, acknowledging the genocides that have occurred. However, even in the 80 years following the end of the global conflict, this issue continues to persist. -- suggested answer -- I strongly believe that embracing diversity, irrespective of race, nationality, religion, and more, is crucial. While humanity has made strides in this area since the Second World War, acknowledging the atrocities of past genocides, the challenge of acceptance still lingers even 80 years after the war's end. It's time for us to cultivate a world where every individual is embraced for who they are, fostering a truly inclusive and compassionate global community. What next? Refine the language further. In my view, it's imperative for people to embrace others, regardless of their race, nationality, or religion. Despite acknowledging the genocides following the Second World War, the challenge of acceptance persists even 80 years after the conflict. It's time to strive for a world where every individual is valued for who they are, fostering a truly inclusive and compassionate global community. ]]> to refine = to improve sth by making small changes to it 2 Sales pitch generation by AI using R.Cialdini's principles of persuasion active wip edit_ol_qa prep_ol_qa pix/icons8-reading-100_white.png Is AI good enough to produce contents that satisfy professional and cross-cultural communication needs? Are contents generated by AI really any worse than human-made samples? https://writesonic.com/chat) ]]>

attempt #1 - Write a short sales pitch to encourage people to travel by train Discover the Joy of Train Travel Are you ready to embark on a journey that offers comfort, convenience, and breathtaking views? Look no further than train travel! Here's why you should consider hopping on board for your next adventure: 1. Relaxation and Comfort Sit back, unwind, and enjoy the spacious seating, ample legroom, and the freedom to move around at your leisure. Avoid the stress of driving or navigating traffic, and let the rhythmic motion of the train lull you into a state of tranquility. 2. Scenic Views Immerse yourself in the picturesque landscapes that only train travel can provide. From rolling hills to majestic coastlines, the ever-changing scenery will leave you in awe. 3. Eco-Friendly Option Reduce your carbon footprint by choosing train travel over other modes of transportation. Contribute to a sustainable future while exploring new destinations. 4. Convenient and Time-Efficient Say goodbye to long security lines and airport waits. With city-center to city-center connections, train travel offers a seamless and efficient alternative. 5. Stress-Free Travel Enjoy the freedom to move around, access onboard amenities, and stay connected with onboard Wi-Fi, making the journey as enjoyable as the destination. Don't miss out on the magic of train travel. Book your ticket today and let the adventure begin!

attempt #2 - Write a short sales pitch to encourage people to travel by train (use the 5 principles of persuasion by Robert Cialdini) Sales Pitch: Experience the Delight of Train Travel Are you looking for a delightful and convenient way to travel? Look no further than train travel! Here's how you can be persuaded to choose train travel using the 5 principles of persuasion by Robert Cialdini: 1. Reciprocity: When you choose train travel, you're not just buying a ticket; you're investing in an experience. The train journey offers you scenic views, comfortable seating, and onboard amenities, making it a unique and memorable way to travel. 2. Social Proof: Join the millions of satisfied travelers who prefer train travel for its comfort, convenience, and eco-friendliness. Many travelers rave about the stress-free experience, spacious cabins, and the ability to relax, work, or socialize while on board. 3. Authority: Train travel is endorsed by transportation experts, environmentalists, and urban planners as a sustainable and efficient mode of transportation. It's a reliable way to reach your destination while reducing your carbon footprint. 4. Consistency: By choosing train travel, you're aligning with your values of sustainability and comfort. Train travel allows you to consistently make environmentally conscious choices without sacrificing convenience or comfort. 5. Liking: Train travel offers a likable and enjoyable experience for all passengers. Whether you're a solo traveler, a family, or a group of friends, the train provides a communal atmosphere, comfortable seating, and the freedom to move around during the journey. So why wait? Choose train travel for your next journey and experience the pleasure of a stress-free, comfortable, and eco-friendly way to reach your destination.

src: AI generated answer by Chatsonic https://writesonic.com/chat ]]> to kick-start = to do sth to help a process or project start more quickly Write a short sales pitch to encourage people to travel by train What mistakes can you find in this first answer by AI? How can you improve the generated text? ]]> Can you rephrase the prompt to avoid the above mistakes? Does it improve generated contents? in Russia Discover the Beauty of Russia by Train Are you ready for an unforgettable adventure through the vast and captivating landscapes of Russia? Traveling by train offers you an immersive and scenic journey like no other. Here's why you should choose train travel in Russia: Scenic Splendor: From the picturesque countryside to the majestic snow-capped mountains, train travel in Russia provides breathtaking views that you simply can't experience from any other mode of transport. Immerse yourself in the beauty of Russia's diverse landscapes as you travel comfortably from city to city. Cultural Immersion: Russia's extensive rail network allows you to connect with the heart and soul of the country. Experience the rich cultural tapestry as you interact with fellow travelers, sample local cuisine, and witness the charm of small towns and villages along the way. Convenience and Comfort: Enjoy the convenience of city-center train stations and the comfort of modern train carriages equipped with amenities to make your journey relaxing and enjoyable. Whether it's a short hop between cities or an epic trans-Siberian adventure, train travel in Russia offers a stress-free and comfortable way to explore this vast nation. Historical Significance: Many of Russia's iconic train routes have historical significance, adding a layer of intrigue to your travel experience. Follow in the footsteps of the legendary Trans-Siberian Railway or journey through the storied landscapes that have inspired countless literary works. Environmental Sustainability: By choosing train travel, you're making an environmentally conscious choice. Trains are a sustainable mode of transport, allowing you to explore Russia while minimizing your carbon footprint. Embark on an enriching and unforgettable journey through Russia by train. Whether you're a solo traveler, a family, or a group of friends, train travel offers an authentic and captivating way to experience all that Russia has to offer. ✓ improved localisation e.g. legendary Trans-Siberian Railway 〆limited dataset? e.g. still no towns mentioned & arguably general geographical landscape descriptions ]]> Write a short sales pitch to encourage people to travel by train (use the 5 principles of persuasion by Robert Cialdini) What logical discrepancies can you find in the 2nd attempt by AI? How can you improve generated text? ]]> discrepancy = difference between two or more things that should be the same Can using the suggestions by AI - instead of rephrasing the prompt - improve generated contents? How many times did you need to rephrase your prompt and/or make use of suggestions? Are you satisfied with the improved text, or do you believe you could have achieved the same result by yourself? Explain reciprocity better Reciprocity in Persuasion Reciprocity, as described by Robert Cialdini, is the principle that people feel compelled to give back when they receive something. In the context of train travel, reciprocity can be explained as follows: When you choose train travel, you're not just purchasing a mode of transportation. You're entering into an experience where the train service provides you with comfort, convenience, and a pleasant journey. In return, the principle of reciprocity suggests that you may feel inclined to appreciate and reciprocate by choosing train travel again or recommending it to others. This principle emphasizes the idea that by offering a positive experience, the train service provider can elicit a feeling of obligation in passengers to reciprocate by continuing to support and use their services. 〆still partly irrelevant What next? Provide specific examples. Certainly! Here are specific examples of reciprocity in the context of train travel: Complimentary Amenities: Train services often provide complimentary amenities such as snacks, beverages, or reading materials during the journey. By receiving these extras at no additional cost, passengers may feel inclined to reciprocate by choosing the same train service for future travel. Exceptional Customer Service: Train staff going above and beyond to provide exceptional customer service, such as helping passengers with luggage or providing assistance to elderly or disabled travelers, can create a sense of goodwill. This positive experience can lead passengers to reciprocate by speaking positively about the train service and choosing it for their future travel needs. Onboard Entertainment: Some train services offer onboard entertainment, such as Wi-Fi, movies, or music. By providing these entertainment options, the train service creates a positive experience for passengers, who may feel compelled to reciprocate by choosing the same train service for their next journey. In each of these examples, the train service provides a positive experience or extra value to passengers, which can trigger the principle of reciprocity, leading passengers to feel a sense of obligation to reciprocate by choosing the train service again or recommending it to others. 〆far-stretched arguments → still partly irrelevant ✓ some arguably useful ideas → perhaps your own input (optionally followed by AI improvement on the language) will yield better results... ]]> far-stretched = difficult to believe and unlikely to be true to yield = to produce 1 The Super Mario Effect - Tricking Your Brain into Learning More | Mark Rober | TEDxPenn 20240330-20ach 20240406-22ach active wip prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png How can you pretend to be playing a game (when you are alone) when actually trying to assimilate new knowledge (in your individual space)? Could you convince your students to do so also in groups, i.e. collaboratively? The Super Mario Effect - Tricking Your Brain into Learning More | Mark Rober | TEDxPenn When 50,000 of Mark Rober's 3 million YouTube subscribers participated in a basic coding challenge, the data all pointed to what Rober has dubbed the Super Mario Effect. The YouTube star and former NASA engineer describes how this data-backed mindset for life gamification has stuck with him along his journey, and how it impacts the ways he helps (or tricks) his viewers into learning science, engineering, and design. Mark Rober has made a career out of engineering, entertainment, and education. After completing degrees in mechanical engineering from Brigham Young University and the University of Southern California, Rober joined NASA’s Jet Propulsion Laboratory in 2004. In his nine years as a NASA engineer, seven of which were on the Mars rover Curiosity team, Rober worked on both the Descent Stage (the jet pack that lowered the Rover to the surface) and some hardware on the Rover top deck for collecting samples. In 2011, Rober’s iPad-based Halloween costume helped launch both his creative costume company, Digital Dudz, and his YouTube channel, which now boasts 3 million subscribers and 400 million views. His videos focus on creative ideas and science- and engineering-based pranks and activities. Rober is a regular guest on "Jimmy Kimmel Live!". Today, he does research and development work for a large technology company in Northern California, where he lives with his wife and son. (2018) https://www.youtube.com/watch?v=9vJRopau0g0 → watch the video → write (your own!) 5-8 questions & suggested answers (use the same googledoc as previously) ~ 350 words → deadline: 20240403 ]]> sparring partner = person that you regularly have friendly arguments or discussions with to kick-start = to do sth to help a process or project start more quickly discrepancy = difference between two or more things that should be the same far-stretched = difficult to believe and unlikely to be true to yield = to produce copywriting = act or occupation of writing text for the purpose of advertising or other forms of marketing. Copywriting is aimed at selling products or services knowledgeable = well-informed; intelligent to alienate = to make sb feel that they do not belong in a particular group to refine = to improve sth by making small changes to it endorsement = statement made in an advertisement, usually by sb famous or important, saying that they use and like a particular product divergent = considering many different possibilities, especially unusual ones, in a way that helps you to think of new ideas or solutions; tending to reach a variety of possible solutions when analysing a problem prompt engineering = process of structuring text that can be interpreted and understood by a generative AI model. A prompt is natural language text describing the task that an AI should perform 20240330-18ach 12:40-14:00 2 active Advanced teaching tools | LMS & AI Advanced teaching tools | AI & workarounds Gamification By the end of this session you will have studied 20240323-14ach ← homework instead of attendance 20240323-16ach ← homework instead of attendance video

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing VZ Zvonok

VK Мессенджер Сферум https://sferum.ru/?call_link=yEufBZtt4N0Chc84Q84MAMTt-l2RCgfmH0R5_pHjyOs this link will be available just before the lesson starts ]]> 2 Writing a CV 20240323-14ach hw20240406-22ach pix/icons8-hand-with-pen-100_white.png A teacher is one of the toughest and most rewarding roles you could aim for. To land the role you'll need a top teacher CV that matches your ambition. We'll teach you how to write one step by step in this guide. https://resume.io/uk/cv-examples/teacher Teacher Resume Example for 2024 https://novoresume.com/career-blog/teacher-resume-example → read the guides → write your own CV (use the same googledoc as previously) → deadline: 20240403 ]]> 4 Writing a personal statement 20240323-16ach hw20240406-22ach_n2 pix/icons8-hand-with-pen-100_white.png https://bestpersonalstatementwriter.com/write-teaching-personal-statement/ Teacher Personal Statement Writing Guide https://www.personalstatementservice.com/blog-1/teacher-personal-statement → read the guides → write your own personal statement (use the same googledoc as previously) → deadline: 20240410 ]]> 6 Deploying plugins for a more engaging learning environment 20240309-12ach hw20240330-18ach_n1 pix/icons8-hand-with-pen-100_white.png https://moodle.org/plugins/?q= → choose 3 plugins which you believe will improve your teaching in class and / or on-line → explain briefly why you need these plugins e.g. they are better than current support material / course book / exercise because... → explain briefly how you will use each of these plugins e.g. you will use them for eliciting new vocab / presenting target language... in a more engaging way by... → anticipate problems in deploying these tools & suggest solutions e.g. you may need to reformat / rewrite your teaching notes (use the same googledoc as previously) ~ 150 words x 3 descriptions → deadline: 20240313 ]]> 1 Neuroscience, AI and the Future of Education | Scott Bolland 20240309-12ach hw20240330-18ach_n2 pix/icons8-movie-100_white.png Neuroscience, AI and the Future of Education | Scott Bolland | TEDxSouthBank Currently around 63% of students are disengaged at school, meaning that they withdrawal either physically or mentally before they have mastered the skills that are required to flourish in later life. In this talk Scott Bolland explores the science of learning, the mismatch between how we teach and how the brain natural learns, and the important role that artificial intelligence could take in addressing the limitations in our current education system. Dr Scott Bolland is the founder of New Dawn Technologies, a high-tech software company aiming to revolutionise education through the use of artificial intelligence. He has spent the last 20 years actively researching and teaching in the field of cognitive science – the scientific study of how the mind works – which spans disciplines such as psychology, philosophy, neuroscience, artificial intelligence and computer science. He holds a PhD in this field, as well as a university medal for outstanding academic scholarship. (2016) https://www.youtube.com/watch?v=_cYIvfS-knA → watch the video → write (your own!) 5-8 questions & suggested answers (use the same googledoc as previously) ~ 200-300 words → deadline: 20240320 ]]> 6 Deploying plugins for a more engaging learning environment - Feedback 20240309-12ach hw20240330-18ach_n1 pix/icons8-hand-with-pen-100_white.png active wip edit_ol_qa prep_ol_qa https://moodle.org/plugins/?q= → choose 3 plugins which you believe will improve your teaching in class and / or on-line → explain briefly why you need these plugins e.g. they are better than current support material / course book / exercise because... → explain briefly how you will use each of these plugins e.g. you will use them for eliciting new vocab / presenting target language... in a more engaging way by... → anticipate problems in deploying these tools & suggest solutions e.g. you may need to reformat / rewrite your teaching notes (use the same googledoc as previously) ~ 150 words x 3 descriptions → deadline: 20240313 ]]> https://moodle.org/plugins/mod_realtimequiz A multiple-choice quiz designed for use in a face-to-face lesson. Each student receives each question at the same time with a time limit to answer it (default 30 seconds). In between each question the correct answer is displayed, along with the number of students giving each answer (and some statistics about the percentage class / individual correct answers). This allows each question to be discussed before moving on. ✓ Teachers can review the answers once the quiz is finished to identify any areas that need to be covered again (...) 〆This plugin does not have support for the question bank (it was originally written before the question bank) 〆it does not have support for any sort of importing (...) Double-check: ✓ import format in raw text mode (e.g. txt, csv) for scalability ✓ import-export formats available for future proof interoperability ✓ plan B solution(s) should your plugin fail to deploy ]]> context / TL presentation]]> controlled practice ]]> controlled practice / exit test]]> freer practice]]> class administration]]> context / TL presentation Freehand drawing (ETH) https://moodle.org/plugins/qtype_drawing Free-Hand drawing question type. It is SVG based, and comes in two modes: simple mode and advanced mode. Teachers can annotate on student drawings by drawing over them. Mindmap https://moodle.org/plugins/mod_mindmap This Mindmap module allows you to create and save simple mindmaps from within moodle. controlled practice ✓ moodle-qformat_ohie https://moodle.org/plugins/qformat_ohie allow you to import questions from a csv file for moodle ✓ CSV format https://moodle.org/plugins/qformat_csv This plugin will be used to import and export multichoice( 4 choices ) questions having one or two answers from a CSV(Comma separated value) file into the question bank. Note: Only multichoice questions are supported as of now. ✓ FastTest PlugIn https://moodle.org/plugins/view.php?id=2831 FastTest PlugIn helps create the most used Moodle question types. All the fields to be filled in are shown on a single screen (for each type of question). Most of your time will be spent thinking and writing the questions. Once you have written them in the plugin, the XML file is generated, just by pressing a button. To upload the question bank in Moodle, you only have to import the XML file to the platform ✓ Wordcards by Poodll https://moodle.org/plugins/mod_wordcards Poodll WordCards is a word learning Moodle plugin. Words or phrases to be learnt are introduced with each instance of the activity. Students learn and review words by completing listen-and-type, choose-the-answer, speechcards or type-the-words tasks ✓ WirisQuizzes https://moodle.org/plugins/local_wirisquizzes WirisQuizzes allows instructors to build math assessments with equation, graph or text-based answers and automatically corrects students’ answers. It enables dynamic questions by adding random parameters, thus supporting cheating prevention. Wiris Quizzes True/False question type Wiris Quizzes Short-Answer question type Wiris Quizzes Embedded answer (Cloze) question type Wiris Quizzes Multi Choice question type Wiris Quizzes Matching question type Wiris Quizzes Essay question type controlled practice / exit test ✓ Kprime(ETH) https://moodle.org/plugins/qtype_kprime A four option multiple true-false question type for moodle, as introduced by Krebs (1997). Kprime questions consist of an item stem and four corresponding statements or options. For each option students have to decide whether it is "true" or "false". Three different scoring methods are available: “Kprime”, where the student receives one point if all responses are correct, half a point if all save one response are correct, and zero points otherwise; “Kprime 1/0”, where the student receives one point if all responses are correct, and zero points otherwise; and “subpoints”, where the student is awarded subpoints for each correct response. ✓ CAPQuiz https://moodle.org/plugins/mod_capquiz CAP is short for /Computer Adaptive Practice/, a term coined by Klinkenberg, Straatemeier, and van der Maas (2011). Where most LMS quiz systems give the students a fixed sequence of questions regardless of how well the students answer, a CAP system will estimate student ability based on their answers, and try to find questions at the right level of difficulty. In CAPQuiz, the proficiency is measured by a rating. Good answers increase the rating, and bad answers decrease it. To increase the rating, students need to give good answers more of than bad ones /over time/. We have used CAPQuiz as a mandatory assignment, where the students have to reach a certain rating in order to be allowed to sit the exam. Estimating question difficulty is known to be difficult. CAPQuiz automates this process to some extent. The question author must provide an initial estimate, but CAPQuiz improves the estimates based by comparing how the same student answers different questions. Hence the rated question sets will improve over time. ✓ Moodle Proctoring https://moodle.org/plugins/quizaccess_proctoring Moodle proctoring is a quizaccess plugin to capture the user's picture via webcam to identify who is attempting the Moodle Quiz. It will capture the picture automatically every 30 seconds and store it as a PNG image. freer practice ✓ StudentQuiz https://moodle.org/plugins/mod_studentquiz Students like quizzes to prepare for exams. However, it’s hard to create all the questions needed for assessments and exams. That’s where the Moodle plugin StudentQuiz comes in. StudentQuiz enables students to collaboratively create their own question pools within Moodle. This allows a better learning experience because knowledge is actively constructed by the learner, not just passively received from the environment. And even if an individual student contributes a few questions only, a larger cohort can easily build up an extensive question pool ✓ Level Up XP - Gamification https://moodle.org/plugins/block_xp XP adds gamification to your Moodle courses. Learners receive points for their actions, visualise their progress, compete with others through a leaderboard, and unlock content based on their individual needs and experiences. Retain learners, increase completion, and provide a stimulating education experience! class administration ✓ Video conferencing solutions https://moodle.org/plugins/?q=purpose:communication%20type:mod ✓ Live-School https://moodle.org/plugins/block_livemood Live-School is a free unified communication web platform dedicated for live teaching through real time communication and teaching tools including face to face, classroom, conference, phone, fax, SMS, phone meeting, desktop streaming, movie player, whiteboard, big image zoom, file/folder sharing, all document format import supported like PDF, DOC, EXCEL, POWER POINT. Create unlimited teachers and students and manage automatically your teachers income through an automated payment system. Live-School allows you to cross connect all existing communication protocols transparently from your computer/tablet/smartphone in one click. ✓ Reengagement https://moodle.org/plugins/mod_reengagement The reengagement plugin provides a way for you to remind students to return to the course and complete activities. The email is sent a specified period of time after a starting event, which may be enrolment in the course, or completing an earlier activity. If the user has already completed the target activity, no email is sent. You can also use this plugin to selectively release timed content in a course. ✓ Google Analytics https://moodle.org/plugins/local_ganalytics ]]> ✓ when students complete activities... → places change colour → connected paths gradually reveal themselves ✓ allow users to define specific criteria for feedback → enhance quality and relevance of comments provided to students (Maria Shramko) ✓ multiple participants can share their screen simultaneously → useful while working on different projects There maybe only one problem: if there is a poor Internet connection, then the whole lesson will go wrong. The solution that I can give is writing the lesson plan before the lesson itself, so that students may continue working on the topic by themselves (but it will only work for high school students) in the case of bad Internet connection. Anyways, having problems with Internet connection is quite common issue that isn’t connected with any platform or plugin. Probably, the most stressful situation is when connection problems occur during a test. So, for solving problems with Internet connection during the tests, you may use another plugin: https://moodle.org/plugins/quizaccess_wifiresilie , which allows students to continue work on tests if the network connection goes down because of localstorage (Medea Gvazbai) One drawback of flashcards is that they primarily focus on rote memorization and may not encourage deeper understanding or critical thinking skills. So, it is essential not only to give new words, but also to practice them in various exercises (Ekaterina Bogacheva) ✓ converts audio to text, which is really helpful in terms of preparation for the speaking part of the language exam. It’s better than any other tools because it’d save me a lot of time, since at the moment I convert audio to text by myself using some other tools online, and then correct the mistakes made ✓ most AI apps fail to recognize some words in students’ speech because of their incorrect pronunciation/accent/speed of speech. Thus, I would have to check the script in advance before sending feedback (Marina Morozova) ✓ An important aspect of the QUESTOURnament system is the ability for students to propose tasks for their peers and receive rewards for doing so. All tasks undergo evaluation by the teacher based on pre-established criteria. The assessment of completed tasks is carried out according to the teacher's criteria. Students can earn bonus points for correct answers, and task authors are responsible for assessing the submissions. Resolving potential conflicts and ensuring the quality control of the learning process remain the responsibility of the teacher, guaranteeing fairness and objectivity throughout the educational journey. (Alina Golovkina) ✓ This plugin can be used in systems lessons (e.g. at the beginning/end of the lesson) or at the other type of the lesson – gamification. This mode can be used as vocab pre-teach (e.g. to match the picture and the word or choose the correct meaning of the word in a quiz), controlled practice (to make a crossword or to write the correct form of the verb and so on). Quizzes can be used for freer practice (multiple choice test after the topic). (Valeria Lezhen) ✓ Another problem might be that students don't understand how to play the game or can't find their way around it. To help with this, we should explain how to play the game clearly and maybe even practice together before using it for real. 〆And we should create a safe and supportive environment where students feel okay asking questions if they're unsure (= not specific enough) (Medea Gvazbai) ✓ As for the possible drawbacks, I think there may be a problem of excessive time consumption while creating games. Integrating and configuring games within Moodle courses may require a significant amount of time and technical expertise from teachers. I cannot come up with an exact solution to this problem as the amount of time and the technical expertise level a teacher needs depends on how user-friendly this plugin is. However, currently the “Game” plugin is one of the most downloaded Moodle resources, so I guess you could connect its popularity to its usability (Tatyana Barinovna) ✓ | 〆The problem may be a relaxed and playful atmosphere in the lesson (noisy, very active and emotional). To maintain order in the lesson, I would introduce a number of penalty points for disruptive behavior (= rather controversial for a game) (Alina Golovkina) ✓ I would like to use this plugin because I think there aren’t enough speaking activities/preparation tasks for speaking/writing in the current class book. But this mode isn’t for everyone. I think it will be better using it for teenagers and adults because it will be difficult for children who learn English from scratch (Ekaterina Bogacheva) ✓ It could be useful in terms of ideas/argumentation development. To make it more engaging, I would implement the option “voting”, so that students could choose the most profound arguments for writing their future essays and suggest their own examples ✓ Anticipated problems: I may need to change the format of the task a bit, so that students wouldn’t have a chance to simply copy ideas of others but would have to critically think and develop their own arguments on the topic. For instance, I could hide answers of other students and show them again after everyone is done brainstorming, or I could divide them in small groups to discuss arguments together and choose the most reasonable ones (Tatyana Barinovna) ✓ convenient to use because once the test is completed, the answer forms are scanned and can be automatically scored online ✓ It is also not possible to include open-ended answers in testing, but I can suggest that they be additionally completed in writing (Alina Golovkina) (...) better than the current course book because there are not enough reading tasks for dyslexic people there. I believe that we need a different approach in teaching reading and writing for people with dyslexia. Such plugin can be used in teaching reading from scratch and also in skills lessons (reading, writing) for movers 1 Neuroscience, AI and the Future of Education | Scott Bolland 20240309-12ach hw20240330-18ach_n2 active wip edit_ol_qa prep_ol_qa pix/icons8-movie-100_white.png Why do we need AI in education? Neuroscience, AI and the Future of Education | Scott Bolland | TEDxSouthBank Currently around 63% of students are disengaged at school, meaning that they withdrawal either physically or mentally before they have mastered the skills that are required to flourish in later life. In this talk Scott Bolland explores the science of learning, the mismatch between how we teach and how the brain natural learns, and the important role that artificial intelligence could take in addressing the limitations in our current education system. Dr Scott Bolland is the founder of New Dawn Technologies, a high-tech software company aiming to revolutionise education through the use of artificial intelligence. He has spent the last 20 years actively researching and teaching in the field of cognitive science – the scientific study of how the mind works – which spans disciplines such as psychology, philosophy, neuroscience, artificial intelligence and computer science. He holds a PhD in this field, as well as a university medal for outstanding academic scholarship. (2016) https://www.youtube.com/watch?v=_cYIvfS-knA → watch the video → write (your own!) 5-8 questions & suggested answers (use the same googledoc as previously) ~ 200-300 words → deadline: 20240320 ]]> Why is Facebook so “attractive” according to Dr Scott Bolland? How can you apply the same principles when posting on LinkedIn? ✓ provides a constant stream of new information ✓ strives to remain on the periphery of one's knowledge → keeps the platform engaging and addictive = avoids being monotonous or overly familiar ✓ attract followers on LinkedIn by challenging their skills ✓ post creative thoughts that tease their professional ego → touch followers' narcissistic soft point to tease = to laugh at sb and make jokes about them either in a friendly way or in order to annoy or embarrass them narcissistic /ˌnɑː.sɪˈsɪs.tɪk/ = having too much interest in and admiration for yourself Dr Scott Bolland provided a diagram of the learning centres of the brain that release endorphins depending on the degree of familiarity with the material. How can we apply this to designing presentations, webinars & sales pitches? ✓ hard-wired to learn = brain rewards learning with pleasure through endorphins and dopamine → introduce new concepts, solutions, products that challenge audience / prospective buyers without overwhelming them → discovery & learning process should be successive = new information should be layered on existing knowledge → sales pitches should create demand for a product on the periphery of your needs = identify unmet needs of clients hard-wired = automatically thinking or behaving in a particular way How does the described experiment with the robot reflect humans' learning process? ✓ demonstrates the importance of inner motivation and self-exploration ✓ robot & humans engage in random behaviour = trial and error → aimless exploration brings minimal results = boredom ✓ robot encounters useful interactions e.g. make an object swing, trigger music by pressing a button ✓ shift to purposeful action → experience positive emotions → begin to value some behaviours (i.e. those that result in a new positive outcome) → discard other behaviours (i.e. that are already learnt and boring) → happiness = learning catalyst ✓ promote engagement ✓ encourage skill acquisition ✓ stimulate inner drive to explore & understand the world ✓ ensure presentations / webinars feature some purposeful interactions e.g. show of hands, multiple choice questions, debating in breakout rooms → define the purpose of the presentation at the beginning to explain the expected end state ✓ engage attendees in a webinar by conducting case studies → generate satisfaction in achieving results → make use of friendly competition among participants as a learning catalyst purposeful /ˈpə:pəsful/ = having or indicating purpose, intentional What’s wrong with the educational system and arguable with webinars & sales pitches in general? 〆mismatch between how we teach and how the brain naturally learns 〆some people are going to be ahead and bored 〆others are left behind → learning feels aversive = few members of the audience are getting the information on the periphery of their knowledge → what is required for optimal learning and pleasure 63% students disengaged ✓ design graded presentations / webinars → activities should be of varied difficulties, perhaps at the discretion of the moderator / keynote speaker e.g. feature 2-3 sets of questions (for managers, staff members, clients) aversive = making someone feel a strong dislike for something, or making them not want to do it What three levels can AI support? ✓ level 1 - rote learning → memorize information passively ✓ level 2 - generative AI → focus on active learning through problem-solving and creativity ✓ consider each person's unique learning style ✓ stimulate critical thinking abilities e.g. ask personal questions = use AI to create contents suited to the person's skill level, enhancing engagement and skill development ✓ level 3 - integrative AI → integrate generative AI with tools like virtual reality, gesture recognition, and other advanced technologies ✓ create immersive & interactive learning scenarios tailored to individual members of the audience e.g. video conferencing software can recognise attendees' body language (thumbs up) generative /ˈdʒen.ər.ə.tɪv/ = able to produce or create something; ~ AI: use or study of artificial intelligences that are able to produce text, images, etc integrative /ˈɪn.tə.ɡrə.tɪv/ = combining two or more things in order to make them more effective immersive /ɪˈmɜː.sɪv/ = seeming to surround the audience, player, etc. so that they feel completely involved in something What does ‘the kindling of a flame” rather than ‘the filling of a vessel’ suggest about the role of educators / keynote speakers in engaging their audience? ✓ use kindling (small dry pieces of wood) to start a fire ↔ true education involves "igniting" the intrinsic curiosity and joy within each person ✓ like "sparks" that help minds and feelings grow → instil thirst for knowledge, critical thinking skills, and a passion for lifelong learning 〆discard passive process of "filling a vessel" ↔ don't just give knowledge ✓ webinars must encourage viewers to participate (i.e. become active participants) and want to learn more → use of AI to design compelling presentations will soon become the norm ✓ new information should be layered on existing knowledge → focus on the periphery of knowledge → keep learners engaged ✓ reward purposeful action → refresh knowledge at optimal intervals → make forgetting curve less steep kindling = small dry pieces of wood to instil sth (in / into sb) = to gradually make sb feel, think or behave in a particular way over a period of time 1 Neural networks: how AI can help TESOL active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Can you distinguish AI (artificial intelligence) from reality? professional_communication_Нейросети_в_обучении_английскому_языку_natashav_selection.pdf → answer the questions]]> slide 2 Can you tell which portraits are fake? ✓ all portraits are fake slide 4 What kind of pictures would you ask AI to generate for your class needs? (student answers) slide 6 Have you ever asked AI to write a joke about teachers? How do you find the joke that was generated? (student answers) wip active textbook tmp_pdf/professional_communication_Нейросети_в_обучении_английскому_языку_natashav_selection.pdf

]]> 2 Neural networks: how AI can help TESOL active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png If you haven't got the IT skills to create contents, nor any LMS to make your teaching more engaging, how can AI (artificial intelligence) help teachers design engaging contents? Skate to where the puck is going, not where it has been Wayne Gretzky Why does D.Lane quote W.Gretzky when talking about AI? What does it mean? [09:37] Education in the age of AI (Artificial Intelligence) | Dale Lane | TEDxWinchester https://www.youtube.com/watch?v=m6dyCRS8EmI → understand the machine learning process (i.e. where it comes from) to pre-empt AI mistakes but anticipate needs to make use of future AI possibilities → look at a presentation designed by Natalia Vishnevetskaya (к.п.н., старший преподаватель кафедры английской филологии ИИЯ МГПУ, специалист в области применения цифровых технологий в образовании) Нейронные сети: искусственный интеллект в помощь учителю иностранного языка professional_communication_Нейросети_в_обучении_английскому_языку_natashav_selection.pdf → answer the questions]]> Recycle concepts presented by Scott Bolland to assess AI ✓ new information should be layered on existing knowledge → focus on the periphery of knowledge → keep learners engaged ✓ reward purposeful action → refresh knowledge at optimal intervals → make forgetting curve less steep video

Neuroscience, AI and the Future of Education | Scott Bolland | TEDxSouthBank https://www.youtube.com/watch?v=_cYIvfS-knA ]]> slide 7 How relevant do you find the quiz generated by AI? Is the text realistic? Would you be able to rely on such features? ✓ arguably yes → make sure the topic for the quiz is well-defined e.g. questions for a specific age group → check if within periphery of knowledge & grade accordingly ✓ use AI to generate the draft of a text → check relevance → check if within periphery of knowledge & grade accordingly → probably personalise 〆probably would use only as a suggested answer slide 8 How efficient do you find the reading comprehension question generated by AI? Would you be able to rely on this feature? ✓ MCQ (exercise 1) ✓ matching (exercise 2) 〆most likely not relevant for free practice (exercise 3) slide 9 Can you count on AI to create realistic dialogues & role plays? ✓ perhaps if limited to a specific context 〆little control over idiomatic expressions slide 10 Are any of the warm-up activities suggested new to you? Would you use them in class? (student answers) 3 Neural networks: how AI can help TESOL wip active prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png What are the limits of AI (artificial intelligence) in generating engaging contents? professional_communication_Нейросети_в_обучении_английскому_языку_natashav_selection.pdf → answer the questions]]> Recycle concepts presented by Scott Bolland to assess AI ✓ new information should be layered on existing knowledge → focus on the periphery of knowledge → keep learners engaged ✓ reward purposeful action → refresh knowledge at optimal intervals → make forgetting curve less steep video

Neuroscience, AI and the Future of Education | Scott Bolland | TEDxSouthBank https://www.youtube.com/watch?v=_cYIvfS-knA ]]> slide 11 - 12 Would you have been able to write such an answer? Does it feel 'too perfect'? 〆may feel a little contrived & too emotionally balanced = reminiscent of political correctness 〆AI might be mostly based on a linear-active culture 〆AI might lack implicit meanings conveyed in more reactive cultures → ensure cross cultural communication is not hampered by stereotyping 〆language may not be graded enough 〆use of language may get beyond learners' periphery of knowledge slide 13 How well explained are the mistakes in the text? What would you have done differently? 〆AI suggested answer seems to be less legible than target language presentation → break down explanations into bullet points or single sentences 〆anonymous feedback may stigmatise mistakes instead of encouraging to learn from them ≠ doesn't reward purposeful action slide 14 How well graded to C1 has the text been re-written? Are there any grammar forms or lexical expressions you would disagree with? ✓ might be able to rely on AI to upgrade language for a suggested answer → need to define also target register (e.g. formal, informal...) & age group(s) slide 15 How well explained is grammar in the text? What would you have done differently? ✓ use substitution tables rather than only prose ✓ present TL progressively (or use bullet points) rather than single paragraphing ✓ use CCQ slide 16 Do you really need AI or can't a good dictionary provide the same answers? 〆any 'decent' dictionary should be sufficient slide 19 Which activities mentioned would be faster to design with AI? ✓ drilling ✓ controlled practice slide 22 - 23 - 24 Which AI character would you like to debate with? How could you use such functionality in class? ✓ encourage early finishers to practise TL with an AI character (while the rest of the group complete a given activity) (student answers) hard-wired = automatically thinking or behaving in a particular way purposeful /ˈpə:pəsful/ = having or indicating purpose, intentional aversive = making someone feel a strong dislike for something, or making them not want to do it generative /ˈdʒen.ər.ə.tɪv/ = able to produce or create something; ~ AI: use or study of artificial intelligences that are able to produce text, images, etc integrative /ˈɪn.tə.ɡrə.tɪv/ = combining two or more things in order to make them more effective immersive /ɪˈmɜː.sɪv/ = seeming to surround the audience, player, etc. so that they feel completely involved in something kindling = small dry pieces of wood to instil sth (in / into sb) = to gradually make sb feel, think or behave in a particular way over a period of time 20240323-16ach (home assignment) 2 active Preparing for interview - Writing a personal statement (home assignment) By the end of this session you will have studied Sferum session video recordings → these files are available in the chat → only ~10min at the beginning of the 1st lesson were recorded on 20240309 because it stopped once the breakout rooms were launched... (will figure out how to record in b/o rooms too) video

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing VZ Zvonok

VK Мессенджер Сферум this link will be available just before the lesson starts ]]> 1 Communication strategies active edit_ol_qa pix/icons8-collaboration-100_white.png What communication strategies do you use to describe your achievements & goals? https://applypass.com/star-format-burned-out-faded-away/ → answer the questions ]]> https://applypass.com/star-format-burned-out-faded-away/ The Minto Pyramid Principle (aka the McKinsey’s Pyramid Principle) Minto Pyramid Principle, also referred to as the McKinsey’s Pyramid Principle, is a tool used to process and structure large amounts of information to convey a story, message or presentation without omitting important details. The principle of the McKinsey Pyramid is to cut to the chase in written texts or presentations. This ensures that the audience’s attention is captured and that a riveting story can be created that’s easy to remember and understand. https://www.toolshero.com/communication-skills/minto-pyramid-principle/ BLUF Bottom Line Up Front is basically the staff-and-above-level special: it’s extraordinary at shielding your counterpart from unnecessary details; you tell them the most important thing first, don’t make them wait til the end to hear why they should be listening at the beginning! This is the opposite approach of STAR, which often buries the lede https://en.wikipedia.org/wiki/BLUF_(communication) ]]> What is the STAR method? When do you use it? (S) Situation (T) Task (A) Action (R) Result = technique used by interviewers to gather all the relevant information about a specific capability that the job requires What typical mistakes could you make when using the STAR method? 〆may promote windbag answers 〆is reminiscent of a playbook → suggests filling up time (2-3min / qs) rather than focusing on relevance 〆doesn't allow a natural exchange with the interlocutor → may ignore follow-up questions → prefer a faster answer (to leave room for follow-up questions) windbag = person who talks too much, and does not say anything important or interesting playbook = set of rules, suggestions, or methods that are considered to be suitable for a particular activity, industry, job, etc In what other communicative situations could you use STAR? ✓ need to explain a challenge to a new audience from scratch → is probably not relevant when the situation is internal to an organisation ✓ report results at a presentation / webinar ✓ story telling Less is more?]]> ✓ focus on results → start with the conclusion ✓ provide only details to support your answer → invert the narrative progression from introduction (situation) to bottom-line first What is the Minto Pyramid (aka McKinsey Pyramid)? 1. answer, thesis or key point 2. arguments & main points 3. supporting details & ideas Minto Pyramid = effective communication tool to quickly and clearly communicate complex issues to busy business executives. Developed in 1987 by Barbara Minto, a McKinsey consultant, and is used not only by McKinsey but by most top consulting firms What is BLUF? ✓ Bottom Line Up Front ✓ relevant to senior staff & management levels = busy, time-constrained, or overloaded with lots of information → shields counterpart from unnecessary details ✓ tell the most important thing first → don’t make audience wait for the end = understand the rationale from the start → relevant to presentations ✓ don't give empty instructions = if they need to read you, explain why at the beginning 2 Job interview strategies active edit_ol_qa pix/icons8-collaboration-100_white.png What strategies can you use to describe your career & ambitions at job interview? https://applypass.com/star-format-burned-out-faded-away/ → answer the questions ]]> visual

]]> How can the STAR method help you answer behavioural questions? ✓ (S) situation → The interviewer wants you to present a recent challenging situation in which you found yourself. ✓ (T) task What were you required to achieve? → The interviewer will be looking to see what you were trying to achieve from the situation. Some performance development methods use “Target” rather than “Task”. Job interview candidates who describe a “Target” they set themselves instead of an externally imposed “Task” emphasize their own intrinsic motivation to perform and to develop their performance. ✓ (A) action What did you do? → The interviewer will be looking for information on what you did, why you did it and what the alternatives were. ✓ (R) results What was the outcome of your actions? What did you achieve through your actions? Did you meet your objectives? What did you learn from this experience? Have you used this learning since? (src: Wikipedia) To what extend can you use STAR efficiently at a job interview? What mistakes should you avoid? → practise STAR mostly to anticipate follow-up questions Methodology: Improving instant, visual access to support stories ✓ list relevant experiences in a googledocs ✓ write down the first introductory sentence for the Situation paragraph only → save this sentence as the title (e.g. ctrl + alt + 3 = heading style 3) = should become visible in the outline in the left margin for quick access ✓ use bullet points & noun phrases instead of prose → makes the risk of reading & script learnt by heart less prominent ✓ time spent on each part of STAR is not equal 〆avoid describing the situation in granular detail ≠ doesn't show what you can do → describe your task = spend more time on describing your actions → explain its impact at all levels of the company (metrics) ]]> What is 1PBL? https://applypass.com/star-format-burned-out-faded-away/ ]]> What should you focus on more: context & team or your contribution? ✓ individual contribution (80%) → support with metrics/impact 3 Follow-up questions to STAR with 1PBL active edit_ol_qa pix/icons8-collaboration-100_white.png Are you able to sum up your achievements in a single sentence to gain impact? 1PBL 1 liner problem (+ solution) biggest challenge lesson learnt src: https://applypass.com/star-format-burned-out-faded-away/ ]]> What is your biggest achievement? 1 liner Can you sum up the project & result (with metrics)? ]]> (sample answer from googledocs) Problem (+ solution)]]> How did you narrow down the list of options? ✓ conducted brainstorming ✓ hired external consulting ✓ empirical trial & error Problem (+ solution)]]> Why did you choose this solution? ✓ limited time for further testing ✓ gut instinct ✓ professional expertise (...) Problem (+ solution)]]> What were the drawbacks of this choice? 〆costs 〆questionable reliability 〆technical debt 〆reputational risk Problem (+ solution)]]> What other methods, technologies or services had you taken into account? Why did you turn them down? ✓ open source alternatives 〆lack of support ✓ proprietary solutions 〆expensive license ✓ competitive supply chain 〆significant lead time Problem (+ solution)]]> Did management fully endorse your recommendations? Was your team reluctant to deploying your strategy? 〆lacked authority 〆in dire needs of experienced staff members to support your solution Biggest challenge What was the most demanding aspect of this mission? ]]> ✓ meeting deadlines ✓ cutting costs to beat the competition ✓ pioneering this solution (...) Lesson learnt What would you do next time? ]]> ✓ mitigate risks ✓ favour another technology ✓ anticipate staff turnover ✓ retain talents 4 Writing a personal statement 20240323-16ach hw20240406-22ach_n2 pix/icons8-hand-with-pen-100_white.png active wip prep_2columns_2qa edit_2columns_2qa https://bestpersonalstatementwriter.com/write-teaching-personal-statement/ Teacher Personal Statement Writing Guide https://www.personalstatementservice.com/blog-1/teacher-personal-statement → read the guides → write your own personal statement (use the same googledoc as previously) → deadline: 20240410 ]]> windbag = person who talks too much, and does not say anything important or interesting playbook = set of rules, suggestions, or methods that are considered to be suitable for a particular activity, industry, job, etc Minto Pyramid = effective communication tool to quickly and clearly communicate complex issues to busy business executives. Developed in 1987 by Barbara Minto, a McKinsey consultant, and is used not only by McKinsey but by most top consulting firms 20240323-14ach (home assignment) 2 active Writing a CV (home assignment) By the end of this session you will have studied Sferum session video recordings → these files are available in the chat → only ~10min at the beginning of the 1st lesson were recorded on 20240309 because it stopped once the breakout rooms were launched... (will figure out how to record in b/o rooms too) video

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing VZ Zvonok

VK Мессенджер Сферум this link will be available just before the lesson starts ]]> 1 Preparing a CV Preparing a CV wip active deck_shuffled_lines_valign shuffled_lines deck_shuffled_lines deck_shuffled_lines_halign shuffled_boxes prep_deck_shuffled_lines_halign How can you craft your CV to attract head hunters? CV sample - Stanford Read the following CV. → what do you like/dislike about its format? → what techniques can you use to improve yours? https://www.gsb.stanford.edu/sites/gsb/files/Sample-Marketing-Resume.pdf?pid= Put the items in the correct order under their appropriate heading → use the plan below to help you ]]> Summary Work experience Education Skills Additional information | Miscellanies | Other ]]> Summary catchy phrase your USP (unique selling point) professional expectations Work experience from / to period - company name company background / profile (brief description) position & responsibilities in the company tangible (quantitative) achievements & skill set Education academic title(s) certificates training, seminars... Skills hard skills soft skills Additional information | Miscellanies | Other languages extracurricular activities / community service ]]> 1 Improving reduced clause descriptions in a CV Writing a CV with balanced grammatical structures for style (reduced clauses) active edit_ol_qa_writing prep_ol_qa_writing edit_ol_qa pix/icons8-collaboration-100_white.png Responsibilities • Provide accounting support • Maintain a database of currency operations. • participate in yearly financial reports; Be consistent with punctuation]]> → either skip all articles ✓ Organization of delivery processes of goods from suppliers to company warehouse → or use all of them ✓ Organization of the delivery process of goods from the supplier to a warehouse of the company ✓ be consistent with ellipses of articles T travel and V visa policies]]> Use capital letters only in names or acronyms Got Gained ~~interesting~~ eye-opening | company-wide | international experience • ~~Created~~ Designed | Developed ~~new~~ innovativeproducts ]]> Avoid simple expressions such as 'good, bad...' Be quantitative → quote figures in percentage (e.g. by 15% within 12 months) → show measurable progress 〆avoid subjective adjectives Give references to scale & impact (team, departmental level, company-wide?) → use geography → define stakeholders Fech Fetch your labour contract at the HR ~~center~~ centre (BrEn) ✓ ~~Fech~~ Fetch your ~~labour~~ labor contract at the HR center (AmEn) ]]> Use a spell checker and be consistent with the language (e.g. either British English or American English, but not both). Be grammatically consistent when listing tasks active textbook diploma with honours means the same as [with distinctions | summa cum laude]? honours = BrEn → with distinctions Graduated from [name of university] with an Honors Degree in [subject] diploma with honors means the same as [with distinctions | summa cum laude]? honors = AmEn → summa cum laude ]]> 2 Writing a CV 20240323-14ach hw20240406-22ach pix/icons8-hand-with-pen-100_white.png active wip prep_2columns_2qa edit_2columns_2qa A teacher is one of the toughest and most rewarding roles you could aim for. To land the role you'll need a top teacher CV that matches your ambition. We'll teach you how to write one step by step in this guide. https://resume.io/uk/cv-examples/teacher Teacher Resume Example for 2024 https://novoresume.com/career-blog/teacher-resume-example → read the guides → write your own CV (use the same googledoc as previously) → deadline: 20240403 ]]> A levels = school leaving qualification offered by educational bodies in the United Kingdom to students completing secondary or pre-university education HNC (High National Certificate) = higher education/further education qualification in the United Kingdom (usually 1 year) HND (Higher National Diploma) = diploma given for vocational training that prepares the student for a career in a particular area; good students may progress to a course leading to a degree BA (Bachelor of Arts) degree in = diploma after a 2-3 year course at university graduate = someone who has completed a university degree, especially a first degree Bachelor of Arts with Honours (Baccalaureatus in Artibus Cum Honore) = 1-2 year postgraduate degree BE = Bachelor of Engineering or a Bachelor of Science in Engineering is an academic undergraduate degree awarded to a student after three to five years of studying engineering at an accredited college or university Master's degree in = academic degree higher than a bachelor's degree but lower than a doctor's degree post-graduate = person with a higher degree; student who continues studies after graduation (кандидат наук) to undertake = to study, ~ a research degree in (subject) candidate of sciences = PhD (in some countries) = кандидат наук doctor (of sciences) = someone who holds the highest level of degree given by a university summa cum laude (AmEn) = red diploma (in Russia) voluntary = done willingly, not because you are forced apprentice = young person who works for an employer for a fixed period of time in order to learn the particular skills needed in their job; intern apprenticeship = internship; period of time working as an apprentice; a job as an apprentice literate = able to read and write consecutive = following one after another in a series, without interruption to liaise ~ (with sb) (especially BrE) = to work closely with sb and exchange information with them; to act as a link between two or more people or groups P.T.O = please turn over (the page) impeccable = without mistakes or faults; perfect nitpicking = цепляться к мелочам 20240309-12ach 14:10-15:30 2 active Advanced authoring tools (single sourcing vs LMS) By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing Дункан Поттер приглашает на встречу в VK Звонках: VZ Zvonok

Присоединиться по ссылке: https://sferum.ru/?call_link=VTKXTeZuMl4STNRGApF0ATkXB6wNQ907_Bj9rQYp3VE ~~Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 776 8171 1263 Password: mNJU1J https://us04web.zoom.us/j/77681711263?pwd=MBntpmHYGuRkuU7GWW4AenCiGv8o41.1~~ ]]> 3 Single sourcing for engaging & scalable contents creation active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png What formats, on-line platforms, pieces of software best lend themselves to creating contents that are both engaging AND scalable? How do you author contents? [ T / F ] Using a mouse when designing contents is like playing the piano with one finger wysiwyg (what you see is what you get) → professionals use text editors with keyboard shortcuts and little or no use of a mouse for speed Microsoft → Notepad++ https://en.wikipedia.org/wiki/Notepad%2B%2B Android, Linux, MacOs, Microsoft → Vim https://en.wikipedia.org/wiki/Vim_(text_editor) ]]> GUI = graphical user interface wysiwyg = what you see is what you get wysiwym = what you see is what you mean [ T / F ] When choosing software for designing contents, wysiwyg (what you see is what you get) is better than wysiwym (what you see is what you mean) https://www.vim.org/about.php → try learning Vim with a game https://vim-adventures.com/ e.g. Pandoc https://pandoc.org/ ]]> portability = ability to be ported (exported → imported) from one system to another pandoc = free-software document converter, widely used as a writing tool (especially by scholars) and as a basis for publishing workflows. It was created by John MacFarlane, a philosophy professor at the University of California, Berkeley. It can take a document in one of the supported formats and convert only its markup to another format [ T / F ] Most on-line boards & presentation tools are well-worth using because they feature countless templates to choose from & therefore are future proof pandoc ]]> human-readable = medium or format where any encoding of data or information can be naturally read by humans, e.g. in Unicode text, rather than as binary data single-sourcing = use of a single document to produce other forms of documents, such as manuals and online help. It allows one document to be used in different kinds of formats, thereby increasing the usability of the documentation 4 Selecting plugins for a more engaging learning environment pix/icons8-collaboration-100_white.png active wip prep_2columns_2qa edit_2columns_2qa edit_text_for_reading_task shuffled_boxes If you want to be scalable but haven't got the IT skills to create contents, what plugins in an LMS could make your teaching more engaging? What plugins would support a flipped learning lesson? https://moodle.org/plugins/?q= → explain briefly how you will use each of these plugins e.g. you will use them for eliciting new vocab / presenting target language... in a more engaging way by... → anticipate problems in deploying these tools & suggest solutions e.g. you may need to reformat / rewrite your teaching notes ]]> https://moodle.org/plugins/mod_realtimequiz A multiple-choice quiz designed for use in a face-to-face lesson. Each student receives each question at the same time with a time limit to answer it (default 30 seconds). In between each question the correct answer is displayed, along with the number of students giving each answer (and some statistics about the percentage class / individual correct answers). This allows each question to be discussed before moving on. ✓ Teachers can review the answers once the quiz is finished to identify any areas that need to be covered again (...) 〆This plugin does not have support for the question bank (it was originally written before the question bank) 〆it does not have support for any sort of importing (...) ]]> !-- --> 5 Deploying plugins for a more engaging learning environment 20240309-12ach hw20240330-18ach_n1 pix/icons8-hand-with-pen-100_white.png active wip prep_ol_qa edit_ol_qa https://moodle.org/plugins/?q= → choose 3 plugins which you believe will improve your teaching in class and / or on-line → explain briefly why you need these plugins e.g. they are better than current support material / course book / exercise because... → explain briefly how you will use each of these plugins e.g. you will use them for eliciting new vocab / presenting target language... in a more engaging way by... → anticipate problems in deploying these tools & suggest solutions e.g. you may need to reformat / rewrite your teaching notes (use the same googledoc as previously) ~ 150 words x 3 descriptions → deadline: 20240313 ]]> https://moodle.org/plugins/mod_realtimequiz A multiple-choice quiz designed for use in a face-to-face lesson. Each student receives each question at the same time with a time limit to answer it (default 30 seconds). In between each question the correct answer is displayed, along with the number of students giving each answer (and some statistics about the percentage class / individual correct answers). This allows each question to be discussed before moving on. ✓ Teachers can review the answers once the quiz is finished to identify any areas that need to be covered again (...) 〆This plugin does not have support for the question bank (it was originally written before the question bank) 〆it does not have support for any sort of importing (...) ]]> 1 Neuroscience, AI and the Future of Education | Scott Bolland 20240309-12ach hw20240330-18ach_n2 active wip prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png Why do we need AI in education? Neuroscience, AI and the Future of Education | Scott Bolland | TEDxSouthBank Currently around 63% of students are disengaged at school, meaning that they withdrawal either physically or mentally before they have mastered the skills that are required to flourish in later life. In this talk Scott Bolland explores the science of learning, the mismatch between how we teach and how the brain natural learns, and the important role that artificial intelligence could take in addressing the limitations in our current education system. Dr Scott Bolland is the founder of New Dawn Technologies, a high-tech software company aiming to revolutionise education through the use of artificial intelligence. He has spent the last 20 years actively researching and teaching in the field of cognitive science – the scientific study of how the mind works – which spans disciplines such as psychology, philosophy, neuroscience, artificial intelligence and computer science. He holds a PhD in this field, as well as a university medal for outstanding academic scholarship. (2016) https://www.youtube.com/watch?v=_cYIvfS-knA → watch the video → write (your own!) 5-8 questions & suggested answers (use the same googledoc as previously) ~ 200-300 words → deadline: 20240320 ]]> template = thing that is used as a model for producing other similar examples scalability = ability to grow bigger or reduce size depending on needs at little cost (e.g. financially, logistically, or in terms of time & resources) interoperability = characteristic of a product or system to work with other products or systems modularity = degree to which a system's components may be separated and recombined, often with the benefit of flexibility and variety in use 20240309-10ach 12:40-14:00 2 active Growing IT needs (interoperability, scalability) & solutions (flipped learning) By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing

Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 776 8171 1263 Password: mNJU1J https://us04web.zoom.us/j/77681711263?pwd=MBntpmHYGuRkuU7GWW4AenCiGv8o41.1 ]]> 1 Flipping the classroom -- my journey to the other side: Jenn Williams 20240224-8ach hw20240309-10ach_n2 pix/icons8-movie-100_white.png Flipping the classroom -- my journey to the other side: Jenn Williams at TEDxRockyViewSchoolsED Jenn Williams is a high school teacher with Rocky View Schools https://www.youtube.com/watch?v=Y3b9tCmUmA4 → watch the video → write (your own!) 5-7 questions & suggested answers (use the same googledoc as previously) ~ 200-300 words → deadline: 20240306 ]]> 6 Designing an interactive activity with a mindmap 20240224-8ach hw20240309-10ach pix/icons8-hand-with-pen-100_white.png to_ride.mm → try different pieces of software for mind mapping (and NOT a board or some presentation software) e.g. Freeplane → use visuals to make your mindmap more memorable e.g. icons, diagrams, photos... → embed 8-10 screenshots of the incremental delivery in your googledoc e.g. show how the task develops (& perhaps continues from one stage to another if relevant) from filling in gaps, matching words with definitions, to building sentences with new vocab items → include a url to a copy of your mindmap on the cloud (use the same googledoc as previously) → deadline: 20240228 ]]> 7 Designing an interactive activity with a mindmap - feedback pix/icons8-hand-with-pen-100_white.png wip active prep_2columns_2qa edit_2columns_2qa edit_text_for_reading_task shuffled_boxes to_ride.mm → try different pieces of software for mind mapping (and NOT a board or some presentation software) e.g. Freeplane → use visuals to make your mindmap more memorable e.g. icons, diagrams, photos... → embed 8-10 screenshots of the incremental delivery in your googledoc e.g. show how the task develops (& perhaps continues from one stage to another if relevant) from filling in gaps, matching words with definitions, to building sentences with new vocab items → include a url to a copy of your mindmap on the cloud (use the same googledoc as previously) → deadline: 20240228 mindmap & task samples vacation_and_travelling_mindmap_by_ebogacheva.pdf past_simple_mindmap_by_esmirnova.pdf action_verbs_mindmap_by_asafonova.pdf money_and_shopping_mindmap_by_ntarasova.pdf ]]> visual

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]]> active wip textbook mindmaps/action_verbs_mindmap_by_asafonova.pdf

action_verbs_mindmap_by_asafonova.pdf ]]> 1 Flipping the classroom -- my journey to the other side: Jenn Williams - Feedback 20240224-8ach hw20240309-10ach_n2 active wip edit_ol_qa prep_ol_qa pix/icons8-movie-100_white.png Flipping the classroom -- my journey to the other side: Jenn Williams at TEDxRockyViewSchoolsED Jenn Williams is a high school teacher with Rocky View Schools https://www.youtube.com/watch?v=Y3b9tCmUmA4 → watch the video → write (your own!) 5-7 questions & suggested answers (use the same googledoc as previously) ~ 200-300 words → deadline: 20240306 ]]> Why was it so essential to choose this format of a classwork? Why would a teacher decide to adopt the flipped classroom model? (Bella Kuntuganova) “Less lecturing, more interaction” – is the point of the “flipped classroom”: the desire of Jenn Williams not only to share knowledge, but to arouse interest among the students led her to this format. According to the description of this type of conducting a lesson, students are in constant communication with each other, periodically contacting the teacher in order to verify the expediency of their actions. (adapted from Evgenia Smirnova) ✓ teacher / student engagement: less lecturing, more interaction → better understanding of complex topics ✓ lectures condensed into videos for prep → empowers students to take charge of their learning ✓ class time spent on interactive projects and feedback → more individualized interaction How can teachers use technology to assess student learning in a flipped classroom? (Evgenia Smirnova) Online Quizzes and Surveys: Utilizing online platforms to create quizzes and surveys that assess students' understanding of the material covered in the videos can provide immediate feedback on their comprehension Interactive Learning Platforms: Implementing interactive learning tools and platforms that allow students to engage with the content, such as virtual simulations, interactive maps, or educational games, can assess their understanding in a more engaging and dynamic way Peer Assessment Tools: Implementing peer assessment tools through technology where students provide feedback and evaluate each other's work can be a valuable way to assess their understanding and collaboration skills within the flipped classroom model How does Jenn compare their journey into the flipped classroom to a hike? (Daria Monakhova) By this comparison Jenn is determined to point out that although it required effort like climbing a hill, the end result was worth it, much like reaching a beautiful view at the end of a hike. What problems did a teacher face when she used this format for the first time? What are the challenges of implementing a flipped classroom? (Bella Kuntuganova) the first one was making children “buy in”. Unexpectedly changed format from writing down notes on a worksheets to being involved in debates and real-world discussions was not warmly received by all of her pupils. The second one is lack of interest from less academic students who used to write down the googled answers instead of thinking and discussing. Moreover, some “engaged” students “blew” the teacher away because they did not appreciate the way their old routine should have been changed. (Marina Morozova) The approach of project work and active classroom discussions caused anxiety and embarrassment to less confident students who would have preferred fundamental tests and assignments, but they had to overcome themselves in order to actively express their thoughts and participate in the process. (Daria Monakhova) Less engaged students struggled with the self-directed aspect of the teaching method because they preferred more passive learning approaches like textbook questions or fill-in-the-blank worksheets that required memorization rather than critical thinking. (Evgenia Smirnova) Some students may prefer traditional methods and resist the shift towards more self-directed learning. Resistance to Change: Students accustomed to passive learning through textbooks and worksheets may find it challenging to adapt to a more interactive and project-based approach. Some students may resist the idea of having to think critically and prefer memorization over understanding. Considerable workload for teachers in creating flipped learning materials, the significant amount of preparation time required before a unit begins. What is the most vital thing to know about flipped classrooms from Jenny`s point of view? (Bella Kuntuganova) The key is to create inquiry projects that are aimed at the development of self-directed learning. This format helps students to see the value of the information they get from the video and from the discussion. For example, once a student could not find the exact answer about a philosopher and his classmate mentioned that the third video on a website was titled “philosophy” and maybe the answer could be found there. How did Jenn Williams ensure that the video lessons were engaging and easy to follow? (Evgenia Smirnova) Shortening Lectures into 10-Minute Videos: The author condensed their traditional half-hour lectures into ten-minute videos, making the content more digestible and engaging for students. (...) Real-World Application and Project-Based Learning: By connecting concepts to real-life scenarios, students found the content more relevant and engaging. What are some strategies for assessing student learning in a flipped classroom? What long-term benefits did Jenn Williams observe because of implementing the flipped classroom, and how did students respond to the teacher's efforts? (Evgenia Smirnova) Check-ins and Progress Monitoring: Regularly checking in with students to monitor their progress and understanding can help identify areas where they may need additional support or clarification Real-World Application: By evaluating how well students apply concepts learned from videos and class discussions to their projects, teachers can gauge their understanding and critical thinking skills (Alyona Safonova) The teacher observed that students became more self-reliant and engaged, even expressing a preference for this approach over traditional methods. Graduates continued to participate in discussions on a Facebook page, showcasing the development of lifelong learners. Teachers from other provinces also found value in the teacher's website, which indicates the broader impact of the flipped classroom implementation. How does the project activity of students in the lessons of Jenn Williams help them see real-world applications? (Marina Morozova) In their research and project activities, students learn to see the value of information, participate in discussions and debates on the material they saw in the video. In addition, students can see their modular plan during the lesson, as well as practice time management skills, which allows them to be closer to the needs of the real world. 1 Flipped learning active wip edit_ol_qa prep_ol_qa pix/icons8-movie-100_white.png Do you think you could spend your time in class with students more efficiently than just presenting & clarifying language, and then drilling? Simplifying Flipped Learning Listen to Flipped Learning Pioneer Jon Bergmann as he explains Flipped Learning. The "flip" happens when you flip what happens in the group space verses the individual space (2016) https://www.youtube.com/watch?v=-hwu3xqbMKw (Optional) → watch the following video if you are interested in the social impact of flipped learning on poorer communities video

What a 'flipped' classroom looks like Clintondale High, just outside of Detroit, is the nation's first completely flipped school, meaning teachers record lectures for students to watch online outside of class; and what was once considered homework is now done in class, allowing students to work through assignments together and ask teachers for help if they run into questions (2013) https://www.youtube.com/watch?v=G_p63W_2F_4 → watch the video → answer the questions]]> visual aid

]]> simplifying_flipped_learning_jon_bergmann_hwu3xqbMKw.mp4 What are the differences between a traditional group space (i.e. classroom) and an flipped class? What is the main advantage? [00:42-01:54] ✓ order of group & individual spaces is reversed ✓ lecture (TL presentation) happens in the individual space [02:04] → teacher is available to help students How can Bloom's taxonomy help understand the advantages of the flipped concept? Why is an inverted triangle perhaps not the best shape? [02:24-04:13] ✓ flip the triangle creation evaluation analysis application understanding knowledge ✓ change the triangle to a diamond shape (or light bulb) → more time spent focusing on application & analysis ≠ don't spend most of class time on creation [04:06] ✓ understanding ✓ knowledge → flipped videos [03:35] visual aid

Bloom's taxonomy = creation, evaluation, analysis, application, understanding, knowledge. Set of three hierarchical models used for classification of educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and psychomotor domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments and activities]]> What is the in-flip model? [04:45-05:22] ✓ happens inside the class → half of the class works in the individual space in class (and NOT at home) → the other half works with the teacher (and later rotate) In what other way(s) can you think of flipped learning? [05:40-05:47] ✓ think in terms of group space vs individual space also (not in the video) ✓ individual space → behaviourist learning ✓ group space → constructivist learning (sharing & collaboration) ✓ rename 'homework' as 'prep' = preparation to a lesson (e.g. pre-reading, video...) ≠ work completed at home after a lesson → depends on course book breakdown of a lesson constructivism = theory in education which postulates that individuals or learners do not acquire knowledge and understanding by passively perceiving it within a direct process of knowledge transmission, rather they construct new understandings and knowledge through experience and social discourse, integrating new information with what they already know (prior knowledge) 2 Growing IT needs active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png How do you satisfy your growing teaching needs? What IT tools can help you? What is interoperability of tools & formats? Why should it matter? Interoperability of tools & formats will help you adapt your presentations & teaching materials to your needs as they grow. → provides scalability scalability = ability to grow bigger or reduce size depending on needs at little cost (e.g. financially, logistically, or in terms of time & resources) ]]> How did you teach during the pandemic? 〆during the pandemic many classes consisted of TL presentations & drills 〆little practice (concept of breakout rooms often unknown to educators) → perhaps could have considered flipped learning How often do you need to create contents for your classes and/or webinars? How much can you recycle? ✓ each time you change course books? ✓ for each level → the more you can recycle, the better → use formats that can be easily updated & developed further when necessary → prefer templates = scalability template = thing that is used as a model for producing other similar examples scalability = ability to grow bigger or reduce size depending on needs at little cost (e.g. financially, logistically, or in terms of time & resources) To what extent should your materials be interactive & engaging, or just descriptive & anonymous? ✓ need to adapt to target audience age & interests → depends on time available for designing ✓ need to support flexibility & repeatability = be able to re-use in other classes → use formats that can be easily updated for use in another context = interoperability interoperability = characteristic of a product or system to work with other products or systems What is better: 1 single (perhaps self-sufficient) page with many activities, or many pages with shorter activities? ✓ the smaller the activities, the easier it is to put them together & skip if needed ✓ the smaller the activities, the greater the number of combinations (sequential & quantity-wise) available → favour modularity modularity = degree to which a system's components may be separated and recombined, often with the benefit of flexibility and variety in use Bloom's taxonomy = creation, evaluation, analysis, application, understanding, knowledge. Set of three hierarchical models used for classification of educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and psychomotor domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments and activities constructivism = theory in education which postulates that individuals or learners do not acquire knowledge and understanding by passively perceiving it within a direct process of knowledge transmission, rather they construct new understandings and knowledge through experience and social discourse, integrating new information with what they already know (prior knowledge) 20240224-8ach 14:10-15:30 2 active ICT tools & formats for engaging activities By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing

Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 776 8171 1263 Password: mNJU1J https://us04web.zoom.us/j/77681711263?pwd=MBntpmHYGuRkuU7GWW4AenCiGv8o41.1 ]]> active wip textbook tmp_pdf/professional_communication_ICT_for_teachers_by_artem_morozov_selection.pdf

]]> 3 ICT tools for engaging activities active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png What ICT tools do you use to make your lessons & webinars more engaging? What are their pros & cons? professional_communication_ICT_for_teachers_by_artem_morozov_selection.pptx → compare the output of the same pptx (by Artem Morozov) with the pdf file professional_communication_ICT_for_teachers_by_artem_morozov_selection.pdf → answer the questions]]> Have you ever designed and delivered a complete lesson / webinar using a single format & tool, e.g. in pptx with PowerPoint? (student answers) 〆probably had to trade off some functionalities to keep all slides in the same format e.g. no real-time annotation in pptx e.g. no advanced animation & sound effects in (interactive) pdf How do the buttons 'open' in slide 8 and the red arrows in slide 10 function in the pptx file? How could you use this feature in your lessons? ✓ interactive and/or incremental display ✓ sound event → matching vocab items How do the button 'next' in slide 8 and the red arrows in slide 10 function in the pdf? Why would you use some (interactive) pdf instead of a pptx format? ✓ simple jump to another page → reliable layout in a pdf from one viewer/browser & platform to another (unlike pptx) → use pdf for a conference in an unknown IT environment & sharing on-line 〆pptx is only for your presentations you will deliver yourself in a controlled environment What are the advantages & downsides of presentation tools over on-line boards? ✓ dynamic, incremental contents delivery ✓ natural narrative progression of slides 〆fewer collaborative tools & forms of annotation available (...) 4 pix/icons8-graduation-cap-100-unfilled_white.png ICT for teachers Tools for formatting & delivering stages of a skills lesson (on-line) 1/2 active wip xml_multi_dd_row How do you choose tools to deliver contents on-line? Are they really different from those used off-line? ]]> What formats & software would you recommend for each stage? ✓ understanding which formats a given piece of software can import & export will help you choose the right tool html = HyperText Markup Language - standard markup language for documents designed to be displayed in a web browser (both human-readable and machine-readable) xml = Extensible Markup Language - markup language and file format for storing, transmitting, and reconstructing arbitrary data. It defines a set of rules for encoding documents in a format that is both human-readable and machine-readable javascript = client-side scripting language of the Web used for animations, such as fading objects in and out, resizing, and moving them, and validating input values of a web form before the data is sent to a web server svg = scalar vector graphics (e.g. generated by Prezi, Inkscape) mm = mindmap (e.g. Freeplane) on-line, interactive, collaborative boards = Miro, Lucidchart, Mural, Openboard, Ahaslides... SCORM = Shareable Content Object Reference Model www.scorm.com xAPI (aka Tin Can API) = Experience API (xAPI) is an open source, e-learning software specification that records and tracks various types of learning experiences for learning systems. Allows trainers to deploy several new capabilities that were not supported with SCORM at the time, such as: Recording learning from non-browser activities, such as games and simulations, Platform transition - e.g. start e-learning on a mobile device, finish it on a computer, Team-based e-learning, Tracking learning plans and goals LMS = Learning Management System (e.g. Moodle, Blackboard, Canvas...) ]]> 22 24 left digital board in a F2F classroom
→ display static pdf slides or interactive pptx (feat. memorable visual, stunning quote...) vocab pre-teach
slides in pptx / pdf / svg

xAPI or SCORM compatible formatted material
→ display / monitor individually static / interactive contents with new words & pictures (synonyms, antonyms, odd one out...) text (reading or listening comprehension) - video
on-line word processor
→ article, audio script... (in googledocs, html5 contenteditable div) gist / detailed task / controlled - freer practice / production activity
on-line word processor
→ text with gapped sentences / MCQ (in googledocs, html5 contenteditable div) ]]> 1;2;3 4;5 6;7;8 9;10;11;12 → display static pdf slides or interactive pptx (feat. memorable visual, stunning quote...) audio & video files collaborative on-line board
→ display memorable visual, stunning quote... word walls
→ display interactive contents mindmaps
→ display interactive contents collaborative on-line boards
→ article, audio script... audio & video files
→ extracts of a longer piece xAPI or SCORM compatible formatted material
→ many dedicated modules available in LMS for incremental display / audio-video with chapters mindmaps
→ word star with blanks collaborative on-line boards
→ text with gapped sentences / MCQ CAP
→ graded comprehension (Computer Adaptive Practice in a web-browser) xAPI or SCORM compatible formatted material
→ interactive activity with gapped sentences / MCQ available in many dedicated modules in LMS ]]> context (motivating)
T / Cl + SSS digital board in a F2F classroom
→ display static pdf slides or interactive pptx (feat. memorable visual, stunning quote...) slides in pptx / pdf / svg
→ display static pdf slides or interactive pptx (feat. memorable visual, stunning quote...) audio & video files collaborative on-line board
→ display memorable visual, stunning quote... vocab pre-teach
T / Cl slides in pptx / pdf / svg
→ display static or interactive contents with new words & pictures (synonyms, antonyms, odd one out...) word walls
→ display interactive contents mindmaps
→ display interactive contents xAPI or SCORM compatible formatted material
→ display / monitor individually static / interactive contents with new words & pictures (synonyms, antonyms, odd one out...) text (reading or listening comprehension) - video
T / Cl on-line word processor
→ article, audio script... (in googledocs, html5 contenteditable div) collaborative on-line boards
→ article, audio script... audio & video files
→ extracts of a longer piece xAPI or SCORM compatible formatted material
→ many dedicated modules available in LMS gist / detailed task / controlled - freer practice / production activity
SSS on-line word processor
→ text with gapped sentences / MCQ (in googledocs, html5 contenteditable div) mindmaps
→ word star with blanks collaborative on-line boards
→ text with gapped sentences / MCQ CAP
→ graded comprehension (Computer Adaptive Practice in a web-browser) xAPI or SCORM compatible formatted material
→ interactive activity with gapped sentences / MCQ available in many dedicated modules in LMS ]]> 5 pix/icons8-graduation-cap-100-unfilled_white.png ICT for teachers Tools for formatting & delivering stages of a systems or skills lesson (on-line) 2/2 Tools for formatting & delivering stages of a lesson or webinar (on-line) 2/2 active wip xml_multi_dd_row What are the best tools to deliver contents of a systems or skills lesson on-line? ]]> Some stages in the 1st part of the lesson have been skipped for legibility: context (motivating) vocab pre-teach text (reading or listening comprehension) - video gist / detailed task / controlled - freer practice / production activity ]]> 22 24 left → target language clarification & presentation - EMCDW
on-line word processor
→ sample language from text to present & model (e.g. googledocs, html5 contenteditable div) controlled practice / freer / structured practice
on-line word processor
→ matching activities, MCQ, gapped sentences, questions to debate (e.g. googledocs, html5 contenteditable div) production activity
on-line word processor
→ task to complete with detailed instructions (e.g. googledocs, html5 contenteditable div) delayed error correction
on-line word processor
→ real-time typing & questioning (e.g. googledocs, html5 contenteditable div) ]]> 1;2;3;4 5;6;7 8;9 10;11 → present language with an incremental flowchart / mindmap collaborative on-line boards
→ sample language from text to present & model closed / open questions
(displayed incrementally with hide-show javascript) xAPI or SCORM compatible formatted material
→ sample language from text to present & model in (probably a board module from) LMS mindmaps
→ word star with blanks CAP
→ range of activities (Computer Adaptive Practice in a web-browser) xAPI or SCORM compatible formatted material
→ matching activities, MCQ, gapped sentences, questions to debate with dedicated modules in LMS collaborative on-line boards
→ task to complete with detailed instructions xAPI or SCORM compatible formatted material
→ composition in dedicated modules in LMS collaborative on-line boards
→ real-time typing & questioning wrong / right sentence
synchronous & asynchronous display incrementally with hide-show javascript ]]> context (motivating)
T / Cl + SSS digital board in a F2F classroom
→ display static pdf slides or interactive pptx (feat. memorable visual, stunning quote...) slides in pptx / pdf / svg
→ display static pdf slides or interactive pptx (feat. memorable visual, stunning quote...) audio & video files collaborative on-line board
→ display memorable visual, stunning quote... vocab pre-teach
T / Cl slides in pptx / pdf / svg
→ display static or interactive contents with new words & pictures (synonyms, antonyms, odd one out...) word walls & mindmaps
→ display interactive contents xAPI or SCORM compatible formatted material
→ display / monitor individually static / interactive contents with new words & pictures (synonyms, antonyms, odd one out...) text (reading or listening comprehension) - video
T / Cl on-line word processor
→ article, audio script... (in googledocs, html5 contenteditable div) collaborative on-line boards
→ article, audio script... audio & video files
→ extracts of a longer piece xAPI or SCORM compatible formatted material
→ many dedicated modules available in LMS for incremental display / audio-video with chapters gist / detailed task
SSS on-line word processor
→ text with gapped sentences / MCQ (in googledocs, html5 contenteditable div) mindmaps
→ word star with blanks collaborative on-line boards
→ text with gapped sentences / MCQ CAP
→ graded comprehension (Computer Adaptive Practice in a web-browser) xAPI or SCORM compatible formatted material
→ interactive activity with gapped sentences / MCQ available in many dedicated modules in LMS TL presentation
→ target language clarification & presentation - EMCDW
T / Cl on-line word processor
→ sample language from text to present & model (e.g. googledocs, html5 contenteditable div) mindmaps
→ present language with an incremental flowchart / mindmap collaborative on-line boards
→ sample language from text to present & model closed / open questions
(displayed incrementally with hide-show javascript) xAPI or SCORM compatible formatted material
→ sample language from text to present & model in (probably a board module from) LMS controlled practice / freer / structured practice
SSS + SSS / T on-line word processor
→ matching activities, MCQ, gapped sentences, questions to debate (e.g. googledocs, html5 contenteditable div) mindmaps
→ word star with blanks CAP
→ range of activities (Computer Adaptive Practice in a web-browser) xAPI or SCORM compatible formatted material
→ matching activities, MCQ, gapped sentences, questions to debate with dedicated modules in LMS production activity
SSS / T on-line word processor
→ task to complete with detailed instructions (e.g. googledocs, html5 contenteditable div) collaborative on-line boards
→ task to complete with detailed instructions xAPI or SCORM compatible formatted material
→ composition in dedicated modules in LMS delayed error correction
T / Cl on-line word processor
→ real-time typing & questioning (e.g. googledocs, html5 contenteditable div) collaborative on-line boards
→ real-time typing & questioning wrong / right sentence
synchronous & asynchronous display incrementally with hide-show javascript ]]> 6 Designing an interactive activity with a mindmap 20240224-8ach hw20240309-10ach pix/icons8-hand-with-pen-100_white.png active wip prep_2columns_2qa edit_2columns_2qa edit_text_for_reading_task shuffled_boxes to_ride.mm → try different pieces of software for mind mapping (and NOT a board or some presentation software) e.g. Freeplane → use visuals to make your mindmap more memorable e.g. icons, diagrams, photos... → embed 8-10 screenshots of the incremental delivery in your googledoc e.g. show how the task develops (& perhaps continues from one stage to another if relevant) from filling in gaps, matching words with definitions, to building sentences with new vocab items → include a url to a copy of your mindmap on the cloud (use the same googledoc as previously) → deadline: 20240228 ]]> visual

]]>

]]> 1 Flipping the classroom -- my journey to the other side: Jenn Williams 20240224-8ach hw20240309-10ach_n2 active wip prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png Flipping the classroom -- my journey to the other side: Jenn Williams at TEDxRockyViewSchoolsED Jenn Williams is a high school teacher with Rocky View Schools https://www.youtube.com/watch?v=Y3b9tCmUmA4 → watch the video → write (your own!) 5-7 questions & suggested answers (use the same googledoc as previously) ~ 200-300 words → deadline: 20240306 ]]> html = HyperText Markup Language - standard markup language for documents designed to be displayed in a web browser (both human-readable and machine-readable) xml = Extensible Markup Language - markup language and file format for storing, transmitting, and reconstructing arbitrary data. It defines a set of rules for encoding documents in a format that is both human-readable and machine-readable javascript = client-side scripting language of the Web used for animations, such as fading objects in and out, resizing, and moving them, and validating input values of a web form before the data is sent to a web server svg = scalar vector graphics (e.g. generated by Prezzi, Inkscape...) SCORM = Shareable Content Object Reference Model (www.scorm.com) xAPI (aka Tin Can API) = Experience API (xAPI) is an open source, e-learning software specification that records and tracks various types of learning experiences for learning systems. Learning experiences are recorded in a Learning Record Store (LRS), which can exist within traditional learning management systems (LMSs) or on their own. It allows trainers to deploy several new capabilities that were not supported with SCORM at the time, such as: Recording learning from non-browser activities, such as games and simulations, Platform transition - e.g. start e-learning on a mobile device, finish it on a computer, Team-based e-learning, Tracking learning plans and goals LMS = (Learning Management System) software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, materials or learning and development programs. Learning management systems were designed to identify training and learning gaps, using analytical data and reporting. LMSs are focused on online learning delivery but support a range of uses, acting as a platform for online content, including courses, both asynchronous based and synchronous based. In the higher education space, an LMS may offer classroom management for instructor-led training or a flipped classroom (e.g. Moodle, Canvas, Blackboard...) 20240224-6ach 14:10-15:30 2 active Delivery tools for traditional lesson types By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing

Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 776 8171 1263 Password: mNJU1J https://us04web.zoom.us/j/77681711263?pwd=MBntpmHYGuRkuU7GWW4AenCiGv8o41.1 ]]> 3 Writing a pitch 20240210-4ach hw20240217-6ach pix/icons8-lecturer-100_white.png deadline: 20240214 ]]> 3 Writing a pitch 20240210-4ach hw20240217-6ach pix/icons8-lecturer-100_white.png active wip prep_2columns_2qa edit_2columns_2qa edit_text_for_reading_task shuffled_boxes deadline: 20240214 ]]> Practise the following techniques to keep the audience interested: ✓ tripling This course was cheap, interesting and effective ✓ alliteration rapid, relevant and realistic ✓ rhymes Our brand in their hand ]]> alliteration = use of the same letter or sound at the beginning of words that are close together, as in sing a song of sixpence rhyme = word that has the same sound or ends with the same sound as another word

Pitch structure

Systems lesson → grammar → lexis → phonology ✓ phonemes ✓ intonation ✓ stress ✓ connected speech → functional language ✓ register

Skills lesson → speaking → writing → listening → reading ✓ gist-skimming ✓ specific info scanning

Others (...)

Lessons usually end with... → cooler → delayed error correction ]]> 22 22 left SYSTEMS LESSON
(PPP / TTT methods) SKILLS LESSON SPEAKING CLUB
(TTT method) Other lesson types
(hybrid) ]]> 1;2;3;4 5;6;7;8;9;10;11 12;13;14;15 16;17;18 → motivating 2 TL presentation
→ target language clarification & presentation - EMCDW 3 controlled practice 4 freer practice 1 lead-in
→ motivating to complete a task, e.g. ask to predict 2 vocab pre-teach 3 text (reading or listening) 4 gist / detailed task 5 controlled practice 6 structured practice (no free practice in a speaking activity) 7 production activity 1 lead-in (independent topic) / context (motivating) 2 test 3 teach (TL presentation)
→ target language clarification & presentation - EMCDW 4 test (freer practice) Flipped learning Guided discovery Gamification ]]> SYSTEMS LESSON (PPP / TTT methods) PPP = present, produce, practise TTT = test, teach, test 1 context (following up previous topic)
→ motivating 2 TL presentation
→ target language clarification & presentation - EMCDW Elicit (→ substitution table, e.g. time line) Model CCQ Drill Write 3 controlled practice 4 freer practice SKILLS LESSON 1 lead-in
→ motivating to complete a task, e.g. ask to predict 2 vocab pre-teach 3 text (reading or listening) 4 gist / detailed task 5 controlled practice 6 structured practice (no free practice in a speaking activity) 7 production activity SPEAKING CLUB (TTT method) TTT = test, teach, test 1 lead-in (independent topic) / context (motivating) 2 test 3 teach (TL presentation)
→ target language clarification & presentation - EMCDW Elicit (→ substitution table, e.g. time line) Model CCQ Drill Write 4 test (freer practice) Other lesson formats Flipped learning Guided discovery Gamification ]]> 2 pix/icons8-graduation-cap-100-unfilled_white.png Choosing tools for off-line delivery Tools for formatting & delivering stages of a lesson or presentation face-to-face (off-line) active wip xml_multi_dd_row What are the best tools to deliver contents off-line? Are they really different from those used on-line? → what formats & software would you recommend for each stage? pdf = Portable Document Format pptx = MS PowerPoint presentation (...) → how could you use on-line materials in the class room? ]]> Target language presentation usually consists of the following stages which are conducted orally, and then - with the help of a board - examples & explanations are progressively added. (EMCDW) Elicit Model CCQ Drill Write ]]> 22 18 left digital board in a F2F classroom
→ display static pdf slides or interactive pptx (feat. memorable visual, stunning quote...) vocab pre-teach
course book
printed / photocopied handouts
→ words to match in 2 columns (synonyms, antonyms, odd one out...) text (reading or listening comprehension) - video
course book
→ text / audio script gist / detailed task
course book
→ text with gapped sentences / MCQ TL presentation
→ target language clarification & presentation - EMCDW
blackboard / flip chart
→ sample language from text to present & model controlled practice / freer / structured practice
course book
→ matching activities, MCQ, gapped sentences, questions to debate production activity
printed / photocopied handouts
→ task to complete with detailed instructions delayed error correction ]]> 1 2;3;4 5;6 7;8 9;10 11;12 13;14 15 → words to match in 2 columns (synonyms, antonyms, odd one out...) blackboard / flip chart
→ hand-write progressively new words & definition during the lesson digital board in a F2F classroom
→ display static pdf slides or interactive pptx with new words & pictures printed / photocopied handouts
→ text / audio script audio & video files
→ extracts of a longer piece printed / photocopied handouts
→ text with gapped sentences / MCQ collaborative on-line boards
→ text with gapped sentences / MCQ digital board in a F2F classroom
→ static pdf slide or interactive pptx with sample language from text to present & model collaborative on-line boards
→ sample language from text to present & model printed / photocopied handouts
→ matching activities, MCQ, gapped sentences, questions to debate collaborative on-line boards
→ matching activities, MCQ, gapped sentences, questions to debate on-line word processor (e.g. googledocs)
→ task to complete with detailed instructions collaborative on-line boards
→ task to complete with detailed instructions blackboard / flip chart ]]> context (motivating)
T / Cl + SSS digital board in a F2F classroom
→ display static pdf slides or interactive pptx (feat. memorable visual, stunning quote...) audio & video file(s) vocab pre-teach
T / Cl course book
→ words to match in 2 columns (synonyms, antonyms, odd one out...) printed / photocopied handouts
→ words to match in 2 columns (synonyms, antonyms, odd one out...) blackboard / flip chart
→ hand-write progressively new words & definition during the lesson digital board in a F2F classroom
→ display static pdf slides or interactive pptx with new words & pictures (synonyms, antonyms, odd one out...) text (reading or listening comprehension) - video
T / Cl course book
→ text / audio script printed / photocopied handouts
→ text / audio script audio & video files
→ extracts of a longer piece gist / detailed task
SSS course book
→ text with gapped sentences / MCQ printed / photocopied handouts
→ text with gapped sentences / MCQ collaborative on-line boards
→ text with gapped sentences / MCQ TL presentation
→ target language clarification & presentation - EMCDW
T / Cl blackboard / flip chart
→ sample language from text to present & model digital board in a F2F classroom
→ static pdf slide or interactive pptx with sample language from text to present & model collaborative on-line boards
→ sample language from text to present & model controlled practice / freer / structured practice
SSS + SSS / T course book
→ matching activities, MCQ, gapped sentences, questions to debate printed / photocopied handouts
→ matching activities, MCQ, gapped sentences, questions to debate collaborative on-line boards
→ matching activities, MCQ, gapped sentences, questions to debate production activity
SSS / T printed / photocopied handouts
→ task to complete with detailed instructions on-line word processor (e.g. googledocs)
→ task to complete with detailed instructions collaborative on-line boards
→ task to complete with detailed instructions delayed error correction
T / Cl blackboard / flip chart ]]> 20190808-0916 Defining vs non-defining clauses active grammar 20190815-1203 active review 20230914-0930 active review EMCDW = Elicit (→ substitution table, e.g. time line), Model, CCQ, Drill, Write CCQ = Concept Checking Question PPP = Present Produce Practise TTT = Test Teach Test systems lesson = 1 context (following up previous topic), 2 target language clarification & presentation, EMCDW, 3 controlled practice, 4 freer practice skills lesson = 1 lead-in, 2 vocab pre-teach, 3 text (reading or listening), 4 gist / detailed task, 5 controlled practice, 6 structured practice, 7 production activity Example of wrong / right sentence activity (for delayed error correction)
with synchronous & asynchronous incremental display (hide-show javascript)

→ click on Feedback to hide all suggested answers
→ click on

to display underlined mistakes & make students guess the correct answer
→ click on key to exercise

to display the suggested answer

The market price is going down ~~for~~ by about 10% ~~per~~ every year Customers prefer ~~pay~~ paying less ]]> 20240210-4ach 14:10-15:30 2 active How to analyse a presentation & learn from mistakes By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing

Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 776 8171 1263 Password: mNJU1J https://us04web.zoom.us/j/77681711263?pwd=MBntpmHYGuRkuU7GWW4AenCiGv8o41.1 ]]> 3 Rephrasing presentations to engage your audience 20230201 hw20230208 active wip edit_ol_qa_writing prep_ol_qa_writing pix/icons8-hand-with-pen-100_white.png pix/icons8-collaboration-100_white.png you, we Force them to be active listeners. → use possessive determiners like your, our, their Make the topic easier to understand → narrow the topic by using closed questions (i.e. include the answer in the question) Can we improve exam results? Why / why not? Ask the audience to contribute & be active → ask an open question How can we improve attendance? What do we need? ]]> Do you need the advantages of our new educational solution? Open question: Can you find any disadvantages? ]]> Topic: 3rd semester exam results Closed question: Open question: Closed question: Have exams satisfied our targets for the third semester? Why / why not? Open question: What do we need to improve exam results in fourth semester? Topic: Exam forecasts and opportunities Closed question: Open question: Closed question: Will exams follow the current trend? Open question: What can we do to grow? Topic: Syllabuses and objectives for year 2022 Closed question: Open question: Closed question: Have we devised our syllabuses well to reach our short term objectives this year? Open question: What could we change in our syllabuses if we had no financial restrictions? to devise = to invent sth new or a new way of doing sth Topic: Causes and impact of the crisis on education Closed question: Open question: Closed question: Do you agree with the causes of the crisis? Open question: How could we have mitigated the impact on education? 1 Vocab describing common mistakes active wip edit_match_qa prep_match_qa pix/icons8-dictionary-100_white.png How can you describe mistakes? What keywords do you know? Match the expressions with their definition. visual

]]> --> to flick You shouldn't do that with your pen when speaking to move or make sth move with sudden quick movements to fidget You will distract your audience if you keep doing so to move restlessly posture /'pɔstʃə:/ It shouldn't be too relaxed or rigid position in which you hold your body when standing or sitting voice modulation You will sound boring if you haven't enough manner of speaking in which the loudness or pitch or tone of the voice is modified lectern You shouldn't hide behind it when speaking stand for holding a book in a church or chapel, esp. for a bible from which lessons are to be read; a similar stand for a lecturer 2 Dealing with bad habits and mistakes active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png What can you do to avoid mistakes and/or bad habits? → answer the questions Flicking with your pen when speaking ✓ try holding a cup almost filled to capacity to force you to be calm to flick = to move or make sth move with sudden quick movements Fidgeting and as a result distracting your audience ✓ imagine a cat is resting on your shoulder ✓ place a pair of gloves on your shoulders → they shouldn't fall off to fidget = to move restlessly, without stopping, nervously Your posture is not comfortable or looks artificial ✓ imagine yourself under water or walking on the moon, with no gravity → you may move without difficulty, smoothly, but you'll have to do so slowly posture /'pɔstʃə:/ = position in which you hold your body when standing or sitting You sound boring because you haven't enough voice modulation ✓ highlight in your notes expressions which you want to stress ✓ drill rhetorical questions ✓ rehearse key sentences e.g. 1st introduction, conclusion voice modulation = manner of speaking in which the loudness or pitch or tone of the voice is modified You are hiding behind the lectern when speaking ✓ avoid using a lectern altogether → use a 2nd monitor on the floor facing you rather than the audience lectern = stand for holding a book in a church or chapel, esp. for a bible from which lessons are to be read; a similar stand for a lecturer 3 Criteria for evaluating a presentation hw20220203 active wip pix/icons8-collaboration-100_white.png deck_shuffled_lines_halign What makes a good presentation? What makes it inspiring? visual

→ place the following criteria under the correct headings. → use them for self assessment as well as evaluating other presentations. ]]>

Methodology

rh____i__l q________

Visuals

inf_______ o___l__d

Use of language

tri_____ arg______

Delivery

p___ e__ con____

Conclusion

op____g ]]> 1 Pitch analysis - case study 1 20230208 hw20230215n1 active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Presentation Checklist to decide if and why the presentation was successful) video

2010 Dayton elevator speech winner http://www.youtube.com/watch?v=i6O98o2FRHw ]]>

Presentation checklist

METHODOLOGY ✓ introduction ✓ rhetorical question(s) / hook / quotation ✓ objectives & tasks ✓ breakdown / plan of the presentation ✓ logical structure ✓ check audience understanding with CCQs (Concept Checking Questions) ✓ clear parts ✓ transitions between parts ✓ commenting slides (occasionally paraphrasing but no feeling of reading) ✓ objectives Has the goal of the presentation been achieved? ✓ timing (total vs per slide) ✓ clear & memorable conclusion VISUALS ✓ legibility (incl. slide numbers for reference, progression bar) ✓ no information overload (e.g. tables from spreadsheets) ✓ variety (infographics, line graphs, bar graphs, pie charts...) ✓ layout of information on the slide (top left → bottom right) ✓ video clips ✓ mini intervention(s) of subject-matter experts USE OF LANGUAGE ✓ vocab ✓ graded language and little jargon ✓ grammatical structures & accuracy ✓ conjunctions, adverbial phrases ✓ tripling arguments ✓ metaphors DELIVERY ✓ pace ✓ articulation & pronunciation ✓ intonation ✓ no obvious signs of reading ✓ stress on keywords ✓ body language ✓ eye contact CONCLUSION ✓ recap ✓ general conclusion ✓ recommendations ✓ contacts if further information required ✓ call for action ✓ opening ✓ Q&A session ]]> elevator_pitch_contest_winner_josh_light_utah_university.mp4 What are the positive aspects of this pitch? ✓ convincing argumentation & simple concept ✓ short sentences without conjunctions to insist on mechanically exponential growth pattern ✓ tripling technique (e.g. This course was cheap, interesting and effective) ✓ alliteration (e.g. rapid, relevant and realistic) ✓ rhymes (your brand in their hand) What areas need to be improved? 〆no start up capital mentioned 〆no call for action or request (i.e. asking audience to reflect on or do sth) 〆no comparison with competition 〆too fast speech (poor articulation, grammar mistake...) 〆little rapport with the audience rapport /ræ'pɔ:r/ = friendly relationship in which people understand each other very well Was the presentation successful? Would you invest money in this project? ✓ yes, because the narrative (i.e. selling of the product) was convincing although delivery had many mistakes Conclusion: → if you have a good idea, you can sell it even with a poor presentation Opening: → if you have a bad idea, can you sell it with a good presentation? 3 Writing a pitch 20240210-4ach hw20240217-6ach pix/icons8-lecturer-100_white.png active wip prep_2columns_2qa edit_2columns_2qa edit_text_for_reading_task shuffled_boxes deadline: 20240214 ]]> Practise the following techniques to keep the audience interested: ✓ tripling This course was cheap, interesting and effective ✓ alliteration rapid, relevant and realistic ✓ rhymes Our brand in their hand ]]> alliteration = use of the same letter or sound at the beginning of words that are close together, as in sing a song of sixpence rhyme = word that has the same sound or ends with the same sound as another word

Pitch structure

rhetorical question / hook / quote self-introduction name of your company target customer & needs brief description main benefits differences from competition USP(s) (unique selling point) your request / call for action anticipated questions promise ]]> quote = group of words or a short piece of writing taken from a book, play, speech, etc. and repeated because it is interesting or useful posture /'pɔstʃə:/ = position in which you hold your body when standing or sitting to flick = to move or make sth move with sudden quick movements to fidget = to move restlessly, without stopping, nervously voice modulation = manner of speaking in which the loudness or pitch or tone of the voice is modified to take charge = to assume control lectern = stand for holding a book in a church or chapel, esp. for a bible from which lessons are to be read; a similar stand for a lecturer shade ~ of sth = different kind or level of opinion, feeling, etc rigid /'ridʒəd/ = (often disapproving) (of rules, methods, etc.) very strict and difficult to change; stiff and difficult to move or bend mannerism = way of speaking or moving that is typical of a person 20240210-2ach 12:40-14:00 2 active PROFESSIONAL COMMUNICATION | How to use the structure of an elevator pitch for presentations By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing

Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) warning

NEW ZOOM MEETING ROOM Meeting ID: 776 8171 1263 Password: mNJU1J https://us04web.zoom.us/j/77681711263?pwd=MBntpmHYGuRkuU7GWW4AenCiGv8o41.1 ]]> 1 Presentation analysis - introduction 20230125 hw20230201 wip active edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Steve Jobs introduces iPhone in 2007 https://www.youtube.com/watch?v=MnrJzXM7a6o ]]> What are the positive aspects of this pitch? ✓ narrative based on explaining where you come from, where you are now, and where you are going to ✓ pace (rather slow, incl. occasional tripling) ✓ surprises ← building rapport ✓ humour (a finger is technologically better than a stylus...) ✓ visuals (simple, not overloaded with tables & data) ✓ convincing argumentation & simple concept ✓ matches target audience What areas need to be improved? 〆neglected, ignored or scorned on previous technological achievements 〆possibly unfair comparisons with the competition (illegal form of advertising in some countries) 〆no defaults mentioned 〆no price quoted to scorn = to feel or show that you think sb/sth is stupid and you do not respect them or it Was the presentation successful? Would you invest money in this project? ✓ designed to whet the appetite of fans rather than convince of cutting edge technologies implemented to whet the appetite = to increase your desire for or interest in sth 1 Lead in Why use elevator pitching techniques in presentations active edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png How could sales techniques help you deliver better presentations and webinars? Answer the following questions. visual

Imagine you are in this conference room. How do you make people listen to you? ]]> Can you be efficient at work without public speaking skills? ✓ presentation skills are considered as hygiene factors → a good manager must be able to communicate 〆not knowing how to speak to a wider audience may soon become a handicap handicap = something that makes it difficult for sb to do sth What do you worry about when delivering a presentation? 〆making a good enough first impression 〆lacking charisma 〆information overload = lacking methodology 〆lacking rehearsal & feedback 〆working after hours & burning out 〆stage fright ≠ preparing the presentation and not the presenter stage fright = nervous feelings felt by performers before they appear in front of an audience rehearsal = time that is spent practising a play or piece of music in preparation for a public performance After much training in presentations, you may feel effective, but are you efficient? Being effective is about doing the right things, while being efficient is about doing things right. https://www.insightsquared.com/blog/effectiveness-vs-efficiency-whats-the-difference/#:~:text=Effective%20(adj.),Efficient%20(adj.)&text=The%20difference%20between%20effectiveness%20and%20efficiency%20can%20be%20summed%20up,is%20about%20doing%20things%20right ↔ is being effective enough in today's corporate environments? → you feel efficient in giving presentations if you do it regularly ]]> effective = adequate to accomplish a purpose; producing the intended or expected result efficient = performing or functioning in the best possible manner with the least waste of time and effort You have a bright idea but you need money. You meet a CEO in the lift of a business centre. How do you ask for his/her financial support? lift pitch ≠ collocation ]]> elevator pitch = 10-second to 1-minute talk or arguments used by a person trying to persuade people, usually business angels or venture capitalists, to invest in a business project What are the differences between an elevator or sales pitch and a presentation? ✓ timing ✓ contents ✓ more active body language ✓ few or no visuals → convincing rather than reporting How can elevator and sales pitch techniques help improve your presentations? forcing them to accept or disagree with your argumentation (...) → be convincing rather than just descriptive

Imagine you are the player in red on the left. How will you score against that team of friendly-looking rugby players in blue on the right? ]]> 2 Structure of a pitch Structure of a pitch hw20220127 pix/icons8-collaboration-100_white.png active wip deck_shuffled_lines_halign prep_deck_shuffled_lines_halign Imagine you want to sell a new service. What do you start with? How do you end your presentation? 1. 2. s___-i___________ 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. ]]> to whet the appetite = to increase your desire for or interest in sth to scorn = to feel or show that you think sb/sth is stupid and you do not respect them or it elevator pitch = 10-second to 1-minute talk or arguments used by a person trying to persuade people, usually business angels or venture capitalists, to invest in a business project to pitch to someone = to aim an idea or product at someone, to promote by means of an argument and demonstration 20240126 13:00+ 0.25 active Зачёт (optional test) By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link

Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing

Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 776 8171 1263 Password: mNJU1J https://us04web.zoom.us/j/77681711263?pwd=MBntpmHYGuRkuU7GWW4AenCiGv8o41.1 ]]> 1 Avoiding communication breakdown [2min] active edit_ol_qa prep_ol_qa pix/icons8-cafe-100_white.png stopwatch I hear what you say. ✓ I'm afraid I can't agree & would rather not continue this discussion. With the greatest respect. ✓ It doesn't seem to be a very reasonable | sensible idea. That is a very brave proposal. ✓ It doesn't sound like a good idea at all. 2 Cross cultural communication visuals [4min] pix/icons8-quiz-100_white.png edit_ol_qa stopwatch active visual aid

]]> ✓ Fish can't see water in the same way as you can't see your own culture. It is your natural environment that's why we don’t know we are in water, and as a consequence we don’t understand our surroundings ✓ lack of political correctness ✓ micro-aggressions visual aid

]]> stereotypical behaviour of males and females gender gap e.g. competition & domination typically found in men vs caring & cooperation values typically found in women visual aid

]]> 3 pix/icons8-collaboration-100_white.png Russian vs Chinese horizons [4min] active wip 20231108 hw20231113_n3 deck_shuffled_lines_halign visual aid

]]> shared knowledge & values non verbal clues centralised administration Russian water ice hockey romantic, nostalgic literature & music WW2 Chinese water non verbal clues importance of traditions decision making via consensus ]]> 4 Long turn [5min] pix/icons8-quiz-100_white.png edit_ol_qa stopwatch active → if you are communicating in a linear-active culture: you may want to be concise, precise, and factual, avoid interruptions and distractions, and follow a clear agenda and timeline → if you are communicating in a multi-active culture: you may want to be friendly, enthusiastic, and empathetic, allow for some flexibility and improvisation, and use stories and examples to illustrate your points → if you are communicating in a reactive culture: you may want to be polite, respectful, and humble, listen attentively and patiently, and use indirect and subtle cues to convey your messages How would you explain indulgence vs restraint to teenagers who have not completed their homework for the 3rd consecutive time? → give an example 4 Power distance & long term orientation [3min] wip active edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png visual aid

]]> stopwatch In which countries are your decisions more difficult to change? Why? 〆China 〆Russia 〆Switzerland → they have a longer term impact How can these cultural traits impact on educational systems? 〆little flexibility in syllabuses 〆more academic contents 〆less likely remote learning opportunities