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Science of Reading - What is it? (Laura)

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Science of Reading - What is it? (Laura)

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The Science of Reading: Defining Guide provides a firm definition of what the science of reading is, what it is not, and how all stakeholders can understand its potential to transform reading instruction.

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I use Twitter for professional development- thus it is an "educational prop" (Justine)

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During lockdown, and again now during online classes, my students and I did brain breaks in between classes to help them unwind, have a little fun, and take care of their brains during this stressful time. I will link the PPT we used. It includes things like breathing activities, copy the GIF, etc.
-Aislinn

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BBQ in Thailand (Frankie): Here is a photo of me and 6 of my colleagues having a BBQ together. We like to grill meat together at least once a month. Discussions include teaching, students and ideas for improvement among just chilling together. 

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BBQ in Thailand (Frankie): Here is a photo of me and 6 of my colleagues having a BBQ together. We like to grill meat together at least once a month. Discussions include teaching, students and ideas for improvement among just chilling together. 

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https://www.acamis.org/professional-development/acamis-peer-learning-network

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ACAMIS Peer Learning Network (PLN)

Due to popular demand, we are re-opening individual registrations for the 8 PLN Strands below. Join our growing community today!

ACAMIS Peer Learning Network (PLN) is an opportunity to promote collaboration among education professionals with similar job responsibilities to enhance their craft, share knowledge and network regionally. These highly interactive experience sharing sessions provide an opportunity to share resources, information and engage in discussions and planning that will immediately benefit participants' schools.

In partnership with PD Academia, ACAMIS's contracted PD Coordinator, ACAMIS wants to support the professional learning of educators and administrators that traditionally are underserved by its existing conferences. For the 2022-23 school year we will be offering Peer Sharing and Learning opportunities for staff with the following responsibilities:

We believe that some of the most effective professional learning is when schools enable an environment where teachers and administrators dictate the learning agenda, ensuring it is time relevant. PLNs are intended to have participant lead agendas, with meetings that are professionally moderated, so that experience and resource sharing is productive and collaboration is nurtured and curated in online forums.

There is a lot of untapped potential and expertise in our schools. It is an opportunity to promote collaboration among education professionals with similar job responsibilities in a similar regional context. These high-impact, condensed learning sessions, often referred to as Job-Alikes, provide an opportunity to share resources, information, and engage in discussions and planning that will immediately benefit the participants and their schools. The PLN will provide participants with the opportunity to meet live, online, three times a year, as well as interact in an online forum where they can share resources and advice to pressing questions related to their specific roles.

Because of the specialized nature of certain teaching and administrative roles it is very difficult for those educators and administrators to collaboratively learn with colleagues from their own school. PLNs give staff in very specialized roles an opportunity to meet and learn with peers from other schools in a similar regional context. The benefits of networked learning include:

Learn about topics that are timely and relevant to your needs

Share and receive great ideas, resources, and practices

Collaborate on common professional inquiries

Broaden your perspective from peers who understand your regional context

Feel seen and heard by peers experiencing similar challenges

Better understand your role relative to others

Strengthen your professional network

Professionally moderated meetings and forums

Bilingual, English, and Mandarin Chinese Strands

High impact and low-cost professional development

To enhance sharing and learning, ACAMIS's Professional Strand Moderator will:

Survey participants to identify topics and questions they want to explore

Identify topic matter experts to share cases and best practices

Group Peers based on common professional inquiries

Ensure there are breakout rooms for Mandarin Chinese speaking participants

Actively moderate a discussion forum

Curate key insights, ideas, and resources identified in each meeting

Moderate meetings and breakout session debriefs to surface key insights and questions for further exploration

Participants for each strand will receive access to:

3 Moderated Meetings

A forum where key insights, resources, and best practice cases are curated from meetings

Translated materials, in Mandarin Chinese (Contingent on Permissions)

Moderated forum discussions where a Strand Moderator will regularly post articles and resources in answer to participant inquiries, as well as stimulate thinking on time-relevant topics

Recordings to all meetings

Contact information and ability to privately connect with strand participants

Each PLN will have three live facilitated online meetings over the course of the year. These meetings will take place in September, November/December and March. Each meeting will be 3-hours and follow this agenda:

Keynote presentation (topic based on surveyed interest)

Peer Learning Group Presentations on Findings from Professional Inquiries

Breakout to brainstorm ideas, process information and resources from the presentation

Moderated debrief of breakout discussions to identify key insights and popular themes for further exploration

Participants join breakout discussion theme they are most interested in exploring. This will ensure participants can delve deeper into topics with peers that have a similar level of experience and interest in the topic.

Each participant will get access to one PLN Strand. This includes the remaining 2 professionally moderated live-virtual PLN meetings and access to an online collaboration platform to share resources and network with other strand participants between now and July 31, 2023.

If you wish, you can register multiple people into their chosen PLN Strand via a single registration (so separate registrations are not needed for each person)

Within approximately 1 day of your registration, you will receive an email from us that includes a registration fee invoice (or receipt). A day or two after that, we will email PLN Strand participation instructions directly to the registered participant(s).

Should you have any registration queries please email finance@acamis.org

REGISTRATION FEE REFUND POLICY

If notice of cancellation re the registered participant is received:

30+ days pre-event: 80% of fee is refundable

15-29 days pre-event: 40% of fee is refundable

Less than 15 days pre-event: no refund

"Event" means the first PLN strand session in the package being purchased.
Participants who commence but do not complete the full program (withdrawing part way through) will not be granted any fee refund.
You may request substitution of a participant(s) and this will be processed at no cost (maximum once per participant).

REFUND DUE TO PD EVENT CANCELLATION

In the event of cancellation of any PLN sessions, we will make a pro-rata refund or provide an equivalent credit for the registration fee(s) paid.

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ACAMIS Peer Learning Network (PLN) - ACAMIS

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ACAMIS Peer Learning Network (PLN) Due to popular demand, we are re-opening individual registrations for the 8 PLN Strands below. Join our growing community today! ACAMIS Peer Learning Network (PLN) is an opportunity to promote collaboration among education professionals with similar job responsibilities to enhance their craft, share knowledge and network regionally.

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Frankie: For me, a big challenge was to bring in new technology tools into my lessons. In the past, I only used quizizz.com for all kinds of assessments. I struggled in the beginning to use different kinds of tools and it was frustrating at first to get used to all the different tools, but by using them during this course, I realized how well they work and how much the students enjoy them. The more I use different tools, the more I get comfortable with them, and nowadays I hardly teach a lesson without using some sort of online tool. I love using Padlets I even bought a subscription), Mindmaps,  Jamboards and other tools and techniques in my lessons. I find my lessons are much more engaging now. 

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Frankie: For me, a big challenge was to bring in new technology tools into my lessons. In the past, I only used quizizz.com for all kinds of assessments. I struggled in the beginning to use different kinds of tools and it was frustrating at first to get used to all the different tools, but by using them during this course, I realized how well they work and how much the students enjoy them. The more I use different tools, the more I get comfortable with them, and nowadays I hardly teach a lesson without using some sort of online tool. I love using Padlets I even bought a subscription), Mindmaps,  Jamboards and other tools and techniques in my lessons. I find my lessons are much more engaging now. 

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4th Grade Communications Scavenger Hunt (Olivia)

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4th Grade Communications Scavenger Hunt (Olivia)

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I created a scavenger hunt for my 4th Grade class. The IB Units of Inquiry we had been studying was about communication so the theme of the hunt involved different coded messages and students had to work in their teams to break the codes for the next clue about where to go on campus.

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Journal of Research in Science, Mathematics and Technology Education, Volume 5, Issue 3, September 2022, pp. 195-225

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I want to read this to see my subject as a whole and what roles it can play in Elementary instead of always looking at my lessons, units and what to cover next. It is good to be aware of the larger picture.

https://www.jrsmte.com/article/exploring-effective-practices-of-an-elementary-stem-block-program-12383

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Sign up page for Making space for learning (ibo.org)

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Making space for learning IB Cat. 2 (Terence)

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Making space for learning IB Cat. 2 (Terence)

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I have been looking for a great cat. 2 workshop from IB to both advance my career and learn valuable new skills I can apply to my current job as a STEM teacher. This is my favorite and it's virtual, so I can do this at school/home. It's a three day workshop. Intense, but worth it!
https://www.ibo.org/en/event/190488?wsid=973ab8e6-2f8a-43c7-ac03-0dbf529f41d8

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Of course it is not always 100% possible, but I always try. Learning should be fun and I always look at ways to make it better. The main reason is that from my own experience, learning is really REALLY hard if it is not fun and you have 25 other things you'd rather be doing. It can't always be helped, sometimes the grind is real and you need a bit of grit. But for all the times it is possible, let's do us all a favor and do it the fun way. :)

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From our trek to Dalian on our way to Shanhaiguan and later Tibet! 

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https://oliviaroses.wixsite.com/oliviasickels

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Olivia R Sickels has a B.S. in Conservation and Wildlife Management and a minor in Media and Communication. Experienced in Environmental Education, freelance photography, and studio art.

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(I know #3 is a scavenger hunt, but I thought this was fitting as well) This activity helped to overcome stereotypes of gender, as we all have the same things at home. During this lesson we talked about how it doesn't matter if you are a girl or boy that we all have these things. I also included stuffed animals, toy cars, and dolls. Students of both genders found these items, and I showed them that it doesn't matter if you are a girl or boy, that it is okay to have these items and like them.

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I agree with Frankie! I also struggled a lot with all the different tool in this course, but now it has even had go out of my comfort zone and find my own online tools. This course had really helped me especially with teaching online this past month. I even created my own online quiz for my Grade 2 students and included a variation of questions and how they answer it. Before this program, I think I would have felt lost when teaching online.

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Obviously there are metrics we are trying to reach, and at some point the students will have to take exams (such as SATs, IB tests, etc), so there are specific goals that we want out students to achieve. That said, especially for the younger kids but really for everyone, growth shows more about learning than overall knowledge. Exams test for knowledge, not learning, and as teachers our goals should be more about learning as much as possible.

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https://www.researchgate.net/publication/242086187_Play_as_a_context_for_Early_Learning_and_Development

I'm always interested in ways to best use play in ECE. I think learning more about what kinds of play can help with brain development and it what ways can help me as a teacher know when to join in play and when to step back, what kinds of play to encourage and what kinds of materials are the best. For instance open ended and natural materials lead to different types of play than a doctor set, but both have their uses.

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www.researchgate.net needs to review the security of your connection before proceeding.

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https://www.scirp.org/pdf/als_2022041414355995.pdf
This journal article presents a study investigating how EFL learners read and use source texts while reading-to-write. It explores the various levels of understanding of ELLs in a similar context as I experience daily, and shares beneficial insight that can be put into practice immediately in the classroom.

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1. Introduction

A typical reading-to-write task often provides writers with several source materials. These sources should be comprehended, and relevant information should be extracted and reassembled into an original piece of writing. The background information presented in the sources can help to mitigate the negative effects imposed on writers who are unfamiliar with the writing topics assigned ( Jennings, Fox, Graves, & Shohamy, 1999; Lee & Anderson, 2007). Impact studies of integrated writing tasks have also demonstrated that this kind of test can improve, to some extent, washback on teaching and learning of writing ( Feak & Dobson, 1996; Weigle, 2004).

Text interpretation is a process in which writers create "internal representations from linguistic and graphic inputs" ( Hayes, 1996: p. 13), and is mainly concerned with reading activities. In a traditional independent writing task, text that needs to be interpreted includes the text in the task instructions and the text writers have written, while in an integrated reading-to-write task, text in the source materials is also added into the whole text, which may result in differences in writers' cognitive processing while completing the task. In this study, EFL writers' text interpretation processes while responding to a reading-to-write task were investigated, in order to gain more insights into writers' use of this type of cognitive process.

2. Literature Review

Khalifa and Weir's (2009: p. 43) reading model provides a useful classification of reading activities that test-takers perform in real-life situation. Two types of reading are identified in their model: careful reading and expeditious reading, both of which can be accessed at local and global levels. Careful local reading is used to comprehend the meaning of sentence(s), during which lower-level processes such as "decoding at the word or phrase levels" and "establishing propositional meaning at the sentence level" are involved; careful global reading is used to comprehend main ideas or the majority information in the whole text, and higher-level processes such as "linking propositions in building a mental model" and "inferencing" are involved in this type of careful reading ( Khalifa & Weir, 2009). Expeditious local reading is used to scan or search for specifics in the text, while expeditious global reading involves skimming for gist, or searching for main ideas and important details.

Studies of reading processes in language assessment are mainly concerned with independent reading tasks (for example, reading comprehension tasks). Most findings have revealed that independent reading tasks seem to be targeted at measuring careful local reading at the clause and sentence level rather than careful reading at the global level, and rarely at expeditious reading ( Urquhart & Weir, 1998; Khalifa & Weir, 2009; Moore, Morton, & Price, 2010). There is little research on reading processes involved in integrated reading-to-write tasks. Among these few attempts to investigate writers' text interpretation processes, most studies were conducted through offline investigation methods. Shi (2004) compared the written products of two types of writing tasks (opinion and summary) produced by two groups of writers: native and non-native English writers. The findings revealed that L2 writers borrowed more from source texts than L1 writers, and that the summary task elicited more verbatim use of source texts than the opinion task. Similarly, Campbell's (1990) study found that L2 writers cited the source texts considerably more than L1 writers.

Studies that investigated writers' online cognitive processing are scarce ( Wang & Zhang, 2021). Therefore, in order to improve our understanding of how writers read and use source text or any other types of text in reading-to-write, there is a need to conduct experiments using some online investigation methods. This study used a combination of eye-tracking, stimulated recall and questionnaire methods to look into 16 EFL writers' text interpretation processes while completing a typical reading-to-write task. Data from both online and offline methods were collected and triangulated to address the following research question: How do EFL writers read and use source text as they complete a reading-to-write task?

3. Methods

3.1. Participants

Study I involved 16 participants. They were all master's students from China and were studying in the UK at the time of data collection. They ranged in age from 21 to 28 years old. Eleven (69 percent) of them were females and five (31 percent) were males. Their performance on the International English Language Testing System (IELTS) test overall and on the Reading and Writing components is summarised in Table 1. The proficiency levels of these participants fell between B2 and C1 according to the Common European Framework of Reference for Languages (CEFR).

172 participants took part in Study II. They were all native Chinese undergraduate students enrolled in Business English programs at two universities in China. Among them, 120 were in their second year studying at University A; 52 were in their third year studying at University B. They were mostly (91.4 percent) female students, and their ages ranged from 20 to 21 years old. Based on their TEM-4 (Test for English Majors, Band Four; a national test for English major students in China) scores, it was estimated that their proficiency in English is between CEFR B2 and C1. These participants were regarded as being representative of the population targeted by the TBEM-8 reading-to-write task.

3.2. Tasks and Instruments

3.2.1. Tobii TX300 Eye-Tracker

The participants' eye movements were recorded using a screen-based binocular tracking eye-tracker: Tobii TX300 (Tobii AB, Sweden). The infrared illuminators and image sensors are located underneath an ordinary looking monitor (screen unit). They are both invisible to the human eye causing no disturbance to the subject in an experiment so that a participant would perform the task as if sitting

. Participants' IELTS test scores.

in front of a normal computer screen. The Tobii TX300 has a high tolerance for head movement. It allows the subject to move freely in front of the eye-tracker if their heads are positioned within an area of 37 cm (width) × 17 cm (height) at a distance of 65 cm from the screen (maximum head movement speed: 50 cm/s). If the participant moves out of this area while being eye-tracked and then back into it, tracking is recovered almost instantly (time to tracking recovery after lost tracking: 10 - 165 ms). The freedom of head movement and unobtrusiveness allow participants to act more naturally and minimize their fatigue, particularly in a lengthy experiment such as the one reported in this study, which involved a reading-to-write task lasting about 40 minutes. In this way, the features of the specific eye-tracker used contribute to the validity of the claim that performance is authentic.

3.2.2. TBEM-8 Reading-to-Write Task

One sample task of the Test for Business English Majors-Band 8 (TBEM-8, developed and administered in China) reading-to-write tasks was used and investigated in this study. The topic of the task concerned Steve Jobs' resignation from Apple. The task contained a set of instructions, and five source materials in the prompt. The instructions stated clearly 1) for whom this essay was to be written, so that the writer may be able to decide in what style the writing should be, for example, whether a colloquial style as might be used in an e-mail or an academic style similar to that used in an assignment for university course; 2) what content was expected in the writing (describe the event, analyze the situation and comment on the impact of Jobs' resignation on Apple); 3) how long the writing should be (250 - 280 words) and how much time (40 minutes) was given to complete the task; and 4) some indication of how the writing was to be scored (how well you develop your ideas and how coherent your essay is). On the eye-tracker screen, the task was displayed as follows: the first three source materials were displayed on the left side of the screen, and the other two source material and the answer sheet (where the participants typed their writings) were presented on the right side of the screen.

3.2.3. Questionnaire

A reading-to-write process questionnaire was also utilised to elicit participants' cognitive processes. This questionnaire was developed by Chan (2013), and adapted according to the features of TBEM-8 reading-to-write task. In this questionnaire, items related to the text interpretation processes are: Item 2.1, "I read through the whole of each source material carefully"; Item 2.2, "I searched quickly for the ideas which might help me to write the essay"; Item 2.3, "I read some relevant part(s) of the materials carefully"; Item 4.5, "I selectively re-read the source materials".

3.3. Procedures for Data Collection

In Study I, the 16 participants first completed the TBEM-8 reading-to-write task while their eye movements were recorded by the eye-tracker. These eye traces then formed the stimuli for a stimulated recall session in which the participants reported their text interpretation processes while reading-to-write. The stimulated recall session was conducted in Mandarin Chinese, and audio and video records were taken for later analysis.

In Study II, the 120 participants from University A took the TBEM-8 reading-to-write task as a midterm test for a college English writing course. They were given the task via computer in a multimedia classroom. Immediately after completing the task, the participants were asked to respond to the questionnaire reporting the extent to which source materials had been visited during task completion. Participants at University B were assessed using the reading-to-write task as the writing component of an end-of-term English test. The test was administered through a traditional paper and pencil format. It lasted about 120 minutes, after which the questionnaire was given to the participants to elicit their text interpretation processes when completing the task.

3.4. Data Analysis

In Study I, the participants' protocols were first transcribed based on the video recordings of the stimulated recall session. The transcriptions were then segmented into a series of units for the following coding work. It should be noted that the text interpretation processes were categorised into several subprocesses so that different types of these processes can be investigated individually (see Table 2 for the working definitions and examples of these subprocesses). The number of occurrences for each subprocess was calculated. Also, these processes were further explained in detail using quotes from participants' stimulated recalls.

In Study II, 172 questionnaires were collected. Two questionnaires were discarded because they were incomplete (more than ten items remained unanswered). The remaining 170 valid questionnaires were analysed using SPSS. A frequency analysis was conducted to see the percentage of participants choosing each number (1 to 5) for each item. The agreement rate for each item was calculated by adding the percentages of participants who agreed and strongly agreed to that item.

. Working definitions and examples of text interpretation processes.

4. Results and Discussion

4.1. Study I

Text interpretation is a process that creates "internal representations from linguistic and graphic inputs" ( Hayes, 1996: p. 13). In the context of an independent writing task, the text to be interpreted normally includes the text in task instructions (TI-1) and the text writers have written (TI-3), while in a typical reading-to-write task, the text in source materials (TI-2) is also added into the whole text and thus resulting in differences in writers' cognitive processing during task completion.

The whole process of completing the TBEM-8 reading-to-write task was, for ease of analysis, divided into three phases: before writing, during writing and after writing (after completion of the first draft). The participants' protocols were then parsed to differentiate the use of text interpretation process between these phases. Table 3 shows the number of occurrences of the participants reading the task instructions (TI-1) at different phase of writing. Before writing, they started by reading through the entire instructions carefully to create an initial understanding of the task, for example, Participant 8 reported that " I read through the instructions very slowly and paid close attention to what I should write and how many aspects I should cover... ". Most of the participants reread the instructions several times before moving on to the source materials; this may be due to the complexity of instructions in reading-to-write tasks that test-takers may spend more time creating a task representation than they do in an independent writing task. This can also be supported by participants' eye-traces that they read back and forth between the instructions and source materials in the first five minutes of task completion. Participant 13 explained this kind of looking behaviour in her recalls:

I was reading the second source material, and then I went back to read the instructions again, I wanted to make sure what this material was for, and what was the connection between it and the instructions, then I could decide in which part (of the essay) I could use the information in this material.

Some participants also claimed that reading the source materials imposed an extra cognitive load on their minds that they forgot what the instructions were

. Text interpretation-1 at different phase of writing by participant.

about and thus reread the instructions either during or after reading the source materials.

During writing, the participants most often used an expeditious form of reading: scanning, to locate specific information in the task instructions, as evidenced in their eye-tracking recordings and the protocols, for example, Participant 12 went back to read the instructions while composing, " I was talking about resignation, so I had a look back to the instructions and found that it wanted me to discuss the impacts of Jobs' resignation, this was to make sure that I was on the right track ". The purpose of reading the instructions at this phase is, to a large extent, monitoring the progress of writing, more specifically, to check if the text written so far is not deviating from the topic specified in the task instructions, and to determine whether writing plans need to be modified for the text to be produced. After completing the first draft, few participants reported that they revisited the task instructions when they re-checked if the essays fulfilled the requirements of the task. This may be partly because most of the participants tended to monitor their writing frequently as they wrote, but less often after finishing the draft.

Reading the source materials (TI-2) was the most reported process of text interpretation (375 instances) in the participants' stimulated recalls. Table 4 shows that they reported the most instances of TI-2 (271 instances, 72.3 percent) while they were writing; 98 instances (26.1 percent) were devoted to comprehending the source materials before writing and only two participants mentioned that they did read the materials after finishing the first draft. Before writing, the form of reading adopted by these participants was, as evidenced in eye-tracking recordings, mostly careful reading. They read through the source materials in a slow and careful manner, particularly when they were reading the English source material (Source 2). Organising process (using strategies to understand the structure of readings) was also engaged in reading activities during this phase, for example, Participant 1 summarised the main points in different source materials when she was reading, " ...I found that there were some similarities as well as some differences in these source texts, so I thought I might need to think critically on this issue, I re-evaluated the requirements of the task ".

During writing, the participants used scanning most often to locate the specific information in the source materials they considered useful in their writing,

. Text interpretation-2 at different phase of writing by participant.

which is similar to the process of reading the task instructions during writing; for instance, Participant 1 told the researcher why she frequently went back and forth between Source 2 and the answer sheet when writing the first paragraph of her essay, " ...there were some key words I could add into my introduction, they helped to describe what kind of person Steve Jobs was, and what the impacts of his resignation were...they helped me to elaborate my points ". Similarly, Participant 4 looked back to the same source material at some point during writing, but he stated that he was checking whether the word "resignation" was spelt correctly in his writing.

As expected, rare instances of reading the source materials were found after writing. This may be because of the time limit under testing situations that test-takers may focus on examining the textual quality of their written products such as accuracy of spelling, word use and sentence structure rather than the appropriateness of the content which probably needs spending time to refer back to the source materials.

Reading the text that had been written (TI-3) is the last subprocess of text interpretation found in the participants' stimulated recalls. Unlike the other two processes discussed above, this process may be expected not to differ much between independent and integrated writing tasks, as it is by nature more associated with test-takers' writing abilities rather than the integration of reading and writing skills. As shown in Table 5, most of the TI-3 processes (133 instances) were reported during writing; the participants said they were trying to plan for the text to be produced by reading the text that had just been written, for example, Participant 5 stated that " I didn' t know what to write in the concluding paragraph, so I went back to have a look at what I had written ", also they reported that they were checking the qualities of the text produced.

4.2. Study II

Four items were meant to measure the participants' text interpretation process, which, in this questionnaire, referred specifically to participants' activities relating to reading the source materials. Table 6 presents these four items and the agreement rate for each item.

Overall, as shown in Table 6, more than 80 percent of participants chose either "agree" or "strongly agree" in response to the four items. Items 2.1 and 2.3

. Text interpretation-3 at different phase of writing by participant.

. Agreement with items measuring the process of text interpretation.

investigated participants' careful reading approaches. For Item 2.3, a very large proportion of participants (93.5 percent) claimed that they read some relevant part(s) of the materials carefully, while Item 2.1 had a lower agreement rate (82.2 percent) among participants, and about 10 percent of participants did not agree that they read through the whole of each source material, which was distinct from the other items in this group.

Items 2.2 and 4.5 elicited participants' responses to activities relating to expeditious reading. For Item 2.2, 89.3 percent of participants agreed that they searched quickly for the ideas which might be helpful in writing the essay, with 10.7 percent of participants choosing "no view" on this item. Items 2.1 and 2.2 seem to be opposites in some way, although it may be due to the fact that participants are thinking more along the lines of a sequence of behaviour (e.g., they read carefully first, and then expeditiously later). But the questionnaire does not necessarily help to differentiate between the different types of behaviour that were able to be identified in the eye-tracking study. A similar high percentage of participants (87.1 percent) claimed that they selectively re-read the source materials while writing the first draft (Item 4.5), but there were also about three percent of participants who thought they did not engage in this type of reading during writing.

5. Conclusion

A total of 668 instances of text-interpretation processes were reported by the 16 participants in the eye-tracking and stimulated recall study; meanwhile, in the questionnaire study, a large proportion (more than 80 percent) of participants claimed that they adopted both careful and expeditious reading approaches when reading the source materials. Previous studies (e.g., Chan, 2013) showed similar results for writers' reading activities in integrated writing tasks. This study goes on to further explore how these activities differ at various stages of writing, benefiting from the eye-tracking technique which allows an online investigation of participants' eye-movements during task completion.

Before writing, the participants typically started responding to the TBEM-8 reading-to-write task by quickly browsing all the components of this task, and then went back to read the task instructions and source materials one after another in a slow and careful manner. They were also found comprehending and analysing the structure of the source materials to interpret the connections between different sources. During writing, the participants most often used an expeditious form of reading: scanning, to locate specific information in either the instructions or source materials that they considered useful in their writing. Another interesting finding was that the participants tended to read Chinese source materials much faster than the English texts. This may indicate that the language of the text appeared to influence the degree and nature of writers' interaction with the source texts, which has not been studied in previous research. After writing, the participants reported relatively less instances of text-interpretation process, most of which were devoted to reading the text that has been produced for monitoring and revising purposes.

This study primarily contributed to increased insights into how EFL writers read and engage with source materials while reading-to-write, thus helping EFL teachers to better plan their lessons. For example, they should realise that EFL learners may be involved in different types of reading activities as they read and write, and they could design some specific tasks which may be helpful to raise students' awareness of the varieties and usefulness of various reading processes when reading-to-write. Furthermore, the findings resulting from the analysis of eye-tracking, stimulated recall, and questionnaire data were triangulated and provided a solid basis on which conclusions could be drawn about test-takers' text interpretation processes while completing the TBEM-8 reading-to-write task. It is believed that this methodology could be of value as part of test validation studies. For example, it could be used to collect a priori cognitive validity evidence based not on "what the test constructors believe an item to be testing" ( Alderson, 2000: p. 97), but on what processes test-takers employ for successful task completion ( Brunfaut & McCray, 2015).

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Text Interpretation in Foreign Language Reading-to-Write

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The present study investigated how English as a foreign language (EFL) writers read and used source texts whilst reading-to-write. Two separate studies were conducted. In Study I, 16 participants were first completing a reading-to-write task on an eye-tracker, and then a stimulated recall session was performed to elicit their text interpretation processes.

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I’ve been interested in philosophy since I was a university student and would self-educate myself on the topic. I have some regrets about not having majored in the subject. Progressing in my career, I want to dive into the IB ecosystem and would instead teach TOK than English, as I have for over a decade. I think it’s an integral part of real learning to be able to reflect on past experiences and to incorporate and put new knowledge into perspective – to essentially foster critical thinking.

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IB online professional development is pleased to offer the following workshops:

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https://edubirdie.com/examples/professional-code-of-ethics-for-teachers/
Respect for the profession, institution, staff, and students by establishing personal and work boundaries and allowing others to express their opinions regardless of other social factors such as religion, political affiliation, etc.

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Teachmint: Integrated School Platform | Smart LMS & ERP

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Being a teacher is much more than just being an educator. Learn the various professional ethics that teachers need to follow.

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Here is a list of books that would benefit secondary students to delve into to garner self and social awareness, explicitly, bullying.

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Bullying Prevention Booklist for Students

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My background in psychology has guided me through the years to become a truly empathetic and flexible educator, with an affinity for the complexity of my students' interests and life goals. I believe in an interdisciplinary approach to learning that nourishes the holistic development of my pupils.

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My background in psychology has guided me through the years to become a truly empathetic and flexible educator, with an affinity for the complexity of my students' interests and life goals. I believe in an interdisciplinary approach to learning that nourishes the holistic development of my pupils.

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Rita was the first person I worked with as a pair in the cohort, also the closest in distance to me, but we were unable to meet due to the lock downs...but we were finally able to meet last month and it was lovely <3 (that's my husband next to me and one of his Moreland cohort members living in Shanghai also)

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Nick :Fairness and impartiality in my interaction with the students.  I understand that if I am perceived as unfair, this will certainly undermine the trust between me and the students which of course would derail the whole learning process.

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https://waset.org/classroom-management-and-teaching-skills-conference-in-february-2023-in-manila
Nick: I'm always interested in finding the best and newest ways to optimize the learning in my classroom. I always appreciate hearing from experience teachers with techniques that work and that don't. In addition this is a digital conference, which would allow me to attend.

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International Conference on Classroom Management and Teaching Skills ICCMTS in February 2023 in Manila

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Classroom Management and Teaching Skills scheduled on February 20-21, 2023 in February 2023 in Manila is for the researchers, scientists, scholars, engineers, academic, scientific and university practitioners to present research activities that might want to attend events, meetings, seminars, congre…

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Laura: It's a very simple ethic: in your practice, do what's in the best interest of your students even if it means (constructively) challenging others, the curriculum, rigid structures, assessments e.g. that don't serve any purpose or don't help to support the child in the best way. 

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Laura: It's a very simple ethic: in your practice, do what's in the best interest of your students even if it means (constructively) challenging others, the curriculum, rigid structures, assessments e.g. that don't serve any purpose or don't help to support the child in the best way. 

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Laura: the biggest challenge and a learning curve for me was to open up to peer reviews, from my mentor and from the other cohort members. I have rarely had constructive feedback throughout my career, therefore the discussions that we've had during the programme have really helped me understand that I am constantly learning. I have also realised that many areas that I thought I was an expert in, actually has not been the case so that has allowed me to reflect a lot on how I can continue with my professional learning.

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Laura: the biggest challenge and a learning curve for me was to open up to peer reviews, from my mentor and from the other cohort members. I have rarely had constructive feedback throughout my career, therefore the discussions that we've had during the programme have really helped me understand that I am constantly learning. I have also realised that many areas that I thought I was an expert in, actually has not been the case so that has allowed me to reflect a lot on how I can continue with my professional learning.

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A core part of this module was to devise our own norms and expectations that we would like to develop with our students. I have never specified norms with my students before, so I look forward to establish these norms with my new students.

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International Conference on Gamification in the Classroom

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International Conference on Gamification in the Classroom

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This is an international conference on January 28th about gamification in the classroom and resources teachers can use for gamification. It includes teachers from multiple countries and the conference is in English. I have always enjoyed playing games in the classroom and my students are really responsive to them! This could be helpful in finding new ways to integrate teacher-tested resources into lessons.
-Aislinn

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Picture of me and Maria having Christmas brunch together this year with our best friends and coworkers! We all worked for the same company when we first came to Shanghai three years ago and became really good friends. Over the years we have moved to different schools, but we are lucky in that we have still kind of stayed together. I now work with the person to my immediate left, and Maria works with the person at the end.

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Rita: IBDP Business Management Workshop focus on Internal Assessment 

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Rita: IBDP Business Management Workshop focus on Internal Assessment 

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This IBO Cat(3) workshop focuses on the updated syllabus for internal assessments. For the new syllabus, both SL and HL will have common internal assessments with different grading criteria than before. Because I will be working for an IB school in August 2023, I will attend this workshop to familiarize myself with the new syllabus and rubrics.

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Rita: I started as a teacher in a training center, where my main responsibility was to help students improve their grades, so my class was focus on feeding the essential knowledge to my students. Switching from a teacher-driven to a student-driven mindset was challenging for me. During my clinical practice, I had to teach in English and practice teaching techniques, theories, and skills. I also find peer reviews helpful for learning from other teachers, and seeing how others manage their classrooms.

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Rita: I think patience is an important professional ethic. It takes time and patience to see results or feedback. Patience will allow students to have a go, dampening our desire to speed up the process or speed up directional choices. My patience has developed with 16 months boy at home, which is something I could use at work.

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Rita: The Five Competitive Forces That Shape Strategy

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Rita: The Five Competitive Forces That Shape Strategy

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Porter's Five Forces is a new business management tool in the updated syllabus. This academic journal will help me learn about the application of the concepts so I can better plan my teaching on this topic.

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from/by Tiffany Campbell

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Pictures are worth a thousand words! In addition to posts about things I've learned and thought about education, I wanted to add some...

Seeing what others in my cohort are doing for collecting data and seeing how students are doing in the classroom, observations seem to be...

Sometimes goals need to be re-examined and altered. Modification is part of teaching! I set goals, and then I changed them to make them...

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Pictures are worth a thousand words! In addition to posts about things I've learned and thought about education, I wanted to add some... Seeing what others in my cohort are doing for collecting data and seeing how students are doing in the classroom, observations seem to be...

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After I got a job on my own in Thailand, my mom sent me a present that contained a wooden block that says, "Teachers Who Love Teaching Teach Students Who Love Learning." I often look at that quote during the day and remind myself how important it is to show and feel enthusiasm for my job and students. It's important to leave your problems at home, and it's important to love your job. If I love my job and do it well, hopefully my students will enjoy learning with me.

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My biggest learning challenge has honestly been balancing work and school. I have high expectations for myself and want to do well with whatever I'm doing. It's hard to do well as a students while also doing well as a teacher! Both jobs come with work and require a lot of attention.
I keep a planner and write down days to accomplish tasks. Also, I've begun to give myself a little of the same leniency I give my students. I tell my students that what's most important is that they get the work done; I will happily accept late work as long as it's done and they tried their best. As long as I finish on time and do my best, it's okay!

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It was interesting to see the children's reaction. However, it was nice to see them come to a connection how it is okay to have either no matter the gender. The students then discussed how they liked each others toys. Even the boys, saying how they liked others dolls, and vice versa on how the girls liked other toy cars. As a class we started to overcome cultural gender stereotypes.

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You never know everything! (Michael Damanhuri)

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You never know everything! (Michael Damanhuri)

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My motto in life is the more you learn the less you know. Everytime you find out a fact, there is always hundred of details or factors that interconnect, thus always making the original lesson less simple. Learning allows us to continually look at different narratives and strive for finding a better way to conduct our lives in many facets. Therefore, if we impose this on our daily life, such as a problems, I believe it gives you the possibilities to try different solutions. This may or may not work, but gives you the opportunity to grow in the time you do it. As well as, we have had the amazing opportunity to learn more about it.

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I just moved into an IPC school and finished LEvel 1 in november. The IPC gave me lots of ideas, which I can use in my classroom. As well, got me to really reflect on my teaching and how to promote global competency within the classroom with a holistic social emotional education in the fore of my practice.

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level 2: embedding the ieyc/ ipc/imyc (6 february - 27 february 2023)

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level 2: embedding the ieyc/ ipc/imyc (6 february - 27 february 2023) tickets

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Level 2: Embedding the IEYC/ IPC/IMYC (6 February - 27 February 2023)

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Eventbrite - International Curriculum Association presents Level 2: Embedding the IEYC/ IPC/IMYC (6 February - 27 February 2023) - - Find event and ticket information.

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Effective teaching through the inquiry cycle. -Kathy Murdoch (Michael)

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Effective teaching through the inquiry cycle. -Kathy Murdoch (Michael)

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Kathy Murdoch is an amazing academic/educator who is credited for creating the inquiry cycle. Her work is easy to read and really gives you ideas on how to promote inquiry in her teaching. If I can access this I would definitely read it

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Feel free to explore my E-Portfolio! The resume section is PW protected. Password is ESLteacher.

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This teaching portfolio is a collection of projects from my time as an ESL teacher. ESL Teacher. Teaching Portfolio. Aislinn Tirney.

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My view of life is that the more we learn, the less we know. It is up to us to stay up to date and informed. Therefore, I believe the role of an educator is to spend their life learning, so as to allow every individual student to have the education they deserve.

About me

Michael Damanhuri Graduated from The University of Newcastle Upon Tyne, reading in Ancient History, an area of study he had a passion for in his young adult life. Michael Damanhuri's main area of expertise is in late antiquity religious hegemonic struggles.

After university Michael relocated to China and started teaching. From there, Michael re-found his love for learning new ideas, methods, and has been an active learner in education since. Michael believes every child deserves the best education. Therefore, Michael spends his time learning more and bettering his teaching strategies, so as to hopefully stand by his beliefs.

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My view of life is that the more we learn, the less we know. It is up to us to stay up to date and informed. Therefore, I believe the role of an educator is to spend their life learning, so as to allow every individual student to have the education they deserve.