The ability to weigh multiple perspectives—from different schools of thought cultures, or individual viewpoints—is one of the most important skills in the global innovation economy.
I've asked Susanna Pierce, a teacher in an international school in Spain (and formerly of the International School of the Americas in San Antonio, Texas) to share how she teaches the weighing of perspectives using the most important assets in her classroom: her students. Although an international school setting provides many different cultural perspectives, I think most of you will find perspectives to be just as varied in the American classroom.
The NCSSFL-ACTFL Can-Do Statements are self-assessment checklists used by language learners to assess what they “can do” with language in the Interpersonal, Interpretive, and Presentational modes of communication.
Rob Hatfield, M.Ed.'s insight:
The NCSSFL-ACTFL Can-Do Statements are self-assessment checklists used by language learners:
You love to learn. Your students, colleagues, and parents love to learn. But what kind of styles of learning are most effective for each party? It's about time multiple intelligences are thoroughly regarded and treated in extense in foreign language teaching
WeAreTeachers, an educational resource website, have released the results of a survey of 309 K–12 classroom teachers from public, private and religious schools across the country about their views on game based learning. We thought the results were very interesting, especially the statement ’81% of teachers feel students are more engaged when they are playing games’.
I’m betting that many of you are in the midst of grading a large stack of papers, projects or other final assignments. Too often these end-of-course pieces of work don’t live up to our expectations or students’ potential.
This book applies social theory to curriculum design and sets out a program for language curriculum renewal for the 21st century. It includes many examples of text-based curricula and describes a plan for curriculum renewal based on texts as the unit of analysis for planning, for teaching and for assessment. Underpinned by Halliday’s semiotic theory of language, the book combines the theory of language as a resource for meaning-making with learning language as learning to mean.
The curriculum design constructs curriculum around social practices and their texts rather than presenting language as grammatical and lexical objects. This work will provide teachers, teacher educators and curriculum planners with a curriculum model for teaching children and adults in different contexts from preschool to adult education as well as serving as a practical guide for students.
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