Thesis Seminar: Method Section

Summary

Socials

Follow me on Twitter: https://twitter.com/bnleez

Leave comments via Podbean app.

Leave comments via Transparent Teachings

Add In the Classroom to your favorite podcatcher: RSS Feed

Mendeley Public Research Group: Applied Linguistics

Radio UAA: Ser Lumen

Show Notes

In this episode I share a recent discussion I had with my Thesis Seminar group as they transition from developing a literature review to collecting data for their own research.

Send in a voice message: https://anchor.fm/benjamin-l-stewart/message

Thesis Statement – The Dos and Don’ts to Academic Writing

Summary

Socials

Follow me on Twitter: https://twitter.com/bnleez

Leave comments via Podbean app.

Leave comments via Transparent Teachings

Add In the Classroom to your favorite podcatcher: RSS Feed

Mendeley Public Research Group: Applied Linguistics

Radio UAA: Ser Lumen

Show Notes

Avoid

Passive voice with non-referential “it”: it has been found, etc.

Overuse of the passive voice – active voice is preferred.

Overuse of pronouns

Overuse of capitalization (e.g., to emphasize or when abbreviations are used, etc.)

Overuse of There is/are – In most cases, avoiding it will produce a better sentence – subject first, then a verb.

There is/are in a topic sentence.

Verb to be in a topic sentence.

Overusing the same verbs: to be and to have are oftentimes overused.

Overusing the semicolon

Comma splice

Sentence fragment

Runon sentence

A transition (see below) that begins a topic sentence (body paragraph)

Bold text except for headings

Bold, italics, and capitalization to emphasize words

Obviously…, Clearly…,

Absolutes: Always, never, everyone, etc.

It is important, it is necessary, etc.

Rhetorical questions

Include

Serial comma

Dynamic (action) verbs

Be consistent with key words or specific words that have certain meanings in education: activity, materials, techniques, methods, approaches, strategies, etc.

A combination of sentence types: simple, compound, complex, and compound-complex sentences

A cohesive text includes a transition, using any combination of the following:

Rheme and theme to connect (bridge) ideas from one sentence to the next.

Sentence connectors

Introductory phrases

Subordinating conjunction that begins a sentence (followed by a comma)

MEAL plan for developing each body paragraph

Citations serve as evidence

Evidence precedes analysis sentence(s)

Main idea (topic sentence) begins each body paragraph

Final sentence serves as either a linking sentence or a summarizing sentence.

Linking sentence links current main idea of the paragraph to the next main idea (topic sentence) of the following paragraph.

Italicize foreign (non-English) words and when naming a term (e.g., “The word foreign is hard to spell.).

Approximately five to eight sentences per paragraph

Send in a voice message: https://anchor.fm/benjamin-l-stewart/message

Thesis Seminar: Week Four Recap.

Summary

Socials

Follow me on Twitter: https://twitter.com/bnleez

Leave comments via Podbean app.

Leave comments via Transparent Teachings

Add In the Classroom to your favorite podcatcher: RSS Feed

 Show Notes

The Thesis Seminar (open courseware) website is still very much in progress at the time of this recording, so expect many changes over the course of the next few months.  If you wish to know more, contact me via Twitter (@bnleez).

Send in a voice message: https://anchor.fm/benjamin-l-stewart/message

Applied Linguistics Research Interview (Podcast in English and in Spanish)

Summary

Socials

Follow me on Twitter: https://twitter.com/bnleez

Leave comments via Podbean app.

Leave comments via Transparent Teachings

Add In the Classroom to your favorite podcatcher: RSS Feed

Mendeley Public Research Group: Applied Linguistics

Radio UAA: Ser Lumen

Send in a voice message: https://anchor.fm/benjamin-l-stewart/message

Teacher Learning Cast (TLC) #27: Creativity in the Classroom

Summary

Socials

Follow me on Twitter: https://twitter.com/bnleez

Leave comments via Podbean app.

Leave comments via Transparent Teachings

Add In the Classroom to your favorite podcatcher: RSS Feed

 Show Notes

In this episode, we discuss Ken Robinson and the notion of creativity in the classroom.

Send in a voice message: https://anchor.fm/benjamin-l-stewart/message

PROPE Projects: Instructions for Preparing Writing I Task

Summary

Socials

Follow me on Twitter: https://twitter.com/bnleez

Leave comments via Podbean app.

Leave comments via Transparent Teachings

Add In the Classroom to your favorite podcatcher: RSS Feed

Show Notes

Context

This group is a first-semester writing I class for pre-service English language teachers who are Spanish-speaking English language learners at an approximate A2 level of English proficiency. The excerpt found in this episode was from taken from week 14 of a 16-week course.  Each week learners address one essential question that usually relates to some content-based objective.  This week’s essential question was more reflective in nature, and was designed to introduce a capstone project that provided an opportunity for learners to demonstrate knowledge and skills learned in each of the different subjects from the current semester: listening and speaking, reading, writing, grammar, and learning strategies.

The term PROPE refers to courses that make up a propaedeutic year of courses designed to help learners gain a B1 level required to begin a four-year bachelor’s degree program in English language teaching.

All lessons from each week are posted to Google Classroom which loosely serves as a content management system where learners can freely access course content both during and outside of class.

Lesson

Essential Question: How do I express what I have learned so far this semester in PROPE?

Instructions: This week we work in our PROPE project teams – event scheduled for November 23, 2018 (10:00 AM – 12:00 PM).

Overview: Form into your PROPE project groups and determine who will write each paragraph:1) describe your country by including at least three key question words: who, why, how, when, where, etc., 2) describe how you worked together this week to create all non-writing I outcomes for your PROPE project, 3) explain any team challenges that you overcame this semester in any of your PROPE classes, and 4) present two to four key successes that you achieved as a team this semester.

Details: Each of the four points listed above should be developed as one unified, coherent, and cohesive paragraph with five to eight sentences.  A combination of the three different transitions discussed in class also should be included: sentence connectors, introductory phrases, and subordinating clauses. Each team member is responsible for one paragraph – if more than four members make up a team, then an additional topic should be developed as determined by team consensus and prior approval with your instructor.  Each team member is responsible for developing and analyzing their respective paragraph.

Analyzing a paragraph: Analyzing a paragraph should include the following:

All team members should follow the same system for analyzing their respective paragraphs: color-coding, annotations, footnotes, etc.

Indicate different sentence types: simple, complex, compound, and complex-compound.

Indicate different clauses types: main clauses, subordinating clauses, and relative clauses.

Indicate different phrase types: noun, verb, prepositional, and participial.

Indicate all parts of speech.

When analyzing your paragraph, do not analyze every word.  Only analyze one-three examples of each of the grammatical structures listed in the above section, Analyzing a paragraph.  In other words, you need a paragraph that exemplifies at least one of the grammatical structures above in order to identify it.

Team communication: This week requires good communication between each team member.  A successful week will include a team who maintains good communication in determining who is to do what.  At times this week you may work together as a team while other times you might need to work in pairs or individually – decide which works best for you individually and as a team.  Regardless how you work, make sure you communicate with your team members throughout this week so that everyone is on the same page throughout the entire process.

Team Leaders: Team leaders have bee

Send in a voice message: https://anchor.fm/benjamin-l-stewart/message

Students who Resist

Summary

Socials

Follow me on Twitter: https://twitter.com/bnleez

Leave comments via Podbean app.

Leave comments via Transparent Teachings

Add In the Classroom to your favorite podcatcher: RSS Feed

Show Notes

Problem: Learners resist giving presentations and many other aspects of school-related activities, tasks, and performances.

 

Teens Are Protesting In-Class Presentations

According to a recent survey by the Association of American Colleges and Universities, oral communication is one of the most sought-after skills in the workplace, with over 90 percent of hiring managers saying it’s important.

a tweet posted by a 15-year-old high-school student declaring “Stop forcing students to present in front of the class and give them a choice not to” garnered more than 130,000 retweets and nearly half a million likes. A similar sentiment tweeted in January also racked up thousands of likes and retweets. And teachers are listening.

“Nobody should be forced to do something that makes them uncomfortable,” says Ula, a 14-year-old in eighth grade, who, like all students quoted, asked to be referred to only by her first name. “Even though speaking in front of class is supposed to build your confidence and it’s part of your schoolwork, I think if a student is really unsettled and anxious because of it you should probably make it something less stressful. School isn’t something a student should fear.”

It feels like presentations are often more graded on delivery when some people can’t help not being able to deliver it well, even if the content is the best presentation ever,” says Bennett, a 15-year-old in Massachusetts who strongly agrees with the idea that teachers should offer alternative options for students.

 

Students are resisting in-class presentations… by Annabelle Timsit

According to the American Psychological Association, “When people are fearful of something, they tend to avoid the feared objects, activities or situations. Although this avoidance might help reduce feelings of fear in the short term, over the long term it can make the fear become even worse.”

In her piece, Lorenz quotes a 14-year-old student named Ula, who says that “Nobody should be forced to do something that makes them uncomfortable.” But the best available science tells us that, if they want to be successful in life, maybe they should.

Participatory Call to Action: How do you encourage learners who resist participating in your class?

Send in a voice message: https://anchor.fm/benjamin-l-stewart/message

My Workflow

Summary

Socials

Follow me on Twitter: https://twitter.com/bnleez

Leave comments via Podbean app.

Leave comments via Transparent Teachings

Add In the Classroom to your favorite podcatcher: RSS Feed

Show Notes

Problem: Working in isolation – teacher burnout…

Personal learning network: How do you engage in your own personal learning network?

Define PLN: collection of social, material, and ideational connections or nodes designed for a specific (professional) purpose that has both historical (over time) and specific value.

Twitter (@bnleez)

Bidirectional/unidirectional communication

Feedly/Buffer/Pocket

Facebook Groups: In the Classroom |

Workflow

Ferrite for audio

Lumafusion for video

Google Docs: Show notes

iPad Pro 10.5/Android smartphone

Participatory Call to Action:  As an instructional leader, how you work against isolation?

Send in a voice message: https://anchor.fm/benjamin-l-stewart/message

Portfolio Assessment and Self-Regulation

Summary

Socials

Follow me on Twitter: https://twitter.com/bnleez

Leave comments via Podbean app. 

Add In the Classroom to your favorite podcatcher: RSS Feed

Show Notes

Problem: backwash effect: how assessment can influence instruction

Readings in Methodology: A collection of articles on the teaching of English as a foreign language (2006) (pp. .

What is portfolio writing assessement

Self-regulation through portfolio assessment in writing classrooms

Relationship between PA and the four phases of self-regulation (Figure 1, p. 5).

Phase I: instruction and scaffolding

Phase II: self-assessment, peer assessment, teacher feedback (first draft)

Phase III: Teacher feedback (second-final draft) – cycles back to phase I

Phase IV: error log and reflection; publish to eportfolio (decision-making process)

     4. Participatory Call to Action: How do you incorporate portfolio assessment in your current teaching practice?

Send in a voice message: https://anchor.fm/benjamin-l-stewart/message

Storytelling Assignment for a Writing I Class

Summary

Socials

Follow me on Twitter: http://twitter.com/bnleez 

Leave comments via Podbean app.

Add In the Classroom to your favorite podcatcher: RSS Feed

Show Notes

In this episode, I provide an excerpt of a class that is designed to assist English language learners – at an A2 level – to complete a story (one paragraph long) that is inspired by an image (painting or a picture) of a cabin in nature. 

Content Objectives

Build vocabulary related to nature: objects, animals, emotions, five senses, etc.

Gain awareness of paragraph unity (staying on topic), coherence (organizational patterns), and cohesion (transitions)

Gain awareness of sentence types: simple, compound, complex, and compound-complex

Gain awareness of parts of speech, types of phrases, and types of clauses

Gain awareness of comma usage: serial comma, compound sentence, complex sentence, sentence connectors, introductory phrases (five words or more), and appositives

Language (Linguistic) Objectives

Rheme and theme

Transitions

Comma usage

Descriptive texts using adjectives and prepositional phrases

Simple, compound, and complex sentences

Pedagogical Notes

Send in a voice message: https://anchor.fm/benjamin-l-stewart/message

%d bloggers like this: