Why some people find learning a language harder than others Scientists at McGill University in Canada found that if left anterior operculum and the left superior temporal gyrus communicate more with each other at rest, then language learning is easier. "These findings have implications for predicting language learning success and failure," said study author Dr Xiaoqian Chai. For the study, researchers scanned the brains of 15 adult English speakers who were about to begin an intensive 12-week French course, and then tested their language abilities both before and after the course. Participants with stronger connections between the left left anterior operculum and an important region of the brain's language network called the left superior temporal gyrus showed greater improvement in the speaking test. However, that doesn't mean success at a second language is entirely predetermined by the brain's wiring.
Articles Common Sense Tools: MAPS and CIRCLES for Inclusive Education Marsha Forest & Jack Pearpoint Goodbye 2020- Welcome 2021! Goodbye 2020 - Welcome 2021 A Year Like No Other? What were people curious about in 2020? Learning still matters! Know Your Terms: Holistic, Analytic, and Single-Point Rubrics So let’s talk about rubrics for a few minutes. What we’re going to do here is describe two frequently used kinds of rubrics, holistic and analytic, plus a less common one called the single-point rubric (my favorite, for the record). For each one, we’ll look at an example, explore its pros and cons, and provide a blank template you can use to create your own. Off we go! A holistic rubric is the most general kind. It lists three to five levels of performance, along with a broad description of the characteristics that define each level.
How To Be A Great Teacher, From 12 Great Teachers : NPR Ed Sarah Hagan, a young algebra teacher in rural Oklahoma oil country, stays where she is because her students "deserve better." Elissa Nadworny/NPR hide caption toggle caption Elissa Nadworny/NPR Sarah Hagan, a young algebra teacher in rural Oklahoma oil country, stays where she is because her students "deserve better." Elissa Nadworny/NPR
Until All Means All: Redefining Inclusion By Lydia Wayman If you have a moment, do a search for “inclusion in education.” When I did the same search, I quickly discovered that the definitions fell into two categories: those that focused on the inclusion of disabled students (see why I use identify-first language here) among their non-disabled peers and those that took the broader perspective of educating all students in the same environment in meaningful ways. The difference might not seem important. After all, if a student has no diagnosis or learning issues, why would he or she even have a need for inclusion? I was very strong in academics. Superhero treats Question time! Can you recognise each of the characters? What do you think each of them do on a daily basis?
Educational Technology and Mobile Learning: Grammarly- A Great Tool to Help Students with Their Writing February 9, 2016 Grammarly is an excellent Chrome extension students can use to help them with their writing. It provides a free spell and grammar checker that can be used across different platforms including sites such as Facebook, Twitter, LinedIn, Gmail…etc. It’s true, most of online editors now come with sophisticated spell checking services but only few provide contextual spell and grammar checking.
What Does Full Inclusion Really Mean? I know that I do not have a corner on the truth. While belief systems and worldviews tend to get mired in rhetoric, the big picture of inclusion (specifically inclusive education) is far more forgiving. My aim in this piece is to clarify a big misconception about what full inclusion really means. Typically, when the term “full inclusion” gets batted around in the realm of education, there are one of two reactions—the first possibility is utter horror (you mean you want students with disabilities in general education all day every day?) and the second is indifference, cynicism, or apathy (inclusion? Yeah right.
Eight important facts about Working Memory and their implications for foreign language teaching and learning Introduction There is no blogpost of mine which does not mention Working Memory (WM) at some point. Why? Six ‘useless’ things foreign language teachers do Recasts Recasts are the most frequent form of feedback that teachers give students in the course of oral interactions. They consists of utterances by the teacher that repeat the student’s erroneous utterance but ‘fix’ the mistake(s) without changing the meaning in any way.