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What is dyslexia? - Kelli Sandman-Hurley

What is dyslexia? - Kelli Sandman-Hurley
At the beginning of the video you had the opportunity to experience what it feels like to struggle through a written text. Dyslexia for a Day: A Simulation of Dyslexia is a kit with five simulations that can be implemented by anyone. Here is the writing simulation in full. Related:  Teaching EnglishListening

Get students learning by MAKING quizzes instead of TAKING quizzes. – EDTECH 4 BEGINNERS QuizPedia is a fun and engaging learning tool that can be used in primary education and onwards. And it’s free! How is it different to a typical quiz making tool? Quizzes aren’t new to the classroom but QuizPedia’s approach is. We flip the tables and transfer the task of making quizzes from teachers to students. Tests and quizzes are traditionally made and administered by teachers or schools to test student performance and development. This makes them co-creators of knowledge; it strengthens their ICT skills and scaffolds their learning. Why quizzes? In order to create their own multi-modal quizzes students must be able to research, evaluate and validate information and they must distil their knowledge down to a few key questions. What do I know about this? Quizzes also forces students to think about alternative and plausible wrong answers. Studies show that the quality of the students’ work improves when they know that others (besides the teacher) will see and use what they produce.

Why sitting is bad for you - Murat Dalkilinç Stop! Before Digging Deeper, go take a quick walk, get moving a bit and then come back! I promise you will feel better and perhaps even learn more! Welcome back! Is there a link between lack of movement coronary heart disease, diabetes, and stroke recovery? The human body is designed for movement, and our skeleton includes 360 joints. Are you thinking about your lifestyle and what you spend your day doing? Why marking your students’ books should be the least of your priorities 1. Introduction Never, as in this day and age, secondary schools in the UK have made such a big fuss about the importance of marking student books and never has giving feedback been so tiresome and time-consuming for teachers. Based on the intuitively compelling notion – supported by recent research claims by the likes of Hattie – that a more cognitively demanding student involvement in the feedback-handling process significantly enhances learning, Modern Language teachers are now asked in many cases to place marking at the top of their priorities and engage in elaborate corrective approaches. The trending remedial methodology prescribing a conversation-for-learning approach to marking, whereby the feedback unfolds in the form of a dialogue between corrector and correctee, book-marking has become a very taxing process for both parties but especially for teachers. 2. 3. The obvious answer is ‘No’ as students and parents do demand we correct. (1) the student must understand the correction;

Can you guess where people are from based on their accents? Most of Georgia O’Keeffe’s work is in storage. Nearly half of Pablo Picasso’s oil paintings are put away. Not a single Egon Schiele drawing is on display. Since the advent of public galleries in the 17th century, museums have amassed huge collections of art for society’s benefit. To paint a picture of these curatorial decisions, Quartz surveyed the holdings of 20 museums in 7 countries, focusing on the work of 13 major artists. Counting masterpieces Much of the world’s great art is housed in the vast archives of museums with limited display space. Museums don’t usually report what portion of an artist’s work they have on display. We surveyed a wide range of museums, including some of the world’s largest, like New York’s Metropolitan Museum of Art, Washington, DC’s Smithsonian National Gallery of Art (NGA), and Saint Petersburg’s Hermitage Museum. Lacking complete data, we chose instead to search the collections for individual artists of particular renown. Into the vault Methodology

Introducing Reported Speech Statements,Questions and Orders in a Different Way This week’s post was not supposed to be a grammar post, it just so happened to turn out like that. Come to think of it, I have been teaching lots of grammar lately so I shouldn’t be surprised if my brain is filled with ideas for grammar teaching. If I want my classes to be different from the ones I had when I was studying English at school (teacher-centred and book-centred), I cannot introduce all those digital tools I’m so keen on using and then go and spoil it all by asking students to read straight from a photocopy when it comes to grammar. I’m not saying it’s the wrong way to go about it, I’m just saying it’s not the way I teach or the way I’d like to be taught. Admittedly, grammar is grammar, but can we make it a bit more appealing to our students? Reported speech is probably one of my favourite grammar points and this is how I have introduced reported speech statements, questions and orders in my classes this week. To introduce statements I often use quotes from famous people.

Eating insects Presenter: Every resort town in the US has a candy store, but one store in Pismo Beach, California, goes beyond the usual taffy and caramel apples. If Hotlix has its way, Americans will be snacking on everything from caterpillars and cockroaches to mealworm-covered apples. Larry Peterman is a candyman on a mission. For more than a decade he’s been promoting a valuable food source that most Americans find revolting. Larry Peterman: In our culture, from the time that we’re really small, we’re taught to avoid insects. This has got a good cricket in it! Presenter: But kids aren’t the only ones munching on bugs. Advocates of insect-eating like to note that it’s environmentally sound. Waiter: Welcome, welcome, welcome! Presenter: Unlike Larry Peterman, who celebrates them at his dinner parties. Larry Peterman: We’ve just finished preparing a cricket cocktail. OK, folks, here’s the first course! While you’re enjoying this, I’m going down and I’ll get your next course. Larry Peterman: OK!

5-Minute Film Festival: 5 Videos to Explore Growth Mindset We know there’s no silver bullet for improving learning outcomes for kids, and Stanford researcher Carol Dweck, who originated the concept of growth mindset, has spoken out recently against the misapplication of her findings. But with a deeper understanding of the idea, and more exploration around what proper implementation looks like, growth mindset has a lot of potential. If you’d like to learn more, or want to clarify the idea for the people around you, these five videos offer something for every audience—from preschoolers to parents and colleagues to college kids. Carol Dweck—The Power of Believing That You Can Improve (10:25) Dweck’s 10-minute TED talk is an excellent entry point to the subject. Growth Mindset for Students—Episode 1 of 5 (02:36) This sweet animation is part one of a five-part video series developed by Class Dojo, with Stanford’s PERTS research center, to teach kids about growth mindset. A School That Keeps Learning—Part 3: Growth Mindset (08:40)

Improving IELTS Listening Through Connected Speech | IELTS Advantage Ask your IELTS students which skill they are most worried about and listening will probably be top of the list. Most courses seem to put most emphasis on the productive skills, at the expense of reading and listening. This post will examine the inadequacies of IELTS course books in preparing students for the listening test and suggest some alternatives, principally raising awareness of connected speech and giving students time to analyse what they have heard post-listening. Pronunciation Difficulties Most of the listening problems students face stem from unfamiliarity with certain pronunciation features. The four main areas of difficulty are: Weak relationship between sounds and spellingRhythm patterns at sentence levelDifferent ways of pronouncing the ‘same’ soundChanges in sound when they occur in natural connected speech Connected Speech Many learners are used to sympathetic teachers talking clearly and emphatically. Weakening of Vowels Examples include: What are you doing? Talk to him.

Ten things I did in 2016 that have significantly enhanced my teaching The year just gone was one of the best I have ever had in terms of professional development as a teacher, researcher, writer and CPD provider. In this blog I share ten things that I have tried out in 2016 that, in my view, have significantly enhanced teaching and learning in my lessons. 1.Doubled the exposure to receptive processing and delayed production One major change to my teaching has involved massively increasing my students’ exposure to comprehensible input before engaging them in production. In order to enable my students to learn from the aural and written input provided, as illustrated in the texts in figure 1, I make sure it contains lots of patterned repetitions, cognates and familiar language and contextual clues which facilitate inference (so that 95 % would be accessible without resorting to guessing or dictionaries). Figure 1 – narrow reading texts including comprehensible input with lots of patterned repetitions and cognates Figure 2. 3.Inductive Grammar teaching 4. 4.1.

Database Error New research is revealing that many cases of depression are caused by an allergic reaction to inflammation. Tim de Chant of NOVA writes: “Inflammation is our immune system’s natural response to injuries, infections, or foreign compounds. When triggered, the body pumps various cells and proteins to the site through the blood stream, including cytokines, a class of proteins that facilitate intercellular communication. By treating the inflammatory symptoms of depression — rather than the neurological ones — researchers and doctors are opening up an exciting new dimension in the fight against what has become a global epidemic. Eleanor Morgan of VICE adds: “Cytokines skyrocket during depressive episodes and, in those with bipolar disorder, halt in remission. You can read much more by visiting The Guardian, VICE, and NOVA. The freshest stories straight to your Inbox By signing up you will also get exclusive updates on FEELguide offers, events, deals, tips, and all sorts of other goodies.

Learning a language makes you more tolerant, so why aren't more universities encouraging it? There are many benefits to knowing more than one language. For example, it has been shown that aging adults who speak more than one language have less likelihood of developing dementia. Additionally, the bilingual brain becomes better at filtering out distractions, and learning multiple languages improves creativity. Evidence also shows that learning subsequent languages is easier than learning the first foreign language. Unfortunately, not all American universities consider learning foreign languages a worthwhile investment. Why is foreign language study important at the university level? As an applied linguist, I study how learning multiple languages can have cognitive and emotional benefits. This happens in two important ways. The first is that it opens people’s eyes to a way of doing things in a way that’s different from their own, which is called “cultural competence.” Gaining cross-cultural understanding Cultural competence is key to thriving in our increasingly globalized world.

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