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This workshop is great to help instructors bridge the technological gap which opened since their last computer class! This workshop is great value for the money because regardless of your level of experience with a specific item, there is something to be learned. This workshop is definitely worth a small investment of time and funds in order to learn more about internet and technology. It was a fantastic opportunity to learn about new and not-so-new technology in an environment that was supportive and encouraged playing with it.
Before the workshop I knew very little about the possibilities of using technology to enhance student learning, aside from using a graphing calculator in class. This MCC work is the best for the money you spend and for the knowledge you learn about technology and teaching. There is also advice for choosing the right type of software and dealing with storage of screencasts.
Many people have asked me to give a tutorial on creating custom stamps in Adobe Acrobat for paper grading. Once the custom stamp is inserted in a PDF document, it can be resized and moved all over the page. And now that notation error that requires you to explain in a lengthy comment is not such a burden to correct anymore. In April (2011) I tried (as I do every year) to find a way to use the latest and greatest auto-captioning software to auto-caption a video.
Now, before I go any further, let me make it perfectly clear that if I have a student in my class who has a serious visual or hearing disability, I would work with my school to be sure that all required materials for that semester were appropriately accessible. Most instructors will gladly work with their college support staff to make sure that all their students have the equivalent opportunity to learn in their courses. Situation A: The instructor teaches a 4-credit math class and uses traditional lectures  in a face-to-face class using a chalkboard.
Situation B: The  instructor teaches a 4-credit hour math class and gives the exact same lectures as in Situation A, and does them live in class, but uses a Tablet PC (instead of a chalkboard) and records the lectures so that they will be available outside of class. Students with no disabilities are able to watch and listen to the recording from the live classroom. Students with a hearing impairment are able to watch and re-watch the recording (step-by-step) and most of what is said is written down. Students with a visual impairment are able to listen and re-listen to the recording (step-by-step) and most of what is written down is also said aloud. Students with ADHD will have the opportunity to pick up things they may have missed in class.
Students who work the night shift and are really tired at their 8am class will have a chance to rewatch the lessons after they wake up in the evening. Students who have learning disabilities will be able to go back to anything they didn’t understand and talk it over with their tutor. ESL Students will be able to listen and re-listen to vocabulary that was hard for them to understand. In Situation B, the college still might need to provide a sign-language interpreter if a student with a hearing impairment took the course, since the course is being recorded in a live classroom. Situation C: Same as Situation B except the state imposes a law that says that all video put up digitally by an instructor must be closed-captioned and any images used in the video must be described in great detail for the visually impaired.
Spend 8 hours rewatching the 4 hours of videos to write a captioning script [see note at bottom before you comment that there is software that can do this for you]* and make sure to note whenever a diagram or picture of any kind is used.
For 2 more hours, use editing software to add additional audio narrative of any diagrams or pictures they used in their lecture (and don’t forget the captioning script for those). Spend 6 hours producing the videos, which now take more time than in Situation B, because the videos are more complex.
Students with a hearing impairment will see an exact transcript of what was said instead of the approximate handwritten one. ESL students will be able to see the all the words the instructor is saying written out (although in reality, most new vocabulary words were probably already written out in the lecture). Students who don’t want to turn on the sound on their digital device (maybe they are watching the lecture in one of their other classes?) can use the captions to see exactly what is being said. The problem is that faced with the reality of teaching today, Situation C is just not feasible while carrying a 4-6 class per-semester teaching load (as most community college instructors do). If we’re going to require 100% accessibility of digital materials when the material is just supplementary and when there is not necessarily a student in the class who requires it, then I say we also provide 100% accessibility in all face-to-face lecture-only classes too.


The college could provide the student with a sign-language interpreter to watch the instructor provided videos with them and sign them as they are watched. I hope that helps some of you who are facing the math video captioning issue to deal with the elephant in the room. If you don’t know what RSS is, or don’t know how you would use it for math, this column is for you! In case you’re wondering, the PIP video was recorded from a Flip Video camera that was affixed to one of the seats in the auditorium with masking tape. Here are some of the short interviews that involve mathematics (and all really COOL mathematics).  All of these can be embedded into course shells.
For at least a decade, we have had the ability to let CAS software perform computational mathematics, yet computational skills are still a large portion of the mathematics curriculum. This could be the time for us to reach out and embrace a tool that might allow us to jettison some of the computational knowledge from the curriculum, and give math instructors greater flexibility in supplemental topics in the classroom. Daring as I am, I really fancied taking a risk and using this CPD opportunity to test the water. My resources included a self and peer assessment worksheet to be used during the lesson, plus a copy of quintilingual keywords to be introduced to students. Having taught the first 2 lessons in another classroom, (a DT workshop to be exact, due to timetabled restrictions!), students arrived – admittedly, chaotically into the classroom – trying to establish their own understanding of the new routine for coats, bags, books and aprons! No sooner had students gathered around the front table, I had to stop myself from scribbling the three differentiated objectives up onto the whiteboard.
It was at about this point, that I started to employ my favourite AfL questioning strategy, Pose, Pause, Pounce, Bounce! After the fruit-salad quality control demonstration, students departed from the front desk to move about the classroom and set up their team areas.
All these worksheets and activities for teaching Conversation have been designed by English language teachers.
There are some cards to be used in especially beginner classes to make the students talk actively. I would encourage them to find out more information about each other after the initial ?Do you have? question(e.g. This sheet is a good discussion sheet which students can use to fuel a conversation about what dreams mean. This worksheet can be used to make your students talk and give their opinions about comedies and favourite comedians, sitcoms, funny situations, etc. The stories are very short so they can be used as warm ups and as they are humorous they help to break the ice. This is 1-hour Conversational English lesson plan for ESL students, aiming to train their ability to use sentence patterns to make telephone calls. This works well when you instruct the students to use the modals - should, would, could, must, have to, never, will be etc. THESE 7 PAGES OF ACTIVITIES ENABLE STUDENTS TO PLAY A DIALOGUE AT THE YHA OF OXFORD STREET. Great ?mingling? ice-breaker for first session of new classes of young elementary students. Useful question for the 3rd level of Trinity exams You can use it for daily classroom practice too.English is communication!
These are among the best phonics worksheets, games, videos and flash cards you will find online. Expert Blakely Thomas-Aguilar shares five fun presentation ideas in this recorded 5-minute webinar, sponsored by iMeet.
I’ve attended many workshops and professional development activities over the years and was already using or somewhat knowledgeable using many of the things talked about but I learned SO much!
I was really surprised how much I learned about the tools I already use that improves my experience with them. Great coverage of hardware and software to get you up and going RIGHT NOW with using technology in your classes. My lesson plan was supported with a simple seating plan, alongside scribbles of current levels of attainment by students in the subject.
You can read the full details and directions of how to do this in The Guardian article here, or you can click this link to see how to question your students, according to Winnie The Pooh characters.
As lead for Teaching and Learning, we try to encourage all staff who feedback, to withhold judgement until the middle-to-end of the session. After completing over 100 observations in the last academic year alone, it is essential that I am also part of the entire process. I know you know that, but what you may not know, is that any feedback must be supported with a specific teaching and learning CPD target… that could possibly be linked into your own appraisal if applicable.


In 2014 he was one of first UK teachers to venture into the unknown, with pay-per-download resources which inspired the TES to do the same. Advanced reading article, comprehension exercise and roleplay cards for a speaking activity.
Students can not only learn some very useful vocabularies and expressions but also carry out debate and discussion with it. It is a clear instruction sheet on how to prepare to give a 5 minute long speech in the class. One of them describe the picture and the other must draw it so that they get the best score.
This is a conversation activity to practice the comparative of equality and infiriority using this topic. Use the clues and ideas below to help you create an argument for your appointed point of view with your team members. You can start a conversation writing on the board the name of the assassin and after Lincoln Who were they? 12 STUDENTS? MEMBER CARDS ARE PROVIDED AS WELL AS THE CHECK-IN FORM THAT THE RECEPTIONIST HAS TO FILL IN TO REGISTER THE STUDENT.
First elicit some common icebreakers or pick-up lines guys use to speak to young ladies they are interested in. They ask each other questions, note down the names of fellow-students, then report back to the class! Just enter your list of words and this website will create bingo, dominoes, crossword, memory games, etc.
A multi-level English curriculum featuring cartoon animated videos, engaging games, interactive tests and a progress tracker. The has everything you need to help a child learn to read through phonics: decodable stories, listening exercises, you name it.
The best feature was the time to work in a lab setting with colleagues from your discipline. It is definitely the most important and educational conference that I have ever been to in my life. If you do, then switching to a different text or a new edition will suddenly make all your videos out of date.
Use the resources in this presentation to tackle the technology problems that haunt you – online office hours, course design, avatars, surveys, image-sharing, video-capture, mind maps, website-building, and much more. The curated data sets can be easily incorporated into classroom examples to bring in real-world data. This was followed with a short 5-minute teacher-student-teacher led demonstration, particularly focusing on students with low-attention to engage their understanding. I’d also now like to add, that avoiding any kind of terminology closely related to the framework is best avoided, but almost entirely impossible! We can all deny it, but the final judgement is how we are judged and almost all we want to hear! Below you will find phrases and language helpful in expressing opinions, offering explanations and disagreeing. Read the text explain the vocabulary in the context and try to make questions about the text. A lot of GREAT ideas were exchanged and I left the conference with great free software and hardware, but more importantly a jump drive of ideas, finished work and I am looking forward to implementing as much as I can right away. If you must reference a section or page number, do it in the text that accompanies the link to the video.
As for visually-impaired students, they may prefer raised line graphs (see the Thermo-pen for an example of how to do this)  to audio descriptions of diagrams and images. I only knew this as the demonstration evolved… as having only taught them twice before, I barely knew their names, never mind their behaviour. Of course, I argue too, that we should all be reflective and open to develop areas of teaching and learning in our own classroom.Therefore, we should do our best to hear beyond the judgement made.
You can use it as an activity to introduce new vocabulary or simply to check the vocabulary they have previously studied. The first one is on Volumes of Rotation and was recorded live in a classroom mostly by students.



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