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Chico State believes in providing access to its diverse student, employee, and community populations. The Accessibility Resource Center works with staff, faculty, students, administrators, and community members to ensure that all aspects of campus life- learning, working, and living- are universally accessible. We promote and facilitate awareness and access through accommodations, training, and partnerships.

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Chico State believes in providing access to its diverse student, employee, and community populations. The Accessibility Resource Center works with staff, faculty, students, administrators, and community members to ensure that all aspects of campus life- learning, working, and living- are universally accessible. We promote and facilitate awareness and access through accommodations, training, and partnerships.

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Self-Grading and Peer Grading are tools which provide rubrics-based grading to create academic reflection and dialogue. They enable students to reflect upon their work and revise as needed; improving student output and metacognitive knowledge. These practices lead to students-teachers dialogues.

Link:

https://practices.learningaccelerator.org/strategies/self-and-peer-grading

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Resources & Guidance from The Learning Accelerator

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Context

When engaged in writing tasks, students must grade their own work and have a partner grade their work before submitting it to the teacher for final review. This enables students to reflect upon their work and revise as needed. In addition to improving student output and metacognitive knowledge, this practice can also lead to student dialogue around why a different score was given between the creator and team member.
Peer Grading: Discussing Rubric and Assignment

Student Does

Grades their own written work, such as a writing task.

Has a teammate grade their work after they have.

Discusses any discrepancies between the two grades with the teammate.

Submits student-graded work to the teacher.

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Students must grade their own work and have a partner grade their work before submitting it to the teacher for final review.

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Reciprocal Teaching, a multicomponent approach (4) strategies into one cohesive structure of increasing comprehension of text: predicting, clarifying, questioning, and summarizing. Helps teachers to explicitly scaffold learning to help students become more metacognitive about their reading and learning. Helps students become more active, reflective, and strategic readers.

Link:

https://education.wm.edu/centers/ttac/resources/articles/teachtechnique/reciprocalteaching/

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By Joan Baker, M.Ed., and Lisa M. Emerson, M.Ed., M.Sc.

May/June 2014

There is a general agreement that the goal of reading is to be able to understand printed text. Reading comprehension instruction is beneficial for all students, especially those with learning disabilities. Although assessment of reading comprehension is common within literacy classes through high school, unfortunately teaching reading comprehension is not. Surprisingly, several studies have documented that reading comprehension strategy instruction accounts for only 16% of the literacy curriculum in grades K-3 (Pilonieta & Medina, 2009). Similarly, in special education settings, explicit instruction in reading comprehension skills is rare, and the questions that teachers ask are mostly factual (Klingner, Urbach, Golos, Brownell, & Menon, 2010).

The interventions with the highest effect size for reading comprehension among students with learning disabilities encourage students to monitor their understanding before, during, and after reading. Such strategies include making predictions, clarifying words/concepts, summarizing, and questioning (Klingner et al., 2010). According to Hattie (2009), reciprocal teaching is among the most powerful instructional practices in terms of achievement outcomes for students with disabilities due to its combination of strategy and direct instruction methods.

Reciprocal teaching is a multicomponent approach that combines four strategies into one cohesive structure of increasing comprehension of text: predicting, clarifying, questioning, and summarizing (Takala, 2006). This approach helps teachers to explicitly scaffold learning to help students become more metacognitive about their reading and learning. Further, it helps students become more active, reflective, and strategic readers. Reciprocal teaching can be successfully implemented within both general education and special education classrooms. Direct instruction procedures and reciprocal teaching formats are effective within inclusion settings for all learners (Gajria, Jitendra, Sood, & Sacks, 2007).

Direct instruction of reciprocal teaching includes teacher modeling of each component, guided practice, and formative feedback to students. Teachers have also incorporated a picture walk and visualization (see Table 1) to make the learning sequence mirror how effective readers approach reading for comprehension. Once this sequence has been established, the teacher gradually releases the responsibility for predicting, clarifying, questioning, and summarizing to the group or groups of students. Peer support and structured student dialogue have also been shown to be effective scaffolds for students with learning disabilities.

Direct, explicit, and systematic instruction supports the learning of complex material for students with disabilities (see Table 1). Teachers' strategic use of task analysis and scaffolding with students has been found to be more effective than traditional methods (Gajria et al., 2007).

Table 1
Explicit and Systematic Instructional Sequence for Reciprocal Teaching

Ask Questions
Ask questions about things that happened in the text or that you find interesting.

We do this after reading a portion of the text because it helps us better understand what we read.

Ask questions using the words what, when, where, why, and how.

Adapted from Pilonieta and Medina (2009).
Critical Components of Reciprocal Teaching
As noted previously, reciprocal teaching engages students in reading and has been shown to increase comprehension through four basic components: predicting, clarifying, questioning, and summarizing. Predicting sets the purpose for reading (Stricklin, 2011). Before reading, predicting allows students to make an assumption about the text based on the cover, title, illustrations, and their prior knowledge. During reading, students anticipate what will come next by using text structure, content, illustrations, and prior knowledge. Clarifying helps students connect to the text as they search a passage for unfamiliar vocabulary words, concepts, or text structures. Within the reciprocal teaching process, students are taught a variety of reading strategies for clarification such as rereading, using decoding skills, and looking within the sentence to extract meaning. Students are also encouraged to use dictionaries and other reference resources to illuminate unknowns within a text. Questioning promotes interaction, as students pose questions about the text they are reading to their peers. Engagement in questioning with peers can better equip students to arrive at possible solutions to questions, find relevant information, work cooperatively in groups, and monitor their own comprehension. Students become much more involved in the text and reading when they are posing and answering questions themselves, rather than answering the teacher's questions. Finally, summarizing allows readers to recall important details within a text by synthesizing thoughts orally and/or in written form. Recalling important information and concepts within a text can increase metacognition (Stricklin, 2011).
Assessment of Reciprocal Teaching
The impact of reciprocal teaching strategies on student comprehension may be measured in several ways. For example, teachers can utilize a reciprocal teaching checklist that outlines skills within each of the components of predicting, clarifying, questioning, and summarizing to be observed in order to determine whether a student demonstrates novice, basic, proficient, or exemplary performance of each skill. A four-door chart is another tool that can serve as a formative assessment of student understanding of the reciprocal teaching components. The chart has four doors labeled with each of the reciprocal teaching strategies. Students can open these doors and write brief responses behind each one (Oczkus, 2005). Furthermore, diagnostic assessments help determine whether a student has internalized the strategies for comprehending a variety of text structures and can isolate types of comprehension skills with which a student may struggle. Finally, performance-based assessments utilize a rubric to determine the extent of the student's ability to use the component strategies of predicting, clarifying, questioning, and summarizing. Rubrics allow students to set goals for increasing their proficiency as well as monitor their progress in the reciprocal reading process.
Reciprocal Teaching Manipulatives and Supports
Visual, verbal, and hands-on tools may be utilized while engaging in each of the components of reciprocal reading. Advanced organizers such as charts, graphic organizers, thinking maps, and bookmarks with reminders of the four components are all examples of visual tools (detailed information provided below). Sentence starters assist students new to the reciprocal teaching process by encouraging them to verbalize or write down their thinking. Partner sharing, line-up summaries, and response cards are all examples of verbal discussion strategies that get students talking about their thinking (Stricklin, 2011). Finally, props such as puppets, costumes, or objects are considered hands-on motivating tools for use throughout the reciprocal teaching process, especially in the younger grades. Hands-on tools can assist students in connecting to each part of the process. For example, a crystal ball or snow globe can represent predicting much like a fortune-teller might do. A magnifying glass could stand for investigating unfamiliar words and concepts in the clarifying process. Use of a toy microphone suggests verbalizing questions about the text, and use of a belt or large rubber band as a visual tool indicates summarizing of information, or holding important information together, and can be motivating to students.

The reciprocal teaching manipulatives and supports listed below are examples of teaching and learning tools that will assist students in more independently applying its components. The supports address various learning styles.

Reciprocal Teaching Pyramid
The reciprocal teaching pyramid is a visual reminder of the roles and responsibilities of each member of the group. It also includes sentence stems to support students' dialogue about the text.

Reciprocal Teaching Cue Cards The cue cards can be used as you teach each role to the students. After the teacher has modeled the expectations for a specific role, the students will have an opportunity for guided practice with the corresponding cue card. The teacher gradually adds more roles and fades support until groups become more independent.

Reciprocal Teaching Graphic Organizer
The graphic organizer provides a structure for students to record their learning and gives the teacher an opportunity to collect and analyze the group's responses as well as give feedback to individual students.

Reciprocal Cube
The reciprocal cube is a game format that helps students practice the skills that are required for independent application of reciprocal teaching. The students work in small groups, taking turns rolling the cube and demonstrating the skills represented on it.

Reciprocal Teaching Checklist
The reciprocal teaching checklist is designed to assist with formative assessment. Thus, teachers can use the checklist to guide their instructional practices and communicate to students about their progress towards comprehension goals.

In conclusion, reciprocal teaching helps to reduce the cognitive load on students with disabilities by explicitly teaching the critical aspects of comprehending text. Further, use of reciprocal teaching requires the gradual release of responsibility to the students and scaffolding of supports (Hattie, 2009). As a result of this approach, teachers will eventually see their students as independent and reflective readers having attained higher-level comprehension skills.
Resources: Cooperative Learning in Inclusive Classrooms

For more information about active engagement and reciprocal teaching, order the following T/TAC W&M Considerations Packets by visiting http://education.wm.edu/centers/ttac/resources/considerations/index.php:

Explicit Instruction for Implicit Meaning: Strategies for Teaching Inferential Reading Comprehension

Techniques for Active Learning

Read: "Cooperative Learning: Students Who Work Together, Learn Together" in the May/June 2013 issue of Link Lines to meet the various learning needs of students in inclusive classes using reciprocal teaching as a cooperative learning strategy.

For additional resources on reciprocal teaching, visit

Check out the following reciprocal teaching activities and lesson plans at the T/TAC Library:

Kagan, S. Cooperative Learning. Call number CL14

Stone, J. Cooperative Learning: Reading Activities. Call number CL16.b

Gajria, M., Jitendra, A. K., Sood, S., & Sacks, G. (2007). Improving comprehension of expository text in students with LD: A research synthesis. Journal of Learning Disabilities, 40(3), 210-225.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge, Taylor and Francis Group.

Klingner, J. K., Urbach, J., Golos, D., Brownell, M., & Menon, S. (2010). Teaching reading in the 21 st century: A glimpse at how special education teachers promote reading comprehension. Learning Disability Quarterly, 33(2), 59-74.

Oczkus, L. D. (2005). Reciprocal teaching at work: Powerful strategies and lessons for improving reading comprehension, grades 2-6 [DVD]. Newark, DE: International Reading Association.

Pilonieta, P., & Medina, A. L. (2009). Reciprocal teaching for the primary grades: "We can do it, too!" The Reading Teacher, 63(2), 120-129.

Stricklin, K. (2011). Hands-on reciprocal teaching: A comprehension technique. The Reading Teacher, 64(8), 620-625.

Takala, M. (2006). The effects of reciprocal teaching on reading comprehension in mainstream and special education. The Scandinavian Journal of Educational Research, 50(5), 559-576.

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Reciprocal Teaching: Seeing is Believing

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By Joan Baker, M.Ed., and Lisa M. Emerson, M.Ed., M.Sc. May/June 2014 There is a general agreement that the goal of reading is to be able to understand printed text. Reading comprehension instruction is beneficial for all students, especially those with learning disabilities.

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Positive Action provides a research-based SPED curriculum that works with students who receive special education of all types, including

Autism, Down Syndrome, ADD/ADHD, Learning Disabilities, Emotional disturbance, Physical and intellectual disabilities.

Link:

https://www.positiveaction.net/blog/teaching-special-education-strategies

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Teaching Strategies for Students With Special Needs

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In the United States, special education is free in the public education system, thanks to the Individuals with Disabilities Education Act (IDEA).

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Scaffolding learning comprises many techniques that allow you to provide extra support to your students. Ideally, it will help them bridge learning gaps and achieve understanding they would not be able to on their own. There are two forms of scaffolding: hard and soft. The former refers to using techniques that directly impact student learning and requires planning, such as games you use or the way you teach a lesson. When using a soft scaffolding strategy, take an indirect approach, like asking targeted questions.

Link:

https://www.hmhco.com/blog/what-is-scaffolding-in-math

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Looking for a more defined answer? Examining various strategies may help you understand the concept and plan your own scaffolding math instruction ideas. There are two forms of scaffolding: hard and soft. The former refers to using techniques that directly impact student learning and requires planning, such as games you use or the way you teach a lesson. When using a soft scaffolding strategy, take an indirect approach. For instance, asking targeted questions counts as a soft approach. Here's a look at various ways you can implement scaffolded learning in your classroom:

Ask questions: Asking questions isn't only a scaffolding technique, you probably also do it during math talk. Good questions get students to analyze concepts you presented and think about how they come to an answer. Your questions can fall into six categories, as outlined by the Revised Bloom's Taxonomy: remember, understand, apply, analyze, evaluate and create. Each category does something different, so the goals of your questions change based on the section under which they fall.

For example, "Can you think of another way to write this equation?" is a create question. Each question should guide students toward deeper understanding of the topic.

Use reading strategies: When reading texts in English class, students are often asked to perform tasks or answer questions that help them understand the content and gain awareness of the story as they read. You can do the same thing in math to provide a scaffold.

Reading strategies used in math can be categorized into three different approaches-try, connect, and wonder - each of which you can access through questions. "What would you do if the numbers were smaller?" is an example of a wonder question. It gets students to engage in a hypothetical scenario where they can think about numbers in a new way.

Bolster collaboration: Students can provide scaffolding for each other if you offer tools and strategies. For example, have students work on math problems in pairs, but with only one pencil. That way, students have to work together and take turns. Or, have groups draw pictures that display their understanding of a math concept.

Scaffolded learning helps students achieve greater gains in math class than they would otherwise. Of course, to get the results, you should employ appropriate and effective strategies. Read about differentiated math instruction on Shaped for more ideas to implement in the classroom.

***
Looking to unlock mathematical learning in the students who need it most? Explore Math 180, our revolutionary approach to math intervention for students in Grades 5-12.

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Scaffolding learning comprises many techniques that allow you to provide extra support to your students and help them bridge learning gaps.

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Visualization transforms students from passive to active readers; helping students cross the boundary to improved comprehension. Creating mental images; sharing visualizing; practicing in everyday learning.

Link:

https://www.educationworld.com/a_curr/profdev/profdev094.shtml

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Visualizing text is a proven way to improve reading comprehension. It is a technique that can be taught using this simple, step-by-step strategy from literacy consultant Cathy Puett Miller. Included: Tips and resources for developing students' comprehension skills.

"Proficient readers spontaneously and purposely create mental images while and after they read. The images emerge from all five senses as well as the emotions and are anchored in a reader's prior knowledge."
-- Keene and Zimmerman, Mosaic of Thought

Each day, our students are bombarded with the visual images of TV and video games. In contrast, most students view reading as a passive activity. But a simple technique -- visualization -- can transform students of all ages from passive to active readers; visualization can help students cross the boundary to improved comprehension.

Your students will be able to grasp the visualization technique by following a simple, step-by-step plan:

Modeling the Technique

Direct modeling of the active thought processes involved in visualizing text is the first step. Begin with a familiar fiction read-aloud. As you read a short passage, describe images you see in your mind. For example, you might use the following quote from Where the Wild Things Are:

"That very night in Max's room a forest grew and grew and grew until his ceiling hung with vines and the walls became the world all around."

After reading that quote, share with students the images you visualized as you read it.

As I read that passage, I thought about the words and I imagined what the characters looked like, what they were doing, and what their surroundings were like. I shared with students that I imagined a window with a moon shining through it. Saplings began to sprout and quickly grew leaves and stems. (The scene was like those time-lapse photography images you see on the Discovery Channel.) I saw little vines spreading their tendrils down the walls and across the ceiling. Before I knew it, the entire room was green and leafy, and much darker than before.

Students Practice Visualizing

When you finish sharing your thoughts, let students try the same technique on their own. Share a highly descriptive reading selection appropriate for students' listening vocabulary level (up to two years above their reading vocabulary). If necessary, before reading share a vocabulary mini-lesson to introduce unfamiliar terms. Depending on the ages of your students, you might choose from the following titles or use a title of your choice that provides excellent descriptive passages.

Danny Schnitzlein's The Monster Who Ate My Peas (ages 4-8, Peachtree Publishers, 2001)

Roald Dahl's Charlie and the Chocolate Factory (ages 9-12, Puffin, 1998)

Charles Dickens' A Tale of Two Cities (ages 12-18, Dover Publications, 1999)

Before reading aloud to students, offer the suggestions below.

While I read, close your eyes and listen carefully. Stay alert and think about what happens in the story. See if you can imagine the scene the words describe. Pretend you are making a movie; what would you see from behind the camera?
As you listen, when you hear describing words (adjectives) -- such as hot, red, musty, or quiet -- use those words to help paint pictures in your head.

For students identified as "at-risk", you might discuss what it feels like to be hot, or what shade of red a tomato might be, or how musty gym socks smell when they've been in a locker for three days. Give them concrete ideas and connect to prior knowledge. In other words, turn on the thought processes and you will prime students to do the same when they read. Remind them to think about what characters smell, taste, feel, hear, and think. Good readers do that. Also, point out to students that this technique will help them remember what the story is about.

Sharing Visualizations

After reading the selection, direct a class discussion in which students share their images. Emphasize that everyone's visualizations will differ. Be sure to acknowledge and value all students' ideas.

If students create images that do not fit the words, help them question their images and adjust them. (This is another effective comprehension strategy.)

If they create images that reflect the words, praise them and encourage comparison/contrast discussions.

If students have difficulty creating an image, try another short read-aloud session and practice modeling again. Ask questions to lead them to create images on their own -- questions such as Does this remind you of anything in your life? or What do you think the dog looked like? or Do you have a dog? How do you think this dog is the same as yours? Different?

Using Drawing to Help Students Visualize

Next, use a different selection from the same or another text. Tell students you will share part of a story (show no illustrations). Ask them to draw their own illustrations as they listen. The physical act of creating a picture can help students grasp the concept of visualization.

To connect this image building with comprehension and to reinforce the concept of visualization, make time to share and discuss students' images. That might be done in small groups first, then as a class.

Integrating Visualization Into Everyday Learning

After students begin to grasp the concept of visualization, be sure to reinforce it frequently. Make visualization a part of class every day. Those who have more difficulty with the concept will learn from peers' expressions imagination. Encourage those who struggle to ask other students how they came up with their ideas and to learn from one another.

Integrate this exercise into daily class read-alouds and silent reading. Incorporate not only physical images, but also ideas about feelings the characters might experience. (That will exercise students' critical thinking skills, especially their skill at making inferences.) Use the combination of drawings and mental image-making that works best for your students. As you progress, you can move from descriptive texts into expository texts.

By using visualization, you open the door for life-long reading. Most of all, you help develop in students the habit of actively thinking about what they read -- which leads to greater retention and understanding.

Encourage students to practice the ideas outlined in this article as they read at home.
Assign homework that includes a reading from an assigned text. Ask parents to read the selection -- or part of it -- with their children and discuss the possible images. You might need to provide some direction for parents, because some adults don't have the skill either.

Have students read a pre-printed passage and use the visualization strategies taught in class.
Before duplicating the passage, insert a dot or asterisk every 3-4 sentences. Each mark represents a "pause-for-reflection" point -- a point at which students should stop and think about the words they have just read (and reread as necessary). Before they proceed, ask students to create a mental picture (think about what they read) and circle the words that helped them create their images. Have them select one "pause" and draw an illustration or use a visual organizer to hone in on the ideas and images the author describes.

When reading in a content area, encourage students to use these visualization techniques to understand more of what they read.
Expository text is full of images -- maps, charts, text boxes, sidebars, and more -- that aid in comprehension.

Mosaic of Thought: Teaching Comprehension in a Reader's Workshop by Susan Zimmerman and Ellin Oliver Keene (Heinemann, 1997).

Cathy Puett Miller is a passionate advocate for early literacy. Known widely as "The Literacy Ambassador," Miller connects children, families, and teachers with resources to create positive early reading experiences.

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Teaching Students to Use Visualization to Improve Comprehension

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Visualizing text is a proven way to improve reading comprehension. It is a technique that can be taught using this simple, step-by-step strategy from literacy consultant Cathy Puett Miller. Included: Tips and resources for developing students' comprehension skills. "Proficient readers spontaneously and purposely create mental images while and after they read.

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Lucidchart is the intelligent diagramming application that brings teams together to make better decisions and build the future.

Link:

https://www.lucidchart.com/pages/

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Lucidchart | Diagramming Powered By Intelligence

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Create next-generation diagrams with AI, data, and automation in Lucidchart. Understand and optimize every system and process.

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Instructure is a comprehensive LMS; a software to make learning easier. Clarity and ease of use across the board, from product design to communication to customer experience, teachers, learners, instructional designers and communities, in an intuitive approach.

Link:

https://www.instructure.com/

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Instructure | Educational Software Development

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Instructure | Educational Software Development

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Instructure's educational software includes Canvas LMS, used by schools and universities worldwide. Learn why the Instructure learning platform is a great place to work and to invest in.

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Index-Education is a tool for creators of digital applications for the world of education, Index Éducation (French language); host of school data in a secure ISO 27001-certified environment, providing management and educational specialist a feedback, support and community engagement to manage, improve and AME systems and processes.

Link:

https://www.index-education.com/fr/

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Premier créateur d'usages numériques pour le monde de l'enseignement, Index Éducation est également le premier hébergeur de données scolaires dans un environnement sécurisé certifié ISO 27001.

C'est parce que nous avons choisi un numérique au service de l'établissement, en lien direct avec les utilisateurs, que nos applications sont devenues les outils de référence, considérés comme indispensables par les personnels de direction.

Avec plus de 3,4 milliards de connexions pour l'année scolaire passée, PRONOTE fédère toute la communauté éducative. PRONOTE Primaire, son adaptation au premier degré, offre, depuis la rentrée 2021, des services dédiés aux enseignants, aux familles mais aussi aux IEN et à la commune.

Rattachés depuis décembre 2020 au groupe La Poste au travers de sa filiale Docaposte, nos engagements au service de l'école sont encore plus forts et prennent désormais en considération les besoins des collectivités.

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INDEX-EDUCATION : Logiciels pour les établissements scolaires. Emplois du temps, vie scolaire, notes, absences

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INDEX-EDUCATION - EDT : logiciel d'emploi du temps pour les collèges et lycées. PRONOTE : un seul logiciel pour toute la vie scolaire. HYPERPLANNING : Le logiciel de planning et de gestion des salles pour l'enseignement supérieur et la formation

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Udemy.com source of courses in different languages. 

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Udemy.com provides a global catalog spanning skills and topics, people and organizations to learn, develop skillsets, adapt, change and thrive.

Link:

https://www.udemy.com

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ByJus is an innovative global edtech leader at the intersection of content, media and technology, which focus on personalized and engaging learning journeys, across all levels of education.

Link:

https://byjus.com/global/

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BYJU'S makes learning engaging & effective by leveraging deep pedagogy & cutting edge technology. With offerings ranging from adaptive self-learning courses on apps & web to personalised 1-on-1 classes with expert teachers for ages 4-18+, we have programs for every learner.

Explore Learning Programs

A learning program for every student

Engaging courses across subjects

Millions of happy students and counting

Our Investors

50+ Investors who have been strong partners in our growth story

BYJU'S in the news

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Learn Math, Coding, Music & Arts Online | BYJU'S Global | Tynker| Osmo| BYJU'S Future School |Epic

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Explore BYJU'S self-paced and LIVE 1-on-1 online learning module for Pre-K to Grade 12 to give your child an extra edge in Maths, Coding, English, Music & Arts, and Animation & Videos crafted by expert teachers, artists, animators, and filmmakers. BYJU'S learning module is comprised of videos, books, audiobooks, quizzes, and personalized tutoring from experts.

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DeepL Translate is supported by AI, utilizing natural humane language variations and regional accuracy. Utilized by translators and interpreters.

Link:

https://www.deepl.com/translator

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Tech giants Google, Microsoft and Facebook are all applying the lessons of machine learning to translation, but a small company called DeepL has outdone them all and raised the bar for the field.
Its translation tool is just as quick as the outsized competition, but more accurate and nuanced than any we've tried.

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DeepL Translate: The world's most accurate translator

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Translate texts & full document files instantly. Accurate translations for individuals and Teams. Millions translate with DeepL every day.

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LTANT: Language LTATeachers' Association of the Northern Territory

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LTANT: Language LTATeachers' Association of the Northern Territory

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LTANT Digital Learning Resources provides specific resources for teachers in different languages and levels, including games, activities, teachers and students resources, project ideas and multimedia support.

Link:

https://www.ltant.org/digital-learning-resources

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Transparent provides tools and resources for language classes and communicative engagements. These resources are free for language educators and include activities, multimedia, and multiple languages material, including Spanish.

Link:

https://www.transparent.com/education/free-education-resources.html

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The Right Way to Flip Your Language Learning Classroom

Studies have shown that when it comes to learning foreign languages, combining technology and human instruction is more powerful than either computer learning or human instruction alone. This approach is at the core of Declaratively Accelerated Blended Learning (DABL).

In this follow-up to our DABL overview white paper, we will show you how to apply the DABL flipped classroom method to language instruction. Three detailed sample lesson plans are included to help get you started. We also include details on how to execute DABL in our own Transparent Language Online programs, but the core principles are easily applied to whatever curriculum you choose.
Download the Whitepaper

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instructional strategies to teach spanish

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The Right Way to Flip Your Language Learning Classroom Studies have shown that when it comes to learning foreign languages, combining technology and human instruction is more powerful than either computer learning or human instruction alone. This approach is at the core of Declaratively Accelerated Blended Learning (DABL).

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E-Learning Heroes: Articulate E-Learning Heroes Community

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E-Learning Heroes: Articulate E-Learning Heroes Community

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CoP for educators with e-Learning tools, examples, course building guides and templates, storyline templates, course design assets and aids. E-Books on e-learning topics free.

Link:

https://community.articulate.com/

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Articulate’s E-Learning Heroes is the #1 community for e-learning creators. Get free downloads and examples and connect with thousands of e-learning pros.

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For educators, different digital tools and project management supporting material for teachers and institutions, including planning, students success for digital learning, evaluation/analytics, course design and delivery, leadership, budget and policy.

LINK:

https://www.everylearnereverywhere.org/

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TOWARD ENDING THE MONOLITHIC VIEW OF "UNDERREPRESENTED STUDENTS"

This report synthesizes commentary, research, and original interviews about how higher education has grappled with disaggregating and using student data to confront and close equity gaps for particular student populations.

View Report

WHAT OUR BEST COLLEGE INSTRUCTORS DO: REFLECTIONS BY STUDENTS ABOUT MEANINGFUL LEARNING EXPERIENCES

What Our Best College Instructors Do: Reflections by students about meaningful learning experiences is written primarily by college students for faculty interested in adopting teaching strategies that students find engaging and meaningful.

View Resource

TIME FOR CLASS 2023

This 2023 study - the largest and longest running study monitoring digital learning in higher education - aims to identify the differences between student and institutional stakeholder experiences and preferences to suggest ways institutions and solution providers can address these differences.

View Report

EQUITY IN HIGHER EDUCATION THROUGH EVIDENCE BASED TEACHING AND DIGITAL TOOLS

Higher education institutions need to implement high-quality digital tools and effective teaching to improve outcomes for poverty-affected students and Black, Latinx, and Indigenous students.

More On How We Work

We create a customized plan for each institution that may include any or all of the activities. This ensures our approach meets administrator, faculty, and student needs.

Recent Posts

Building a community of practice can be thought of in five stages - envisioning, designing, facilitating, evaluating, and sustaining - according to a framework outlined in a new resource from ...

Every Learner Everywhere helps institutions improve student engagement and increase academic success in gateway courses through innovative teaching and learning strategies.

Every Learner Everywhere is a network of partner organizations that collaborate with higher education institutions to improve student outcomes through innovative teaching strategies, including the adoption of adaptive digital learning tools. The emerging evidence base around digital learning shows potential to increase access and engagement, decrease costs, and improve outcomes for students, particularly Black, Latino, and Indigenous students, poverty-affected and first-generation students. Our network partners represent leaders and innovators in teaching and learning. We have specific expertise in the adoption, implementation, and measurement of digital learning tools as they're integrated into pedagogical practices.

Tyton partners' Listening to Learners 2023 reveals that while 70% of students value representative diversity among advisors, only 30% of institutions report scaled implementation of this hr practice. Cutting-edge research identifies strategies to enhance student outcomes and create a sense of belonging in higher education.

This guide presents results from an analysis of 100 academic continuity plans at U.S. colleges and universities. The results form the basis for recommended academic continuity plan best practices, tools, and templates academic leaders can use to maintain a plan that can be used in both short-term and long-term circumstances.

This 2023 study - the largest and longest running study monitoring digital learning in higher education - aims to identify the differences between student and institutional stakeholder experiences and preferences to suggest ways institutions and solution providers can address these differences.

Tyton partners' Listening to Learners 2023 reveals that while 70% of students value representative diversity among advisors, only 30% of institutions report scaled implementation of this hr practice. Cutting-edge research identifies strategies to enhance student outcomes and create a sense of belonging in higher education.

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Every Learner Everywhere is a network of partner organizations that collaborate with higher education institutions to improve student outcomes.

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CoP with resources for teachers on different languages. Focus on educators with experience on 5-18 years old students.

Link:

https://www.participatelearning.com/blog/communities-of-practice/

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Communities of Practice – Virtual learning and collaboration opportunities - Participate Learning

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Teachers rarely get opportunities for reflection and collaboration with others outside their grade level or departmental team. The term “community of practice” (CoP) was first introduced by Etienne Wenger, an education practitioner and scholar who described CoPs as “groups of people who share a passion for something that they know how to do and who … Continued

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The Comprehensible Classroom provides an approach of exposing students to encounter Comprehensible Input through what they hear and read in the classroom, to make the language acquisition effortless. Exposure and interactions are the core actions to enable learning. Resources available are some free and others with price.

Link:

https://comprehensibleclassroom.com/products

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Discover the power of Acquisition Driven Instruction at Acquisition Academy in Dallas, TX, an immersive 3-day workshop in Dallas, TX designed to empower teachers to unlock their students' language potential by teaching for language acquisition.

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All students are capable of acquiring language. Discover training and curriculum that empower teachers and learners to unlock potential.

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Bridge provides comprehensive language solutions for teachers and institutions. with teacher training programs which certify English teachers from over 140 different countries.

Link:

https://bridge.edu/tefl/blog/esl-community-of-practice/

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BridgeUniverse - TEFL Blog, News, Tips & Resources

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Whether you're swapping stories during a training course or discovering job opportunities at a conference, a huge part of your growth as a TEFL/TESOL professional happens when you're with your peers. Although the pandemic has hampered these in-person interactions, it's still possible to stay connected with your TEFL fellows by building your ESL community of practice (CoP) online. Let's look at what a community of practice is all about and how you can build one virtually.

What is an ESL community of practice?

Outside of your set of workmates or friends who are in the English teaching field, there are wider circles of ESL educators with whom you can connect to continue your professional development. These informal networks are called communities of practice, and they bring together professionals who help each other grow by regularly exchanging insights, offering learning resources, and sharing their skills and knowledge in ESL teaching. Chances are, you are already part of a CoP!

Why is a community of practice important?

As educators who are constantly learning and evolving, we can benefit a lot from a community of practice in the following ways:

Being part of a community of practice allows you to interact with your colleagues, giving you the chance to build relationships and talk about experiences that they can relate to.

Your peers act as a support group and motivate you to be the best teacher you can be. They can help you work out solutions to common problems.

Meeting up or networking with the members of a community of practice is a great way to find out about career opportunities, continue your TEFL/TESOL professional development, and improve your craft.

You become part of a larger community of TESOL educators that celebrate their members' successes - and you'll be a part of exciting events!

By engaging with a community of practice, you can stay up-to-date with trends or current issues in the TEFL/TESOL field.

How have communities of practice changed since the pandemic?

When the COVID-19 crisis struck, most communities of practice had to hold off on face-to-face engagements and make them virtual. TEFL/TESOL courses have had to be completed through virtual learning software, while regular meetings with colleagues have had to be held on Zoom or other video conferencing platforms.

Nevertheless, the silver lining to this shift is that you can connect with more people all over the world, especially with the help of social media and online events. Facebook, for instance, has linked more and more TEFL/TESOL teachers across regions, while virtual conferences have given more educators the opportunity to participate in global events.

Whether you're training to become an ESL teacher or you're an experienced university professor, you can build a community of practice online in many ways:

How do I create a virtual ESL community of practice?

Connect with your peers in your TEFL/TESOL course

TEFL/TESOL courses are not all lectures and quizzes - they also provide students with a lot of ways to meet their classmates and interact with each other! For instance, Bridge's IDELTOnline™ course, which also covers communities of practice in its curriculum, encourages this connection among its global trainees through various activities:

The discussion boards on the platform allow students to read posts and comment on them.

Trainees work in pairs in order to help each other with their lesson plans.

During live tutorials, trainees and tutors have the chance to meet each other.

For IDELT Online ™ grad Matthew Lins, an online ESL teacher from Brazil, one of the best parts of the course was having the chance to connect with and learn from other teachers from all over the world. "We are teachers, but as students, we are also teaching other people with our experience. So, I've learned a lot from my classmates. Although it is fully online - we have never met personally - I've learned a lot from them," he shared.

Join groups using social media

Even just on social media, you'll be surprised by how big the English language teaching world is! On social networking apps like Facebook, Twitter, and LinkedIn, you can find different groups of teachers by simply searching with keywords such as "ESL teachers," "TEFL," or "English teachers."

Aside from global TEFL/TESOL groups, you can also join groups in your home country or those for specific teacher profiles like non-native English teachers and online ESL tutors.

These virtual groups are great channels not only for making acquaintances or friends but also for asking questions, making announcements, and even just for sending shoutouts to members!
Connect with a community of ESL teachers worldwide by joining Bridge's Teaching English Online group on Facebook.
Be a part of professional groups

Aside from coming up with standards for the teaching industry, professional associations, like TESOL International and IATEFL, also actively unite TEFL/TESOL educators all over the world by regularly hosting events. So, if you're looking to expand your network and stay informed of the latest opportunities to advance your professional development, joining these associations is the way to go!

Aside from these international associations, you can also find TEFL/TESOL affiliations in your respective countries. For example, ESL teachers based in Canada can join TESL Canada, while those living in South Korea can be part of Korea TESOL.

Attend virtual conferences

Whether you want to enhance your skills or build connections with the global English language community, there are many reasons to attend online TESOL conferences and summits, such as BridgeUniverse Summits, held by professional associations and organizations.

Wondering what happens once you use that virtual event pass? Here's what's in store for you:

From interactive sessions to panel discussions to workshops, virtual TEFL/TESOL conferences offer a diverse experience through the activities that attendees can participate in.

You can learn from a variety of speakers, from experienced teachers to researchers to industry leaders.

Most online conferences and summits include a career fair where you can find out about the latest job posts and apply to companies directly.

Virtual conferences and summits often let participants meet, exchange contact details, and chat on the platform.

You can access these events from anywhere in the world!

Read about a teacher's experience and biggest takeaways from this year's virtual IATEFL Conference.
What would this look like? How do teachers interact with each other?

Being connected virtually has made it easier for teachers to help each other succeed and develop their expertise, and they do this by sharing their knowledge and resources in the field. Let's look at some of the things that members contribute to their TEFL/TESOL community of practice:

Class ideas, such as games, activities, and teaching techniques

Teaching materials for the physical and online classrooms

Latest news in the TEFL/TESOL industry and members' achievements

New research findings and innovations

Insights into current issues

Job opportunities and tips for finding jobs or students

As many group activities have recently become virtual, now's the perfect time to start building or joining an online ESL community of practice. With the help of your peers, you can continue thriving in an ever-changing industry, create lasting relationships, and never feel isolated, even in the midst of tough times.

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How to Build an Online ESL Community of Practice - BridgeUniverse - TEFL Blog, News, Tips & Resources

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From getting classroom ideas to discovering job opportunities, an ESL community of practice can help you grow as a teacher. Here's how to build or join an online CoP!