Nourhan

Online teaching

3.What subjects do you teach, and why did you choose them?

English and Arabic , I am interested in teaching this subject

4.Where other work have you done?

Researcher as I am a doctor in chemistry

5.What activities work well for you in your classes?

Have some fun or game with my student

6.What do you enjoy most about your job?

I like to include fun activities and games in my class

7.What is the biggest change in education you’ve seen?

I enjoy seeing my student make a progress and develop new scales.

8.What’s the difference between online classes and face to face classes?

Online classes are more flexible and convenient, allowing students to learn from anywhere, but they often lack the personal connection and immediate interaction that face-to-face classes provide. In a physical classroom, students benefit from direct, hands-on instruction and group activities, while online learning can sometimes feel more isolated. However, online classes can be more inclusive for students who cannot attend in person due to various reasons.

9.Have you had any teacher training in the past?

No.

10.What are your future learning, teaching and research goals?

My future goals include improving my teaching methods and expanding my knowledge of educational technologies to enhance online and in-person learning experiences. I also plan to continue researching child education, particularly in teaching Arabic to non-native speakers.

2.Where do you work?

3.How long have you been teaching?

4.What is your best teaching or learning experience so far?

5.Did you always want to be a teacher, or did you do something else first?

6.Are you doing any research now?

7.How can technology be used in the classroom?

8.What advice would you give to new teachers?

9.What’s the most important thing you’ve learned as a teacher or learner?

10.How do you get students to take part in class?

1. Universities that offer programs in English can appeal to a broader audience

2. Offering courses in English makes it more accessible to students from different countries.

3. Universities that provide EMI can help students get used to international career opportunities/environments.

4. Possibilities for international collaborations with different institutions (attract exchange students).

5. EMI classes may increase global and local competitiveness.

6. May also attract international faculty.

09/23

8 - True

9 - Depends

10 - True

11 - False

---David---

Because of what I've said , because of what you believe.

--- Vincent---

-Think of your audience's interests.

-Change heavy topics to simpler bites.

-Learners come to your class for something they hope to get, not for you. - As a teacher think about what's in it for my students? What changes for my students if they participate in this class? How are they different when they walked out of the door compared to when they came in?

-Detours (and teacher language) can, in many cases, be avoided.

-Learners come to class with their own problems and their life.

---Vincent end---

--Kristianus--

Effective lesson planning should acknowledge that presentations often fail by guiding the audience's journey through a clear focus on goals, simplifying big ideas, and employing the rule of three to enhance understanding and retention.

--Kristianus--

What was the most interesting idea you heard (related to lesson planning)?

---Vincent---

Planning should always consider the learners: what will they like doing/hearing/reading. This should define our lesson context and be in the rationale to justify our lesson's aims.

---Vincent end---

---David---

Your goal is to get them there. Because there to be interesting and to be effective. - Lot's of classes don't have clear goals and without a clear goal my question is how can a class be effective?

---David---

My question is how I can create a class be effective in future?

--Kristianus--

Presentations should lead the audience from their current thinking to a clear goal using simple, impactful ideas like the "Rule of Three" to keep them engaged and inspired to act.

--Kristianus--

Any questions you may have...

Simon

1. To be goal oriented.

2. To be effective over interesting

3. Simplicity over complexity

4. The rule of 3 - A researched based powerful rule studied in linguistics. Very basically, people pay more attention to three part lists compared to lists of 2 or 4.

simon pereira

8d

To be effective over interesting

simon pereira

8d

1. How effective does everyone think using the Lessig-Method for PPTs be in their own lectures? Would you use it sparingly or could you heavily rely on it?

2. Do presentations and lectures have inherently different goals and therefore require a different, but probably similar, framework? - Do classes in different subjects have inherently different goals and therefore require a different, but probably similar, framework?

Chien

Five interesting ideas:

• Most of the time presentations don't work => broken way

• The core of presentation, taking your audience from one place to another

• Set the goal => get them there

• Convert the goal into a Big Idea - Ask yourself what's the big idea of your class? Have you communicated this big idea to your students? How did you communicate this?

• The rule of 3 - A researched based powerful rule studied in linguistics. Very basically, people pay more attention to three part lists compared to lists of 2 or 4.

  
  

What was the most interesting idea you heard (related to lesson planning?

=> You are not there to be interesting, you are there to be effective

----Vincent----

Vincent was delighted to hear that these solutions Vincent tends to live by are also the ones the speaker recommends:

1.Being honest.

2.Authenticity.

3.Integrity.

4.Wishing people well.

5.Finally, the desired effect of the tips given seems to genuinely want to create changes in people, for a better planet - that is an idea Vincent also wants to remind himself of when planning classes. - Yeah good teaching changes lives...

----Vincent end----

--Kristianus--

1. Avoid negativity

2. Embrace honesty

3. Modulate voice

4. Utilize silence

5. Foster mindfulness

--Kristianus ---

2.What was the most interesting idea you heard (related to lesson planning?

----Vincent----

Dogmatism: that is a big one, and it does happen to Vincent at times. So, it is interesting in the sense of... how can I work on it?

----Vincent end----

Any questions you may have...

----Vincent----

Vincent agrees and already knew that these were wrong ways to live:

Being negative [Vincent tends to be the opposite].

Speaking ill of someone [As a teacher, therefore a role model, Vincent must not speak ill of people]. A key point is that a teacher is constantly modelling roles...

French people we also complain often - but now that Vincent has been in Asia for many years, he somehow lost this tendency.

Vincent was a little sad to see that this video only had 35 views in 2 years - until he realized that this video is actually a re-upload on a channel. The original video, posted in 2014, has 42 million views.

----Vincent end----

--Kristianus--

Lesson planning should embrace the principle of HAIL (Honesty, Authenticity, Integrity, and Love) to make our words more meaningful and impactful.

--Kristianus--

Simon

1. 7 deadly sins of speaking

2. HAIL

3. The tool box idea is a nice metaphor

4. The warm up

simon pereira

8d

A message is only message if it is received. And a class is only taught if it's learned...

simon pereira

8d

Do you think that either presentation formats for TED, and they are very similar, could work in or be adapted for an EMI setting, with its obvious complications?

Add comment

If you look at Julian's final activity this is a way to bring interaction into a TED talk - Interaction is almost always beneficial in a teaching and learning context but the form of interaction may differ.

Chien

Five interesting ideas:

• 7 deadly sins of speaking

• 4 Powerful cornerstones/foundation => HAIL

• Unleash the potential of our toolbox (voice)

• Warm up your voice before you talk

• Creating a world where understanding is the norm

What was the most interesting idea you heard (related to lesson planning?

=> Creating a world where understanding is the norm - And we change our pedagogy to ensure a classroom is also a place where understanding is the norm!

1) trans-language

2) make use of groups

3) retention is only 20%

3 things we like:

1) meeting new ppl

2) interacting within groups

3) padlet

• is more from the perspective of the instructor

• guidance, facilitating the learning process

Learning

• is more from the perspective of the student

• acquire the knowledge and internalize and applies the and behavior

What are the implications?

• Different language levels therefore, different understanding of the teaching

• Different motivational levels

• Different affective filter - readiness and willingness to join the class.

-Active learning

-Making students take notes

-Incorporate interactive activities

-Flexibility instruction

-Healthy student-teacher interaction

-Avoid comparison among students

5. Explain ideas

6. Recall basic concepts

Bridge-in (5-10 minutes):

1. prepare some Qs about field trip

2. show some videos about Taiwan destinations

How do you make sure students watch these videos?

Objective (5- 8 mins):

The Ss will be able to research, evaluate and select potential location for field trip

Pre-assessment (5-10 mins)

Listed possible experiences about the places have visited in Taiwan

Why is personalising and contextualising the classroom necessary?

Participatory (5-10 mins):

Select one place and explain the details about the Wh- questions.

Post assessment (5-10 mins):

Have the Ss to make an itinerary about action items

Which is the most cognitively challenging part of the class?

Summary:

The instructor recaps the use of action verbs in activities related to field trip and the key aspects

What contents will you teach? Teaching verbs in the context of Planning for Field Trip

How will you ensure your students are motivated?

1. Set the learning objective

2. Show the students some pictures regarding the field trip

3.Play some videos related to the topic

4.share background information and about the site

5. short quiz and group discussion

6. Group them into 2/3 people

How will you ensure your students are using higher-order thinking skills?

Ask Open-Ended Questions

For the Introduction to Tourism course, the contents will cover the foundational aspects of the tourism industry

How will you ensure your students are motivated?

Engage students with content and monitor their class activities. Incorporate a mix of lectures, discussions, and group activities to cater to different learning styles.

How will you ensure your students are using higher order thinking skills?

Evaluation and analysis of the activities can ensure students using higher order thinking skills.

Bridge-in (5 minutes): Begin by asking students, "What is the first place that comes to mind when you hear the word 'tourism'?" Relates the concept of tourism to their personal experiences and gets them excited about the subject—material: PPT, mini boards, etc.

Objective (5-7min): Clearly state what students will learn by the end of the class. ASK students which of these... / students to pick and come up with at the end of the session, students will be able to define tourism and its key components. Material: PPT for the explanation, pear deck for each group to present their answers, etc.

Pre-assessment 1(10 minutes): Use a pear deck or similar online app to ask students to match some of the questions related to the topic.

Learning 2(10-15 minutes): Mind map to bring up a few words around the concept they learn in class. Material- mentimeter or white A3 paper per group.

Post-assessment 3(10 minutes): Use a quick Kahoot! quiz to review - How will you set this up? In small groups of 3-4 learners.

Summary (5-10min): Class discussion and reflective exercise. - Can you skip this if you're running out of time? No. It's important to do it.

How will you ensure your students are motivated?

How will you ensure your students are using higher order thinking skills?

B

O

P

P

P

S

1. Planning is important.

2. Effective content & Personalization --> Motivation.

3. Students Participation.

4. The Bloom's taxonomy, which is not presented at a Level 5 course.

Any questions you have?

• Should the Bloom's taxonomy be used when teaching young learners?

Any questions you have?

• Kahoot should always be used in groups

• Ask the questions before the video

• BOPPPS model for learning plan

Questions for Steven:

• What part should sacrifice if we are running out of time?

What are the solutions?

• Align the expectations and objectives

• Assigning roles to the group members

• Highlighting the values of the importance of helping other

Student E

• providing the info in advance so the student can prepare before the class (to make up the English gap)

• adjusting the vocabulary level or simplifying the communication

• pairing with another student

• teacher provide sentence starters

• ask students to use pictures of images

https://www.youtube.com/watch?v=UUcsNyMv-tU&list=PL6sjpgl6qKkGsFdnrUC4lHwRXTf5affWd&index=6

https://www.youtube.com/watch?v=r0_C_w_2Bp8&list=PL6sjpgl6qKkGsFdnrUC4lHwRXTf5affWd&index=7

https://www.youtube.com/watch?v=fFotLxYz6kU&list=PL6sjpgl6qKkGsFdnrUC4lHwRXTf5affWd&index=8

Culture - self confidence and respect

Content - hands on, inside and outside of class

Communication - groupwork dynamics

Chien - I'm probably more of a realists with a touch of idealism

Vincent agrees that teaching materials are vital then it comes to lesson planning, in order to integrate CLIL and the 4C of CLIL. Because Vincent has only-ever had classes of young learners and teenagers, he tends to believes that the materials are well designed and do facilitate the 4c, but this has to be verified when planning. For sure - 4c or not 4c, Vincent does spend time on planning (reading and trying the lesson).

When teaching at university, Vincent do belive that creating materials is a valid option, thinking about the 4C and planning how the dynamics will work for the learners using the created materials. A series Vincent likes is called Cambridge Global Perspectives. This series is designed to push the development of research, analysis, evaluation, reflection, collaboration and communication.

---Vincent end---

Chien

• Culture - transparent, democratic, think out of the box

• Content - hands on approach, linking to industry

• Communication - groupwork and in-class discussions

• Cognition - encourage higher level of thinking through knowledge sharing presentations and encourage peer-to-peer review.

Organization is what you'll need,

Nurture your beautiful ideas you shall,

Trusting your peers you'll embrace,

Explain you will embrace,

New links your brain will remember,

Together we are the content.

Of deep and meaningful things

Groupwork activities

N'

Information gap;

Teacher

Initiates

One's

Newly discovered perspective

Chien - Section 2

Saki - Section 3

David - Section 4

Vivian - Section 5

Vincent - Chien - Section 6

Saki / David / Vivian - Section 7

https://docs.google.com/document/d/1xeC4fzHxBh5QUE_DQM9pXgwepxg7kMx2KTL-1LW1HVM/edit?tab=t.0

https://www.youtube.com/watch?v=u4wbEv0NbJM&list=PL6sjpgl6qKkGsFdnrUC4lHwRXTf5affWd

Why do we need to use them?

What are jigsaw reading approaches?

https://www.youtube.com/watch?v=euhtXUgBEts

Why should 21st century university teachers use jigsaw approaches?

Do you understand the distinction between information gaps and jigsaw approaches?

What can you apply to your own teaching and learning context?

Chien

Why do we need to use them?

=> so that students can analyze and discuss to come up with their own answers

What are jigsaw reading approaches?

=> cooperative learning, assigning chunks of information to individual students in a group (of 4-6 people) and allowing students of the same chunk (expert groups) to discuss and return to the original assigned group to share/present, and conclude with assessment

Why should 21st century university teachers use jigsaw approaches?

=> allows for peer to peer learning and encourages group work interaction

Do you understand the distinction between information gaps and jigsaw approaches?

=> information gaps are the activities encourage students to discuss and share versus the jigsaw approach breaking it up in chunks and encouraging complementary peer to peer learning

What can you apply to your own teaching and learning context?

=> jigsaw approach in tackling a big project assignment and assigning specific student groups to not only be responsible for analysis but also teaching what they learned to the class

Simon

Information gaps are used to focus students’ attention on a certain aspect of what they are learning while giving them implicit structural scaffolding. Information gaps can also be done cooperatively or individually, though cooperatively is usually preferred. Jigsaw activities are exercises where each person/team is given a piece of the puzzle, and they will have to work socio-constructively to put all the pieces together to see the “big picture”. This is simlar to information gaps but includes ideas such as team teaching. I used these exercises extensively in ESL for many years, and continue to use them in my ESAP context, as they work well in environments where students have a greater subject knowledge than the teacher.

----Vincent----

Information gap activities (or information exchange) are communicative activities for two or more learners. They involve learners having different bits of information, that they have to convey to each other, usually orally (by speaking).

These types of activities necessitate accurate use of language by the giver of the information, and careful listening by the recipient.

They also give an opportunity for the development of effective questioning, answering, and note-taking.

Their benefit is also to motivate the learners and have them learn from each other, which is proven effective.

Examples of activities:

Barrier games, Jigsaw Activities, Split Texts or also Introducing Characters.

So, Jigsaw Activities are a type of Information Gap activities.

Vincent uses these tasks because they represent real communication and because motivation is naturally present when doing them. They also respond to the Bloom's taxonomy we discovered in this course, because the sub-skills such as clarifying meaning and re-phrasing are likely to be used (or if not, prompted to be used by teacher monitoring the learners).

(Credit: Some of this content has been taken from the Bell Foundation website)

----Vincent end----

Vivian

Why do we need to use them?

A: To promote interaction and engagement.

Why should 21st century university teachers use jigsaw approaches?

A: To encourage various skills including cooperation and different level of thinking skills.

Do you understand the distinction between information gaps and jigsaw approaches?

A: Info gaps mean each person has some missing details to share, while jigsaws involve putting all the pieces together to get the full picture.

What can you apply to your own teaching and learning context?

A: Applying different types of gap activities at various times, like information gaps, opinion gaps, reasoning gaps, or experience gaps.

We think it is 42% (Purely based on our guesses, no Googling).

Q3 - What are the implications of Hollywood’s dependence on its foreign markets?

We suggest that careful acceptance of the not-always-easy-to-accept cultural variety is maintained among the staff at the studios.

Q4 - One implication is that Hollywood now employs lots of foreign movie stars. Do you know who these stars are?

We can (without Googling) spot an actress named Gal Gadot. And also Trevor Noah.

Q5 - How did the 2011 Great Eastern Japan Earthquake and Tsunami affect the global economy?

A pause in the import-export of goods took place for several weeks.

Q6 - What percentage of the Filipino labour force works outside their homeland?

Probably 50% of the Filipino have a status of OFWs (Oversea Overseas Filipino Workers) - but it's actually nearer to 10%.

Q7 - What percentage of students studying at the Massachusetts Institute of Technology (MIT) in 2008 were from abroad?

We estimate it to 30%.

Q8 - Between 1980 and 2010 the number of students studying in higher education institutions outside their home countries was…

Our group said more or less 2M. - but it's actually more or less 3M.

Q9 - What does the phrase ‘ Higher education is going to become more global mean to you?’

We came to an agreement on the fact that Primary and Lower Secondary education, often sufficient and acceptable in many areas in the world, will become less acceptable in a world where competition and skills will rise.

--------------------------------------------------

>>>>>Vincent: A question based format of activity is good for open questions, such as for a lesson I plan to teach secondary learners this week on the consequences of eating sweet treats too often. [Halloween week].

>>>>>Vivian: I use questions to gain insight into the learners' prior knowledge. Then I am able to adjust my content.

>>>>>David: Teamwork is important. Working on open questions is something I like (such as Q5 in the previous task).

3) Tailor to the foreign market (ex. politics and product placement, local actors)

4) yes (trevor noah, selmak, gadot)

5) economic downturn

6) 10%

7) 48%

8) 3M

9) more int'l students and movement, dominance of English as a global language

• have you (or heard of) any harassment

Type of harassment

• wordcloud

Factual question

• % of harassment in the workplace

Group activities

• discussion parts from the movie

Case study

• role play and simulation

Intergroup discussions

--

When? Beginning of the lesson to activate prior knowledge and activate students schemata. At the end of the lesson as a speaking task so learners can respond to the material they've been shown.

--

Q1: Do 7-11 employees deserve more money than they get paid?

Yes / No. Two different views. Possible Debate. Seating arrangement: 1 row (Yes view) vs 1 row (No view).

Q2: Is it OK for company owners to earn 100 times more money than their employees?

Yes, provided the employees are getting a salary reflecting the company's success.

Q3: Do you think sports stars, singers and actresses should be paid more than doctors?

Yes, because their revenues is based on their sale.

_3_) (A) Recycling is a good way for poor people to earn money in Taiwan.

_4_) (B) Welfare should be improved in Taiwan.

_1_) (C) Child labour doesn’t exist in Taiwan.

Now discuss with your partners:

1) Why you gave the rankings you did.

and

2) Whether you think it’s easy for young people to get a good job in Taiwan.

2) T

3) F

Why T/F question?

• serves a binary purpose

• encourages examination on positions, and discuss the underlying reasons behind the positions

2) Gorilla

3) Octopus 

4) Elephant

5) Dolphin

Why use ranking tasks in the EMI classroom?

• encourage discussions

• critical thing and decision making

• reaching to consensus (justifying our positions)

Why use information gaps?

• encourage discussions

• enhance attention and focus

• build new found knowledge

Why use information gaps?

- Critical thinking skills are activated.

- To examine the criteria.

- To establish a criteria if not given.

- Uniquely base a judgement / ranking on 1 factor.

Why use information gaps?

To invite the learners to accurately use language when giving information, and invite the learners to carefully listen when receiving information.

These information gaps activities also give an opportunity for the development of effective (especially when gaps are large) questioning, answering, and note-taking.

Why use outlines?

An outline offers a clear framework that helps students understand the content they are learning, which is especially important when they are studying in a second language. According to research, structured learning tools like outlines support cognitive processing and improve comprehension in second language learners. By breaking down information into manageable sections, outlines help students organize their thoughts and make connections between key ideas. This reduces cognitive overload and allows students to focus more on the language and concepts they need to master.

Why teach visually?

Teaching visually in an English as a Medium of Instruction (EMI) environment is important because it helps bridge language gaps and makes content more accessible for learners who may still be developing their English skills. Visual aids like images, diagrams, charts, and videos can clarify complex ideas and allow students to connect meaning with less reliance on verbal explanations alone. Here are a few key reasons:

•Improves Comprehension: Visuals provide context and can make abstract or challenging content more concrete, which is especially useful when students are learning both language and content.

•Supports Vocabulary Building: Images and diagrams help learners associate words with objects or concepts, making it easier for them to remember and use new terms.

•Engages Students Actively: Visuals make lessons more interesting and help maintain attention and engagement, which can increase motivation in an EMI environment.

•Encourages Deeper Learning: By using visual tools, teachers can encourage students to analyze and interpret information rather than just memorizing facts, supporting critical thinking skills even when language proficiency is a challenge.

In an EMI setting, visual teaching is a powerful way to support understanding and create a more inclusive learning environment for all students.

Why use ranking tasks?

Ranking tasks are valuable in an EMI (English as a Medium of Instruction) environment because they require students to engage in higher-order thinking, as described by Bloom's Taxonomy. Here’s how ranking tasks link to Bloom’s levels of thinking, deeper learning, and retention:

1.Promotes Higher-Order Thinking: In Bloom's Taxonomy, the highest levels—Analyzing, Evaluating, and Creating—involve critical thinking skills. Ranking tasks push students to compare, analyze, and justify their choices, rather than simply remembering or understanding information. By deciding the order or importance of items, students practice evaluation, a key component of deeper learning.

2.Enhances Language and Content Mastery: Ranking tasks encourage discussion, where students explain their reasoning and negotiate ideas with peers. This is especially valuable in an EMI environment, as students are not only engaging with content but also practicing academic language in English, which reinforces both language and subject retention.

3.Supports Long-Term Retention: Research shows that deeper processing of information leads to better retention. By requiring students to think critically about content, ranking tasks strengthen connections in memory, making it easier for students to recall information later.

4.Builds Engagement and Motivation: Ranking tasks are often interactive and collaborative, which can increase student engagement. When students are more engaged, they’re likely to stay motivated and feel a stronger sense of ownership over their learning, which also boosts retention.

Why use information gaps?

•Importance of Using Information Gaps in EMI Context:

•Fosters peer teaching and encourages collaborative learning.

•Requires students to communicate effectively to complete tasks, enhancing language skills and promoting critical thinking.

•Helps students engage more deeply with the content.

•Saves time by allowing students to learn from each other rather than relying solely on the teacher.

•Promotes active participation in discussions and problem-solving.

•Develops a greater sense of ownership over their learning, making the educational experience more dynamic and effective.

Why do we get students to write their own definitions in an EMI class?

Getting students to write their own definitions in an EMI (English as a Medium of Instruction) environment and then compare them to the target definition is effective because it enhances understanding, language development, and critical thinking. Here’s why:

1.Encourages Active Learning: When students create their own definitions, they’re actively engaging with the concept and processing the meaning in their own words. This process helps deepen understanding, as they must first grasp the core idea before explaining it independently.

2.Supports Language Development: Writing definitions in their own words encourages students to use English vocabulary and grammar to express ideas. This practice strengthens both their language skills and their confidence in using English academically. Comparing their definitions with the target version introduces them to more accurate or precise language, helping them expand and refine their vocabulary.

3.Promotes Critical Thinking and Self-Correction: Comparing their definitions with the target allows students to evaluate their own understanding and identify gaps or misunderstandings. This reflection and adjustment process builds critical thinking and fosters self-correction skills—key for deeper learning and long-term retention.

4.Increases Retention and Recall: Writing a definition in their own words, then comparing it to a standard one, engages students in a deeper cognitive process than simply memorizing. This active engagement reinforces memory, making it more likely that they’ll remember both the concept and the language involved.

Why get our students to categorise in the EMI environment?

Categorization tasks in an EMI (English as a Medium of Instruction) environment are beneficial because they help students organize information, develop critical thinking, and deepen their understanding of both language and content. Here’s why categorization is so effective in EMI:

1.Builds Comprehension and Content Mastery: By grouping items based on shared characteristics, students actively engage with the content, analyzing and comparing concepts. This helps them grasp the relationships between ideas, leading to a clearer understanding of the subject matter.

2.Supports Language Acquisition: When students categorize terms or concepts in English, they reinforce academic vocabulary and language structures. Explaining their choices to others also promotes language use, as students describe why they placed certain items together, expanding their communication skills in English.

3.Encourages Higher-Order Thinking: Categorization tasks align with Bloom’s higher-order thinking skills like Analyzing and Evaluating. These tasks require students to identify attributes, make comparisons, and justify their decisions, which promotes deeper cognitive processing and prepares them for more complex problem-solving.

4.Aids Long-Term Retention: Organizing information into categories helps with memory retention, as grouping related items makes it easier for the brain to recall information later. This is especially helpful in EMI, where students are learning both new content and new language.

5.Fosters Collaboration and Engagement: Categorization tasks often involve group work, where students discuss their ideas and negotiate categories together. This collaborative approach can increase motivation and make learning more engaging, creating a more dynamic EMI environment.

AI: Simulation of human intelligence by a technology programmed to think, learn, and perform tasks using algorithms and data.

The (adapt)ability to be productive and prosper within the given environment.

AI Intellegence

The speed of a system to deeply analyze all the given data to arrive at the most plausable answer (given the data).

Why give students problem solving tasks in an EMI environment?

Problem-solving tasks in an EMI (English as a Medium of Instruction) environment are highly effective for fostering both content understanding and language skills. Here’s why these tasks are so valuable:

1. Enhances Content Understanding through Real-World Application: Problem-solving requires students to apply concepts they've learned, which deepens their understanding. By working through real or hypothetical problems, students connect theory to practice, making learning more meaningful and relevant.

2. Develops Critical Thinking Skills: Problem-solving tasks align with higher levels of Bloom's Taxonomy, particularly Analyzing, Evaluating, and Creating. These tasks push students to think critically, assess different options, and come up with solutions, which strengthens their analytical and decision-making abilities.

3. Strengthens Language Skills through Practical Use: In EMI settings, problem-solving tasks promote active language use. Students must read instructions, discuss strategies, and explain their reasoning—all in English. This helps them develop vocabulary and language structures in a meaningful, content-focused context, which aids retention and fluency.

4. Boosts Collaboration and Communication: Problem-solving tasks are often done in groups, requiring students to communicate and collaborate effectively. By sharing ideas and negotiating solutions, students practice expressing complex ideas in English, improving both language skills and teamwork.

5. Promotes Engagement and Motivation: Problem-solving tasks are typically more engaging than rote learning, as they often involve challenges that motivate students to participate actively. Solving problems can be rewarding and satisfying, which fosters a positive learning environment and encourages persistence.

Why use multimodality in the EMI environment?

Multimodality in an EMI (English as a Medium of Instruction) environment is crucial because it provides diverse ways for students to access and engage with content, helping them understand complex material in a language they’re still mastering. Here’s why multimodality is so beneficial:

1. Supports Comprehension and Accessibility: By presenting information through multiple modes—such as visuals, text, audio, and hands-on activities—multimodality makes content more accessible. For students learning in English, combining modes (like images with spoken explanations) helps them grasp meaning even when language alone may be challenging.

2. Engages Different Learning Styles: Each student has a preferred way of learning, such as visual, auditory, or kinesthetic. Using various modes ensures that different learning preferences are met, which can increase engagement and motivation. In an EMI classroom, students benefit from this diversity of input, as it makes content more interesting and relatable.

3. Strengthens Language and Content Retention: Research shows that the more senses involved in learning, the better the retention. Multimodal instruction reinforces ideas through repetition across different forms (e.g., watching a video, discussing it, and taking notes). This layered exposure helps students remember both vocabulary and concepts.

4. Promotes Higher-Order Thinking and Critical Skills: Multimodal tasks—like analyzing graphs, discussing videos, or creating presentations—often require students to synthesize information and make connections across formats. This supports higher-order thinking as outlined in Bloom’s Taxonomy, helping students engage in analyzing, evaluating, and creating.

5. Encourages Active Language Use: When students respond to multimodal inputs, they’re more likely to use varied language skills. For instance, discussing a chart combines content knowledge with language expression, helping students practice vocabulary, explanations, and descriptions in English.

Why give students the opportunity to reflect in the EMI environment?

Giving students the opportunity to reflect in an EMI (English as a Medium of Instruction) environment is valuable because it enhances both language acquisition and content understanding. Here’s why reflection is so beneficial:

1. Deepens Understanding and Retention: Reflection allows students to process what they’ve learned, connecting new information to their prior knowledge. This deeper processing improves retention and helps students make sense of complex ideas, especially when they’re learning in a second language.

2. Builds Metacognitive Skills: Reflecting on their learning encourages students to think about how they learn best and identify areas they might need to work on. Developing these metacognitive skills enables them to become more effective, independent learners, which is essential in EMI settings where both content and language pose challenges.

3. Supports Language Development: Reflection tasks often involve writing or speaking about one’s learning process, which helps students practice language use in a personal, meaningful way. Describing their experiences allows them to use new vocabulary and language structures, reinforcing their English skills in an authentic context.

4. Encourages Self-Confidence and Ownership: By reflecting, students can see their progress and acknowledge what they’ve achieved, building confidence. Feeling a sense of ownership over their learning can also boost motivation and engagement in an EMI environment.

In an EMI classroom, providing time for reflection helps students solidify content knowledge, enhance language skills, and develop valuable metacognitive abilities, making it an essential part of effective learning.

They created a framework.

He proposed the idea that the difficulty of an academic task depends on a partnership between 2 things: 'cognitive challenge [+/- challenging]' and contextual support [+/- support].

This book was written by them:

English Learners, Academic Literacy, and Thinking

Learning in the Challenge Zone.

2) 85%

3) the time to ride a bicycle to the moon

4) 0.0001 gram

5) the distance to the moon

6) 50

7) 20%