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Is Intuition as Good as Corpus Frequency for Selecting Vocabulary?

Is Intuition as Good as Corpus Frequency for Selecting Vocabulary? | Teacher Development Stuff | Scoop.it
Okamoto (2015) looks at the question of how well intuition matches corpus frequency and whether intuition is a good measure when selecting vocabulary to teach.
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Teacher Development Stuff
A mixed bag of teacher development stuff.
Curated by Mark Arthur
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Is Intuition as Good as Corpus Frequency for Selecting Vocabulary?

Is Intuition as Good as Corpus Frequency for Selecting Vocabulary? | Teacher Development Stuff | Scoop.it
Okamoto (2015) looks at the question of how well intuition matches corpus frequency and whether intuition is a good measure when selecting vocabulary to teach.
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Sample Articles | American Council on the Teaching of Foreign Languages

Sample Articles | American Council on the Teaching of Foreign Languages | Teacher Development Stuff | Scoop.it
2017 | 2016 | 2015 | 2014 | 2013 | 2012 | 2011 | 2010 Mar/Apr 2017
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Foreign language vocabulary: Effective practices for learning and teaching

Foreign language vocabulary: Effective practices for learning and teaching | Teacher Development Stuff | Scoop.it
(Here's a PDF file of the Vocab. learning report: CASL Vocabulary learning technical report, 2012) Below are three quotes from one of many "technical reports" published by CASL, the Center for Advanced Study of Language at Maryland University. My intention here is simply to draw your attention to this report on vocab. learning, and, maybe more importantly, to the…
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TPR Storytelling - Wikipedia

TPR Storytelling - Wikipedia

TPR Storytelling ( Teaching Proficiency through Reading and Storytelling or TPRS) is a method of teaching foreign languages. TPRS lessons use a mixture of reading and storytelling to help students learn a foreign language in a classroom setting.

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Developing as an EFL Researcher: Stories from the Field

Developing as an EFL Researcher: Stories from the Field | Teacher Development Stuff | Scoop.it
This book is based on the IATEFL Research Special Interest Group Pre-Conference Event held in Manchester in April 2015. The event aimed to provide a platform for EFL researchers to exchange stories about important aspects of their own development, with a view to encouraging greater awareness about these issues.

Participants shared their stories using creative and colourful poster presentations. Each paper in the book is developed from the author’s/authors’ original poster presentation, and is also linked to the online video recording of the poster presentation on the day. The book aims to capture a sense of the event, characterised by stimulating exchanges in an informal and friendly setting. The book also includes the papers of the invited ‘impulse’ speakers who introduced each group of posters: David Nunan, Sue Garton and Cynthia White.

The final section of the book provides a summary of the closing panel discussion, again with a link to the video-recording from the day. Themes within the book include the challenges and pleasures of the research journey; learning to be a writer of research; dealing with the uncertainties and complexity of qualitative data; what it means to be a researcher, and the shifting sense of researcher identity. ​

The book as a whole presents an in-depth picture of real-life dilemmas, challenges and pleasures experienced by EFL researchers as they develop their craft. In uncovering these often hidden aspects of researcher development, the book provides a valuable service to the EFL research community and beyond.

Via Shona Whyte
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MindMup 2

MindMup 2 | Teacher Development Stuff | Scoop.it
Free online mind mapping. The most productive online mind map canvas on the Web. Supports Freemind mindmap import/export. Easy mindmapping software.
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Create your mag for free: Madmagz

Create your mag for free: Madmagz | Teacher Development Stuff | Scoop.it
Madmagz enables you to create a digital or a print magazine. Try it, it's free!

Via Nik Peachey
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Nik Peachey's curator insight, March 30, 5:02 AM

Great tool for collaboratively creating an online or print magazine.

Daniel Jäggli's curator insight, March 31, 6:11 AM
Sieht gut aus, einfach zu erstellen; PDF zum Download ohne Wasserzeichen muss man auch mit der kostenlosen Vorlage bezahlen.
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The future of professional development #2: Penny Ur on evidence and classroom best practice

The future of professional development #2: Penny Ur on evidence and classroom best practice | Teacher Development Stuff | Scoop.it
We asked 7 ELT experts to describe what professional development will look like in the next 5 years... Penny Ur discusses the importance of evidence in classroom best practice.
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Learning styles concepts and evidence. Psychological science in the public interest, 9(3), 105-119

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No evidence to back idea of learning styles | Letter

No evidence to back idea of learning styles | Letter | Teacher Development Stuff | Scoop.it
Letter: Neuromyths create a false impression of individuals’ abilities, leading to expectations and excuses that are detrimental to learning in general
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Two Versions of Task-Based Language Teaching

Two Versions of Task-Based Language Teaching | Teacher Development Stuff | Scoop.it
This is a written report of a talk I gave to members of the SLB last month. There's quite a lot here; it's a bit "staccato" because it's based on the slides I used in the talk; and it doesn't do justice to Mike Long's version of TBLT. Good, positive start, eh! Both the syllabuses presented here are alternatives to…
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Gritty Politti: Grit, Growth Mindset and Neoliberal Language Teaching

Gritty Politti: Grit, Growth Mindset and Neoliberal Language Teaching | Teacher Development Stuff | Scoop.it
Over the summer, while everyone else was enjoying themselves I was ruing the day I decided to look at grit (Duckworth, 2007) for my Master’s dissertation. I decided it's unworkable so you get to read about it here. What is Grit? Grit is so difficult to define that it takes Duckworth (2016) the best part…
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What is More Effective: Explicit or Implicit Grammar Instruction?

What is More Effective: Explicit or Implicit Grammar Instruction? | Teacher Development Stuff | Scoop.it
A meta-analysis by Spada and Tomita (2010) shows that explicit grammar instruction may be more effective than implicit grammar instruction.
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Learning styles: Have we been barking up the wrong tree?

Learning styles:  Have we been barking up the wrong tree? | Teacher Development Stuff | Scoop.it
It’s an honour to be writing the first post on this blog–thanks to Lesley Painter-Farrell and Mike Griffin for asking me. Before you read on, take this quick quiz (you don’t have to tell anyone you…
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IATEFL 2017: Does feedback work?

IATEFL 2017: Does feedback work? | Teacher Development Stuff | Scoop.it
A summary of Loraine Kennedy’s main points from the talk ‘In one ear and out the other: does feedback work?’ You can access the session here (again, won’t embed). Orientation This talk was specifically about in-service feedback for teachers, not about feedback on training courses If we are not giving feedback for the right reasons,…
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Peer and self-assessment

Peer and self-assessment | Teacher Development Stuff | Scoop.it
Learners are much better at giving each other accurate and sensitive feedback than we suspect, and this activity gives them the opportunity to demonstrate it.
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What If We Taught Argument in Every Class?

What If We Taught Argument in Every Class? | Teacher Development Stuff | Scoop.it
Now, maybe more than ever, our students must learn how to think rationally, see through faulty logic, and share opinions in a convincing way.
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What If We Taught Argument in Every Class? | @scoopit http://sco.lt/...
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Busting the Learning Styles Myth

Busting the Learning Styles Myth | Teacher Development Stuff | Scoop.it
This article provides a strong case debunking the claim that learners have individual learning styles and that teachers should adjust their teaching to address these styles.
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Just commented here
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Input and More

Input and More | Teacher Development Stuff | Scoop.it
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Input and More | @scoopit http://sco.lt/... Reading for English language learners #ELT #LearningEnglish
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A Tale of Three Writing Activities and Their Effect on Vocabulary Learning

A Tale of Three Writing Activities and Their Effect on Vocabulary Learning | Teacher Development Stuff | Scoop.it
Rassaei looks at the effectiveness of summarization, question-and-answer, and prediction writing activities on vocabulary acquisition.
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