Sunday, March 29, 2015
Learning to wing it: Improv used to teach business skills
Learning to wing it: Improv used to teach business skills
He said not listening is bad in improvisation, bad in personal relationships and bad in business.The final exercise, called long-form improvisation, involved a large group of students, including some who just walked through the background or added sounds off-stage."You are not out there to make yourself look good," Noel said. "The idea is, you are supporting what they're doing."It was like the role many will play in their first jobs.
Sheryl Crow Performing "All I Wanna Do" (Official Music Video '94)
The lyrics for the song are based on the poem "Fun" by Wyn Cooper. Crow's producer (Bottrell) discovered Cooper's poetry book "The Country of Here Below" in a Pasadena, California used bookstore. Crow adapted "Fun" into the lyrics for her song – earning Cooper considerable royalties, and helping to push his book, originally published in a run of only 500 copies in 1987, into multiple reprints.
The opening spoken line, "This ain't no disco", is a reference to the song "Life During Wartime" by Talking Heads.When played on radio or at live performances, the line is also commonly changed to refer to the local listening area (such as "This is VA" instead of "This is LA").
The opening spoken line, "This ain't no disco", is a reference to the song "Life During Wartime" by Talking Heads.When played on radio or at live performances, the line is also commonly changed to refer to the local listening area (such as "This is VA" instead of "This is LA").
Thursday, March 26, 2015
What Are My Needs As An English Language Teacher?
| Students guided through learning module that asks and collects questions. | ||
| Instructor prepares lecture. | Instructor prepares learning opportunities. | |
| Beginning of Class | Students have limited information about what to expect. | Students have specific questions in mind to guide their learning. |
| Instructor makes general assumption about what is helpful. | Instructor can anticipate where students need the most help. | |
| During Class | Students try to follow along. | Students practice performing the skills they are expected to learn. |
| Instructor tries to get through all the material. | Instructor guides the process with feedback and mini-lectures. | |
| After Class | Students attempt the homework, usually with delayed feedback. | Students continue applying their knowledge skills after clarificationa and feedback. |
| Instructor grades past work. | Instructor posts any additional explanations and resources as necessary and grades higher quality work. | |
| Office Hours | Students want confirmation about what to study. | Students are equipped to seek help where they know they need it. |
| Instructor often repeats what was in lecture. | Instructor continues guiding students toward deeper understanding. |
http://ctl.utexas.edu/teaching/flipping-a-class/different
Oxford Key Concepts for the Language Classroom | Oxford University Press
Oxford Key Concepts for the Language Classroom | Oxford University Press
http://oupeltglobalblog.com/2015/03/26/iatefl-research-and-teaching-bridging-the-gap/#respond
As teachers, we base our instructional activities on many kinds of knowledge, including our own experience—not only as teachers but also as learners. Whether intentionally or not, we often teach as we taught last year (or five years ago) or as we were taught when we were students. And when we do try to teach in a different way, it may be because we were dissatisfied with our experiences—on either side of the teacher’s desk.
http://oupeltglobalblog.com/2015/03/26/iatefl-research-and-teaching-bridging-the-gap/#respond
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