▶ Action Research in Education. - YouTube

▶ Action Research in Education. - YouTube

What is action research? Dr Carol Davenport describes how action research in education can be applied as part of a continuous professional development programme for science education in schools and colleges.

The network of Science Learning Centres run a number of courses which include elements of action research.

John Elliott (1991) defines action research as:

“Action research is the process through which teachers collaborate in evaluating their

practice jointly; raise awareness of their personal theory; articulate a shared conception of

values; try out new strategies to render the values expressed in their practice more consistent with educational values they espouse; record their work in a form which is readily available to and understandable by other teachers; and thus develop a shared theory of teaching by research practice.”   

http://slidespeech.com/s/endxRSDben/

Better version, I hope.

Connected Educators 2014

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 Connected Educator Month: Those who do, teach. Own it, worldwide. October 2014.
A celebration of community, with educators at all levels, from all disciplines, moving towards a fully connected and collaborative profession. Convened by the connected education community, with the full support of the U.S. Department of Education, building on the success of previous years with hundreds of new events and activities from dozens of organizations and communities. We’ll be working together, in October and beyond, with all stakeholders, leaving no device unturned, no country or learning environment unexplored. Get involved at connectededucators.org.

About Connected Educator Month

Millions of educators and others around the world have participated in hundreds of professional development opportunities as part of Connected Educator Month (CEM) the past two years. Originally developed by the U.S. Department of Education and its partners as part of the Connected Educators initiative, CEM offers highly distributed, diverse, and engaging activities to educators at all levels. Based on its success in 2012 and 2013, the initiative is poised to reach even more educators in 2014, through expanded partnerships and enhanced programming.
Highlights of CEM 2013 included:

• More than 300 major education organizations, companies, or communities officially participating, including, for the first time, entire states and districts
• More than 600 national events and activities conducted officially (on the CEM calendar), many more conducted independently
• More than 1 million web pages and other online locations referencing, promoting, or discussing the event (a 300% increase over CEM 2012)
• More than 14 million educators and others reached around the world via Twitter alone (more than triple the reach of 2012)
• Recognition as one of the top educational technology news stories of both 2012 and 2013 

For more information about the first two years of CEM, see our reports on the 2012 and 2013 events, and/or this post and video by U.S. Secretary of Education Arne Duncan (who hosted his first Twitter chat as part of the 2013 celebration). Connected Educator Month in 2012 and 2013 was convened by the American Institutes for Research and its partners in the Connected Educators project (2010-2014), on behalf of the Office of Educational Technology of the United States Department of Education.

CEM 2014

As successful as CEM 2013 was, there are still educators who are not connected, and many more who are not yet taking full advantage of the opportunities connected education affords. More broadly, the field of connected education itself is still in need of further stimulation and development. Based on participant feedback, we hope to:

• Make the event more fully global, to better incorporate learnings from around the world, supporting multiple countries in the development of full event slates as part of the celebration
• Make the celebration more fully mobile and blended, in reflection of trends in educational practice and educator use
• Provide a greater emphasis on collaboration in our planning, tools, and activities, as the logical next step beyond connection, and address participants’ desire for a more action-oriented approach (2x+ as many events were collaborative in 2013)
• Launch a series of ongoing connected education initiatives during the month (our own and others) to keep momentum building throughout the year, as well as develop more year-round resources (like 2013’s district toolkit)
• Include more events/activities that pull in other education stakeholders—parents, students, whole school communities, policymakers—to magnify the event’s creative impact We also expect to enhance CEM’s editorial programming and infrastructure to keep the event fully accessible as it continues to grow, as well as engage in more extensive capacity-building to empower the broader community to take more ownership of the celebration.

Halina is online...

Thank you Nellie, so very much.

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Why new technology makes us work more...

http://sciencenordic.com/why-new-technology-makes-us-work-more?utm_source=ScienceNordic.com+Newsletter&utm_campaign=cd9c98206a-RSS_EMAIL_CAMPAIGN&utm_medium=email&utm_term=0_3bb7f89ffc-cd9c98206a-239660869

 Face-to-face meetings are especially important when establishing and nurturing relationships to colleagues and customers, assert employees and their bosses in jobs in the fields of management, PR and communications, government and research.
Key reasons given for a physical presence at the place of work include the opportunity to exchange ideas and avert the misunderstandings which could crop up in our physical absence.

Wish to be updated

Despite that, the advances in ICT have reinforced expectations that we stay available after working hours. This has ripped away many of the former boundaries between work and leisure time. As a result we work more than before, often without any remunerative compensation.
Whips are not necessarily being cracked. The office workers who participated in the study often choose to be online and available to customers, colleagues and employers after working hours.

Polish Easter Egg Traditions different techniques from different regions

Easter is major holiday in Poland, and Easter celebrations are not limited to Easter Sunday. Easter-related traditions take place for more than a week in Poland. From Palm Sunday to Wet Monday, this period is marked with religious rites and practices with their origins in pagan times. It is important to note that Easter in Poland is celebrated Western Roman Catholic calendar.

http://www.scotthyoung.com/blog/2014/01/08/adequacy-vs-mastery/

The other reason has to do with the technical differences between human and computer languages. A fluent speaker is only moderately more productive in the act of communication than someone who has an intermediate level. There are many things in Spanish that take me longer to explain than they would in English, but, I’d guess, if you average out all my interactions they aren’t considerably slower than a fluent speaker.

How long does it take to speak a language?

How long does it take to speak a language?

I believe that learning a foreign language is an established training. I've spent my whole life working on mastering languages.

We have to practice every day and should communicate with natives as often as possible.

If we do not have the time or a chance, we will lose our conversational skills.

They say practice makes perfect; whatever I think about this slogan, it seems to be true.

At the same time, I am aware of the fact that I will never speak like a native.

For me, the most noteworthy is communication. In my view, pronunciation is significant as long as the meaning is concerned. Nowadays we talk about “standard English” which has been used internationally.

Many people want to talk like a native. I would like to announce that accents are acceptable as long as they are understandable.

I never force learners to sound like native speakers, simply because they are not, besides I am also not a native English teacher. We must teach towards intelligibility, rather than a 'native' accent. Accent reduction in my opinion means increasing correct and easily understandable accent.

Moreover, I use a lot of songs in my teaching. Through songs, students discover the natural stretching and compacting of the stream of English speech.
Students may orally summarize the spirit or matter of a song or give oral presentations about a song or musician. Many songs tell a story, and these stories can be rewritten or retold to practice narrative or summarizing skills.
This method works for my learners exceptionally well.

Generally, I think that we learn languages to communicate, and accurate delivery is not the most valuable skill to develop.

All in all, everybody needs to improve communication skills, and it is an entire lifetime job, including native speakers.

Therefore from my point of view, the answer to the question - how long does it take to speak a language? – is….

It takes a lifetime.