Contents
Displaying 16761-16770 of 28843 results.
Contentid:
17013
Content Type: 1
Title: Lots of Resources on the Recursos para Maestros de Español Website
Body: From http://www.maestrosespa.com The Recursos para maestros de Español website is full of worksheets and other resources by teachers, for teachers. Most of the material is aimed for the upper elementary, but many can be used at other levels as well. Immersion teachers may find these resources especially helpful. Explore this Spanish-language website at http://www.maestrosespa.com
Source: Recursos para Maestros de Español
Inputdate: 2013-12-15 09:42:16
Lastmodifieddate: 2013-12-15 09:42:16
Expdate:
Publishdate: 2013-12-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Lots of Resources on the Recursos para Maestros de Español Website
Body: From http://www.maestrosespa.com The Recursos para maestros de Español website is full of worksheets and other resources by teachers, for teachers. Most of the material is aimed for the upper elementary, but many can be used at other levels as well. Immersion teachers may find these resources especially helpful. Explore this Spanish-language website at http://www.maestrosespa.com
Source: Recursos para Maestros de Español
Inputdate: 2013-12-15 09:42:16
Lastmodifieddate: 2013-12-15 09:42:16
Expdate:
Publishdate: 2013-12-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
17014
Content Type: 1
Title: Christmas Resources for Spanish Class
Body: From http://martinabex.com Here is a Spanish teacher’s blog post in which she shares some Christmas resources that she has created in past: http://martinabex.com/2013/12/09/christmas-activities
Source: The Comprehensible Classroom Blog
Inputdate: 2013-12-15 09:43:26
Lastmodifieddate: 2013-12-15 09:43:26
Expdate:
Publishdate: 2013-12-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Christmas Resources for Spanish Class
Body: From http://martinabex.com Here is a Spanish teacher’s blog post in which she shares some Christmas resources that she has created in past: http://martinabex.com/2013/12/09/christmas-activities
Source: The Comprehensible Classroom Blog
Inputdate: 2013-12-15 09:43:26
Lastmodifieddate: 2013-12-15 09:43:26
Expdate:
Publishdate: 2013-12-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
17015
Content Type: 1
Title: Using Jokes with English Language Learners
Body: From http://learning.blogs.nytimes.com/2013/12/09/test-yourself-e-l-l-practice-dec-9-2013/?_r=0 Teacher Larry Ferlazzo’s latest post in the New York Times’s Learning Network feature is about using jokes with English language learners. Access an article, follow-up questions about the article, and suggestions for teachers at http://learning.blogs.nytimes.com/2013/12/09/test-yourself-e-l-l-practice-dec-9-2013/?_r=0
Source: New York Times
Inputdate: 2013-12-15 09:44:39
Lastmodifieddate: 2013-12-15 09:44:39
Expdate:
Publishdate: 2013-12-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Using Jokes with English Language Learners
Body: From http://learning.blogs.nytimes.com/2013/12/09/test-yourself-e-l-l-practice-dec-9-2013/?_r=0 Teacher Larry Ferlazzo’s latest post in the New York Times’s Learning Network feature is about using jokes with English language learners. Access an article, follow-up questions about the article, and suggestions for teachers at http://learning.blogs.nytimes.com/2013/12/09/test-yourself-e-l-l-practice-dec-9-2013/?_r=0
Source: New York Times
Inputdate: 2013-12-15 09:44:39
Lastmodifieddate: 2013-12-15 09:44:39
Expdate:
Publishdate: 2013-12-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
17016
Content Type: 1
Title: Oral Practice/Conversation Game Using M&M’s
Body: Here is a description (and accompanying handouts) of an activity used for oral practice, in which the color of an M&M determines what a student will talk about: http://spanishconnect.edublogs.org/2013/12/15/mm-game
Source: Reflexiones de Sala63
Inputdate: 2013-12-15 09:45:45
Lastmodifieddate: 2013-12-15 09:45:45
Expdate:
Publishdate: 2013-12-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Oral Practice/Conversation Game Using M&M’s
Body: Here is a description (and accompanying handouts) of an activity used for oral practice, in which the color of an M&M determines what a student will talk about: http://spanishconnect.edublogs.org/2013/12/15/mm-game
Source: Reflexiones de Sala63
Inputdate: 2013-12-15 09:45:45
Lastmodifieddate: 2013-12-15 09:45:45
Expdate:
Publishdate: 2013-12-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
17017
Content Type: 1
Title: GlobalFest 2014 in Normal, Illinois
Body: From http://www.ictfl.org/content/2013/12/register-now-globalfest-2014-you-are-key-world GlobalFest 2014 "You are the Key to the World" will take place Friday, February 28 and Saturday, March 1, 2014. This Celebration of World Languages & Cultures will take place at Normal Community West High School, 501 North Parkside Road, Normal, Illinois 61761. The deadline to register is December 20, 2013. For more details go to http://www.ictfl.org/content/2013/12/register-now-globalfest-2014-you-are-key-world
Source: ICTFL
Inputdate: 2013-12-15 09:47:13
Lastmodifieddate: 2013-12-15 09:47:13
Expdate: 2014-02-28 00:00:00
Publishdate: 2013-12-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: GlobalFest 2014 in Normal, Illinois
Body: From http://www.ictfl.org/content/2013/12/register-now-globalfest-2014-you-are-key-world GlobalFest 2014 "You are the Key to the World" will take place Friday, February 28 and Saturday, March 1, 2014. This Celebration of World Languages & Cultures will take place at Normal Community West High School, 501 North Parkside Road, Normal, Illinois 61761. The deadline to register is December 20, 2013. For more details go to http://www.ictfl.org/content/2013/12/register-now-globalfest-2014-you-are-key-world
Source: ICTFL
Inputdate: 2013-12-15 09:47:13
Lastmodifieddate: 2013-12-15 09:47:13
Expdate: 2014-02-28 00:00:00
Publishdate: 2013-12-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
17018
Content Type: 1
Title: Foreign Language Advocacy Video: Lead with Languages
Body: From the American Council on the Teaching of Foreign Languages, here is a short animate video emphasizing the importance of foreign language learning in the United States: http://vimeo.com/77166262
Source: ACTFL
Inputdate: 2013-12-15 09:48:14
Lastmodifieddate: 2013-12-15 09:48:14
Expdate:
Publishdate: 2013-12-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Foreign Language Advocacy Video: Lead with Languages
Body: From the American Council on the Teaching of Foreign Languages, here is a short animate video emphasizing the importance of foreign language learning in the United States: http://vimeo.com/77166262
Source: ACTFL
Inputdate: 2013-12-15 09:48:14
Lastmodifieddate: 2013-12-15 09:48:14
Expdate:
Publishdate: 2013-12-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
17019
Content Type: 1
Title: Article Provides Formula for Talking about Controversial Issues with Young Students
Body: From http://www.theatlantic.com/education/archive/2013/12/guns-in-the-classroom/281663 Foreign language teachers often like to include current events and global politic in their curriculum. However, since these are often controversial topics, teachers may be worried about offending students, parents, or administrators. Here is a recent article about how one teacher talks about current events with middle school students. Although the topic she uses as an example is gun control, the formula she describes could apply to any controversial topic. Read the article in the Atlantic here: http://www.theatlantic.com/education/archive/2013/12/guns-in-the-classroom/281663 Read a summary of the author’s recommendations here: http://blogs.edweek.org/teachers/teaching_now/2013/12/a_formula_for_teaching_controversial_topics.html
Source: The Atlantic
Inputdate: 2013-12-15 09:49:29
Lastmodifieddate: 2013-12-15 09:49:29
Expdate:
Publishdate: 2013-12-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Article Provides Formula for Talking about Controversial Issues with Young Students
Body: From http://www.theatlantic.com/education/archive/2013/12/guns-in-the-classroom/281663 Foreign language teachers often like to include current events and global politic in their curriculum. However, since these are often controversial topics, teachers may be worried about offending students, parents, or administrators. Here is a recent article about how one teacher talks about current events with middle school students. Although the topic she uses as an example is gun control, the formula she describes could apply to any controversial topic. Read the article in the Atlantic here: http://www.theatlantic.com/education/archive/2013/12/guns-in-the-classroom/281663 Read a summary of the author’s recommendations here: http://blogs.edweek.org/teachers/teaching_now/2013/12/a_formula_for_teaching_controversial_topics.html
Source: The Atlantic
Inputdate: 2013-12-15 09:49:29
Lastmodifieddate: 2013-12-15 09:49:29
Expdate:
Publishdate: 2013-12-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
17020
Content Type: 1
Title: Blog Post: “Brain Breaks” for the Language Classroom
Body: From http://tprsforchinese.blogspot.com Do your students have trouble sustaining focus for your entire class? Try some “brain breaks” – short activities in which students have a chance to re-charge, so that they can renew their focus on the next part of your class. Here is a recent blog post talking about brain breaks and describing several different kinds that you can use in your classes: http://tprsforchinese.blogspot.com/?view=classic
Source: Ignite Chinese
Inputdate: 2013-12-15 09:50:38
Lastmodifieddate: 2013-12-15 09:50:38
Expdate:
Publishdate: 2013-12-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Blog Post: “Brain Breaks” for the Language Classroom
Body: From http://tprsforchinese.blogspot.com Do your students have trouble sustaining focus for your entire class? Try some “brain breaks” – short activities in which students have a chance to re-charge, so that they can renew their focus on the next part of your class. Here is a recent blog post talking about brain breaks and describing several different kinds that you can use in your classes: http://tprsforchinese.blogspot.com/?view=classic
Source: Ignite Chinese
Inputdate: 2013-12-15 09:50:38
Lastmodifieddate: 2013-12-15 09:50:38
Expdate:
Publishdate: 2013-12-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
17021
Content Type: 1
Title: Teaching Numbers
Body: Members of the MoreTPRS listserv have been sharing ideas for teaching and practicing the number 1-30. Here is the thread on Yahoo: http://groups.yahoo.com/neo/groups/moretprs/conversations/topics/136239 You will need to join Yahoo in order to see the posts.
Source: MoreTPRS
Inputdate: 2013-12-15 09:51:37
Lastmodifieddate: 2013-12-15 09:51:37
Expdate:
Publishdate: 2013-12-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Teaching Numbers
Body: Members of the MoreTPRS listserv have been sharing ideas for teaching and practicing the number 1-30. Here is the thread on Yahoo: http://groups.yahoo.com/neo/groups/moretprs/conversations/topics/136239 You will need to join Yahoo in order to see the posts.
Source: MoreTPRS
Inputdate: 2013-12-15 09:51:37
Lastmodifieddate: 2013-12-15 09:51:37
Expdate:
Publishdate: 2013-12-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
17022
Content Type: 1
Title: NCSSFL-ACTFL Can-Do Statements
Body: From http://www.actfl.org/publications/guidelines-and-manuals/ncssfl-actfl-can-do-statements The NCSSFL-ACTFL Can-Do Statements represent the culmination of a collaborative effort between the National Council of State Supervisors (NCSSFL) and ACTFL, to connect NCSSFL's LinguaFolio with ACTFL's Proficiency Guidelines. The combination of these two documents into a single, cohesive set of statements makes clear how the performance that language learners demonstrate into the familiar context of the instructional setting points toward a targeted proficiency level. Language educators have requested a clear connection of these two major initiatives, so useful to guide educators and learners. The Can-Do Statements help learners identify what they need to do to function at a specific level of proficiency. The statements also help educators plan curriculum, units of instruction, and daily lessons to help learners improve their performance and reach a targeted level of proficiency. Through multiple opportunities to show that they "can do" in classroom formative and summative assessment, unit by unit, learners collect the evidence that points toward a specific proficiency level. The proof that a learner has reached a proficiency level can only occur through an independent assessment of proficiency such as the ACTFL Oral Proficiency Interview or Writing Proficiency Test; however, the Can-Do Statements provide a tool for leaners to chart their progress and for educators to organize and support the learning. Learn more and access the full document at http://www.actfl.org/publications/guidelines-and-manuals/ncssfl-actfl-can-do-statements
Source: ACTFL
Inputdate: 2013-12-15 09:52:41
Lastmodifieddate: 2013-12-15 09:52:41
Expdate:
Publishdate: 2013-12-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: NCSSFL-ACTFL Can-Do Statements
Body: From http://www.actfl.org/publications/guidelines-and-manuals/ncssfl-actfl-can-do-statements The NCSSFL-ACTFL Can-Do Statements represent the culmination of a collaborative effort between the National Council of State Supervisors (NCSSFL) and ACTFL, to connect NCSSFL's LinguaFolio with ACTFL's Proficiency Guidelines. The combination of these two documents into a single, cohesive set of statements makes clear how the performance that language learners demonstrate into the familiar context of the instructional setting points toward a targeted proficiency level. Language educators have requested a clear connection of these two major initiatives, so useful to guide educators and learners. The Can-Do Statements help learners identify what they need to do to function at a specific level of proficiency. The statements also help educators plan curriculum, units of instruction, and daily lessons to help learners improve their performance and reach a targeted level of proficiency. Through multiple opportunities to show that they "can do" in classroom formative and summative assessment, unit by unit, learners collect the evidence that points toward a specific proficiency level. The proof that a learner has reached a proficiency level can only occur through an independent assessment of proficiency such as the ACTFL Oral Proficiency Interview or Writing Proficiency Test; however, the Can-Do Statements provide a tool for leaners to chart their progress and for educators to organize and support the learning. Learn more and access the full document at http://www.actfl.org/publications/guidelines-and-manuals/ncssfl-actfl-can-do-statements
Source: ACTFL
Inputdate: 2013-12-15 09:52:41
Lastmodifieddate: 2013-12-15 09:52:41
Expdate:
Publishdate: 2013-12-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
