• ESL primary specialists will also receive training on at least 1 release day with their «équipe-école» on the reform.
GUIDE

Training sessions *

RREALS news *

Reform *

Perspectives *
ESL-LA Consortium *

SPEAQ 2000 *

Exams *

Martine's Sec 2 exam *
Insight *
Learning Styles *
November 2000 Educational Leadership Abstracts *
BRAIN-BASED LEARNING: The New Learning Model? *
LINKS *
ESL Publishers *

A first powerpoint activity: *

Mapping *

On-Line Technology Tutorials *

English Games on the Internet *

Daily Grammar Lesson Archives *

Vocabulary *

Language Arts downloads Software *

The Task: Scavenger Hunt *

A Quest for Links *

Teacher's page for A Quest for Links *

Direct Instruction *

The major features of Direct Instruction *
Planning an integrated task in ESL *

Stage 1: Teacher’s Planning *
 

Annexes ………..

RREALS news





February Training session on the primary program and using the portfolio in assessment.





Reform

This introduction from the November issue of Educational Leadership - an issue on brain-based learning, seemed particularly appropriate. Summaries of the articles in that issue are included in Reach-out in the Insights section.


Volume 58 Number 3 November 2000

http://www.ascd.org/readingroom/edlead/0011/perspectives.html

The Science of Learning

In the Name of Science

Perspectives

Marge Scherer

Neuroscience makes the news regularly these days. Two recent headlines of stories by science writer Curt Supplee read "Key Brain Growth Goes On into Teens" (March 9, 2000) and "Emotions Linked to More Areas of the Brain" (September 20, 2000).

The first story explains how the brain undergoes dramatic anatomical changes between the ages of 3 and 15. Gray matter nearly doubles during one key period near puberty. The growth is followed by a corresponding and drastic loss of tissue when the brain purges itself of unneeded cells and reorganizes itself. The new discovery "shatters some traditional assumptions about neural development," especially the theory that most brain growth ends in early childhood.

The second story also changes previous assumptions about the brain. "Feelings, from joy to terror, appear to arise from distinctive, measurable patterns of nerve cell activity in several specific areas of the brain," the story begins. A part of our cerebral cortex is involved in reexperiencing the physical sensations of an emotionally powerful event. Traditionally, scientists considered the limbic system to be the brain's activity center for emotions. These new findings "put the study of feelings—sometimes dismissed as too elusive a subject for rigorous study—on a sound physiological basis."

In addition to replacing old "facts" with new ones, these stories have another characteristic in common. The studies that they report are the result of a remarkable technology that lets scientists make stop-action images of the places in the brain that activate when an individual looks at a specific object, spells a particular word, or recalls a once-in-a-lifetime event. Another emerging technology produces something like a movie of the electrochemical activity throughout the brain and allows scientists to pinpoint the very molecules involved in memory and cognition.

Both stories address topics of vital interest to scientists and educators. Even as scientists warn educators against drawing conclusions on the basis of the latest findings of neuroscience, both scientists and educators are engaged in hypothesizing about the implications of these findings. Whereas medical researchers think in terms of curing diseases and finding beneficial drug therapies, educators think in terms of teaching the students in their classrooms. What kind of environment is best for learning? At what age (or developmental level) should we introduce reading or algebra? How can we develop students' emotional intelligence? The questions are specific, and rigorous experimentation under controlled conditions is not the realm of the typical educator.

Meanwhile, on the political scene, policymakers demand that educators use only well-established strategies, failing sometimes to appreciate that along with the scientist's faith in empirical evidence must come a willingness to change one's mind in light of new facts. Educators can neither wait until all facts are in nor persist in old practices while ignoring new ideas. And, in addition to considering the scientific research, teachers need to base their practice in their own experience of what works and in the societal values that influence our schools.

The National Research Council, the John D. and Catherine T. MacArthur Foundation, and the James S. McDonnell Foundation are among those acknowledging that it is time to bring neuroscientists and educators together for conversations (Jacobson, 2000). The media, with their capacity to popularize, interpret, simplify, or deepen our understanding of complex issues, have a role to play, too.

For this issue of Educational Leadership, we invited experts from science and education to explain some findings in neuroscience and to describe practices that work well with students. Included are pieces about new discoveries in assessing emotional intelligence, treatments of ADHD, and new uses of technologies to improve learning.

An interview with psychologist Andrew Meltzoff leads off our issue. He describes the toddler as a young scientist embarking on a journey of learning, a scientist who depends on having many well-informed teachers—who are also learning all the time—to guide him or her all along the way.
 
 

References

Jacobson, L. (2000, March 22). Demand grows to link neuroscience with education. Education Week p. 5.

Supplee, C. (2000, September 20). Emotions linked to more areas of brain. The Washington Post, p. A2.

Supplee, C. (2000, March 9). Key brain growth goes on into teens. The Washington Post, p. A1.

Copyright © 2000 by the Association for Supervision and Curriculum Development. All rights reserved.





An online version of the complete ESL Elementary Cycle 2 Program June 2000 available at

http://station05.qc.ca/css/cybersite/prog/esl2000.htm

Ped. BOUTIQUE Pédagogique is an ongoing project that contains over 200 Internet links and also suggested books dealing with pedagogical issues related to the Reform in Engish and/or French.

http://station05.qc.ca/css/cybersite/ped/Theory.PDF

Regulation, Differentiated learning and the relation of knowledge (connaissances-savoirs) within competencies were the subjects of a two day MEQ session at the end of November. Links on these subjects were added to the Ped. Boutique in December for your reference.

ESL-LA Consortium

http://station05.qc.ca/css/cybersite/ESL-LA/

The December meeting included an informative presentation on the new English Language Arts programme and a sharing of grammar-related tools. A list of resources (book list) to be sent out when compiled by the secretary.

THE READ IN!
http://www.readin.org
" an online global literacy project, THE READ IN!, that is open to all grade levels and completely FREE!  Visit our site and register to participate in our big event on May 10th.  On that day we will have 22 noted authors from around the world, online in half hour sessions to chat with students. Last year we had 328,000 participants from around the world! It is a celebration of reading and the schools have LOTS of fun activities going on offline throughout the day as well."
Vickie Roop, Central Noble Middle School
Albion, IN
Classroom Flyer Note:
The Read In Foundation has organized a super opportunity for all students, K-12, to participate in a great reading and technology adventure. They have some power-packed line-ups for authors this year, including R.L. Stine, Robert Munsch, Judy Blume, and many others. Have your students do a prelude to the May 10th event by clicking on the author's page: http://www.readin.org/Authors/main.htm
to learn more about the author, as well secure a list of books that she/he has written. You may even want to add some of the titles to your own class reading list before May 10th. Find suggestions for reading games and other reading-related resources at this site as well.

SPEAQ 2000


http://station05.qc.ca/Partenaires/speaq/

Among the many varied presentations and workshops, one of the most appreciated was:

Portfolio by Louise Gascon

She had written the module for the MEQ on the subject to be given as Perf. Collectif. If you can’t wait to try this interesting material, the

toolkit files are available on Cybersite at:

http://station05.qc.ca/css/cybersite/public/toolkit/toolkit.zip

Comments were all positive on this year’s version of Speaq. (Special congratulations to our own Gisèle Veilleux and her team).

If you missed SPEAQ, consider the University of Sherbrooke SPEAQ Campus February 3, 20001.

Exams

Exams 2001: grade 6 and secondary 3

The school board Triennial plan has been reviewed concerning those exams that fall under its jurisdiction (grade 6 and secondary 3 in ESL) in light of the Reform. Both these exams will no longer be imposed nor administered by the school board. School principals may request a copy of an optional exam from BIM concertation that would have to be administered on a set date in order to foster confidentiality.

Martine's Sec 2 exam

Martine Bergeron from L'Escale in Asbestos has sent in a secondary 2 exam on the 2000 Olympics to share with other teachers. It can serve as an evaluation tool, even for formative evaluation. It will be sent to all level 2 teachers. Thanks Martine.

shepherdpie@hotmail.com

The Rubric

http://edweb.sdsu.edu/triton/july/rubrics/Rubrics_for_Web_Lessons.html Online training with this authentic assessment tool.

Insight

This section suggests food for thought through pedagogical articles related to various and diverse issues in education.

How Do People Learn?

Learning Styles

http://www.funderstanding.com/learning_theory_how6.html

Definition
This approach to learning emphasizes the fact that individuals perceive and process information in very different ways. The learning styles theory implies that how much individuals learn has more to do with whether the educational experience is geared toward their particular style of learning than whether or not they are "smart." In fact, educators should not ask, "Is this student smart?" but rather "How is this student smart?"

Discussion
The concept of learning styles is rooted in the classification of psychological types. The learning styles theory is based on research demonstrating that, as the result of heredity, upbringing, and current environmental demands, different individuals have a tendency to both perceive and process information differently. The different ways of doing so are generally classified as:

Concrete and abstract perceivers--Concrete perceivers absorb information through direct experience, by doing, acting, sensing, and feeling. Abstract perceivers, however, take in information through analysis, observation, and thinking.

Active and reflective processors--Active processors make sense of an experience by immediately using the new information. Reflective processors make sense of an experience by reflecting on and thinking about it.

Traditional schooling tends to favor abstract perceiving and reflective processing. Other kinds of learning aren't rewarded and reflected in curriculum, instruction, and assessment nearly as much.

How the Learning Styles Theory Impacts Education
Curriculum--Educators must place emphasis on intuition, feeling, sensing, and imagination, in addition to the traditional skills of analysis, reason, and sequential problem solving.

Instruction--Teachers should design their instruction methods to connect with all four learning styles, using various combinations of experience, reflection, conceptualization, and experimentation. Instructors can introduce a wide variety of experiential elements into the classroom, such as sound, music, visuals, movement, experience, and even talking.

Assessment--Teachers should employ a variety of assessment techniques, focusing on the development of "whole brain" capacity and each of the different learning styles.

Reading
Bernice McCarthy, The 4-MAT System: Teaching to Learning Styles with Right/Left Mode Techniques.

David Kolb, Experiential Learning: Experience as the Source of Learning and Development.

Carl Jung, Psychological Types.

Gordon Lawrence, People Types and Tiger Stripes: A Practical Guide to Learning Styles.

Strategy List: 35 Dimensions of Critical Thought
http://www.criticalthinking.org/k12/k12class/strat/stratall.html

Here is an interesting look at a key pedagogical concern - critical thinking and component strategies.

A. Affective Strategies

• S-1 thinking independently
• S-2 developing insight into egocentricity or sociocentricity
• S-3 exercising fairmindedness
• S-4 exploring thoughts underlying feelings and feelings underlying thoughts
• S-5 developing intellectual humility and suspending judgment
• S-6 developing intellectual courage
• S-7 developing intellectual good faith or integrity
• S-8 developing intellectual perseverance
• S-9 developing confidence in reason
B. Cognitive Strategies - Macro-Abilities
• S-10 refining generalizations and avoiding oversimplifications
• S-11 comparing analogous situations: transferring insights to new contexts
• S-12 developing one's perspective: creating or exploring beliefs, arguments, or theories
• S-13 clarifying issues, conclusions, or beliefs
• S-14 clarifying and analyzing the meanings of words or phrases
• S-15 developing criteria for evaluation: clarifying values and standards
• S-16 evaluating the credibility of sources of information
• S-17 questioning deeply: raising and pursuing root or significant questions
• S-18 analyzing or evaluating arguments, interpretations, beliefs, or theories
• S-19 generating or assessing solutions
• S-20 analyzing or evaluating actions or policies
• S-21 reading critically: clarifying or critiquing texts
• S-22 listening critically: the art of silent dialogue
• S-23 making interdisciplinary connections
• S-24 practicing Socratic discussion: clarifying and questioning beliefs, theories, or perspectives
• S-25 reasoning dialogically: comparing perspectives, interpretations, or theories
• S-26 reasoning dialectically: evaluating perspectives, interpretations, or theories
C. Cognitive Strategies - Micro-Skills
• S-27 comparing and contrasting ideals with actual practice
• S-28 thinking precisely about thinking: using critical vocabulary
• S-29 noting significant similarities and differences
• S-30 examining or evaluating assumptions
• S-31 distinguishing relevant from irrelevant facts
• S-32 making plausible inferences, predictions, or interpretations
• S-33 giving reasons and evaluating evidence and alleged facts
• S-34 recognizing contradictions
• S-35 exploring implications and consequences

November 2000 Educational Leadership Abstracts

http://www.ascd.org/readingroom/edlead/abstracts/nov00.html
 
 

The Scientist in the Crib: A Conversation with Andrew Meltzoff
Marcia D'Arcangelo
November 2000, Vol. 58, No. 3, pp. 8-13

Andrew Meltzoff, director of developmental psychology at the Unversity of Washington, Seattle, and co-author of The Scientist in the Crib, discusses how children learn in their first three years and how parents and teachers can apply this knowledge for lifelong learning. Meltzoff compares children learning to scientists conducting experiments--both form hypotheses, make predictions, and test ideas to create theories of the world. He stresses the importance of "collaborative studies" through interaction between children and their caretakers as well as the role of play in these early experiments. Meltzoff recommends that parents and teachers be less concerned with providing extra stimulation and preserving neural connections during a child's early development, and instead concentrate on creating a stress-free learning environment that includes stimulating, varied learning; physical activity; and timely feedback.
 
 

Emotional Intelligence: What the Research Says
Casey D. Cobb and John D. Mayer
November 2000, Vol. 58, No. 3, pp. 14-18

Daniel Goleman's 1995 best-seller Emotional Intelligences popularized the concept of emotional intelligence as being as--or more--important than IQ. But this popular model added to a 1990 academic theory known as the ability model--which defines emotional intelligence as a set of abilities and validates the importance of emotional intelligence. The popular or mixed model defines emotional intelligence as a mix of social competencies, traits and behaviors. What works best in schools? Does emotional intelligence predict future success? Although the authors recommend looking at the research before implementing any emotional intelligence program, they feel that the ability approach, which emphasizes emotional knowledge and reasoning rather than positive values and character building, has the potential to reach more students.
 
 

Unconscious Emotions, Conscious Feelings
Robert Sylwester
November 2000, Vol. 58, No. 3, pp.20-24

Recent developments in neuroscience are providing educators with new understandings of the biology of consciousness and of the important role emotions play in activating our conscious, problem-solving systems to respond to the dangers and opportunities that we confront. Educators can apply an awareness of the biological thermostat of emotions to respond to unconscious body language, to develop collaborative activities according to students' different temperaments, and to help students activate cognitive systems. Educators can also help students strengthen their emotional systems through the arts, play, and democratic collaborations on classroom management.
 
 
 
 

Chaos in the Classroom: Looking at ADHD
Steven C. Schlozman and Vivien R. Schlozman
November 2000, Vol. 58, No. 3, pp. 28-33

Given the enormous increase in the diagnosis and treatment of attention-deficit hyperactivity disorder (ADHD) among school-age children, neuropsychiatric problems characterized by inattention and hyperactivity are pressing classroom issues. To help students diagnosed with ADHD, teachers need an understanding of the disorder and its treatment. Once armed with this understanding, educators can work with clinicians, parents, and students to help the students succeed academically and socially.
 
 

Moving with the Brain in Mind
Eric Jensen
November 2000, Vol. 58, No. 3, pp. 34-37

Whether seated in neat rows or working in groups around large tables, students typically learn in sedentary positions. But brain research suggests that movement may in fact improve learning. Movement (such as stretching, walking, or simply standing up and moving around the classroom) improves circulation, which often increases academic performance; gives learners a new spatial reference in the room; provides a necessary break for the brain to process information; stimulates the release of noradrenaline and dopamine, two of the body's chemicals that are natural motivators; eliminates health risks associated with too much sitting; and encourages implicit or covert types of learning. The bottom line is that educators can incorporate movement into their classrooms to energize their students, to improve their storage and retrieval capacities, and to help them feel good about learning.
 
 

Universal Design for Individual Differences
Anne Meyer and David H. Rose
November 2000, Vol. 58, No. 3, pp.39-43

No two brains learn the same way. It is possible to use technology and the principles of universal design for learning to expand opportunities for diverse learners, including students with disabilities, and to develop greater flexibility in curriculum materials, learning styles, and teaching methods. Designing media to accommodate individual differences within a framework of three distinguishable brain systems—perceptive, strategic, and affective—also helps educators see students with disabilities along a continuum of learner differences rather than as a separate category of learner and to provide a richer curriculum for all students. The authors describe several technologies designed by the Center for Applied Special Technology ( CAST).
 
 

Thinking Differently, Learning Differently
Jane Wagmeister and Ben Shifrin
November 2000, Vol. 58, No. 3, pp.45-48

Westmark School, an independent school in Encino, California, has implemented many brain-based learning strategies. The school serves children with language-based learning differences in grades 2 through 12. The staff at Westmark has woven the latest neurological research into the school's instruction and curriculum to suit the learning styles of children with learning differences. To meet the different learning modalities of students, the school offers instruction through an in-house television station, home economics, and assistive technologies such as Fast ForWord and AlphaSmart keyboards.
 
 

Creating a Brain-Compatible Curriculum
Anne Westwater and Pat Wolfe
November 2000, Vol. 58, No. 3, pp. 49-52

The fundamental purpose of the brain is not necessarily to solve algebra equations, to learn technology applications, or to read Charles Dickens, but to ensure the survival of the individual and the species. When the brain attaches meaning to what it learns, it is more likely to understand and retain the information. To understand new information, the brain scans through its already established neural networks to see whether it recognizes a pattern from previous experience. What does this tell us about classroom practice? Teachers who link new knowledge to previous experiences are more likely to help students understand and retain this knowledge. If the students do not have previous experiences that are related to the subject, then teachers can create experiences by linking their studies to the world around them--such as figuring out the area of a classroom or the dimensions of the school parking lot rather than computing the area of a square in a text book. Teachers have always used these commonsense approaches, but now brain research tells us why these approaches work.
 
 

Communities of Thinking
Yoram Harpaz and Adam Lefstein
November 2000, Vol. 58, No. 3, pp. 54-57

The ability to pose questions to understand ourselves and our world is at the heart of what it means to be human. Unfortunately, this essential human trait is distorted in many schools by an answering pedagogy: When questions arise, knowledgeable teachers ask the ignorant students questions primarily in the form of an examination. The Branco Weiss Institute for the Development of Thinking in Israel created K-12 communities of thinking to explore how a pedagogy based on questioning can transform teaching and learning. Teaching and learning in a community of learning occurs in three stages: the fertile question stage in which students choose an interesting, open, and discipline-based question to explore; the research stage in which students hypothesize, gather data, interpret data, and make conclusions; and the concluding performance stage in which students present their conclusions to the community of thinking.
 
 

Building the Bridge from Research to Classroom
Renate Nummela Caine
November 2000, Vol. 58, No. 3, pp.59-61

What happens when instructional models for learning and recent brain research meet the hard realities of implementation in the classroom? The author's students live in stressful home environments, are in a constant state of emotional vigilance, and lack the ability to organize or plan. The author finds that recent research in neuroscience helps her to understand her students' emotional and cognitive needs. She implements effective teaching strategies by creating a climate of relaxed alertness, immersing the students in meaningful experiences, and helping them to consolidate their learning.
 
 

Brain-Based Instruction in Action
Joan Caulfield, Sue Kidd, and Thel Kocher
November 2000, Vol. 58, No. 3, pp. 62-65

Educators often use brain research to justify new strategies, but how will these strategies really work? The staffs of Valley Park Elementary School and the Center for the Advancement of Reform in Education at Rockhurst University, both in Kansas City, Kansas, hypothesized that the school could implement an improvement plan grounded in brain research. Using findings from neuroscience as the foundation for a school improvement plan, the collaborators created a culture based on several brain-compatible classroom practices: rich, stimulating, varied input; active and meaningful learning; accurate, timely, and helpful feedback; and a safe, nonthreatening environment. Assessments indicated that such practices improved mathematics performance. The school's efforts also resulted in a positive school environment.
 
 

How Does the Brain Develop? A Conversation with Steven Petersen
Marcia D'Arcangelo
November 2000. Vol. 58, No. 3, pp. 68-71

Steven Petersen, director of the division of neuropsychology at the Washington University School of Medicine, discusses scientific discoveries in brain development, learning, and memory. Petersen reviews how the brain physically develops and how genetics and environment influence that development, emphasizing that, barring extreme circumstances, children's brains will develop normally with proper nutrition and health care. Although synaptic connections are important, the number of synapses does not correlate to the level of intelligence, he says. The retraction of some synapses is beneficial as the brain refines its wiring. He describes the two types of memory--declarative and procedural--which reside in different parts of the brain and notes that we remember best through incidental learning and emotional involvement. He urges teachers to apply new information about the brain and learning in the classroom.
 
 

Theaters of the Mind
Barbara K. Given
November 2000, Vol. 58, No. 3, pp.72-75

Research shows that students--and all humans--are constantly processing a variety of thoughts, feelings, sensations, and experiences. Five major systems--emotional, cognitive, physical, social, and reflective--and their subsystems take turns influencing our thoughts and behaviors. Knowing how the brain receives, processes, and interprets information can help teachers create nurturing learning environments where students succeed academically, socially, and emotionally.
 
 

A Hands-On Approach to Understanding the Brain
Patt Walsh
november 2000, Vol. 58, No. 3, pp.76-78

When training instructional technology specialists, the author uses findings from recent brain research to help make the classroom more brain-compatible. In particular, the hand becomes a useful prop to clarify the basic functions and biology of the brain. In addition, training strategies must include brain-compatible concepts--such as creating a nonthreatening environment, developing cooperative-learning techniques, and adjusting for the multiple intelligences of students. Above all, when training instructional technologists--or any teachers, for that matter--brain research can complement and enhance strategies for teaching and learning.
 
 

BRAIN-BASED LEARNING: The New Learning Model?

Submitted by Joan Brewer

for
ProSeminar A: Design
Dr. Diane McGrath
Fall 1999

http://www2.educ.ksu.edu/Faculty/McGrathD/Fall99/Brewer.htm

ABSTRACT

Change is needed in the current educational model. The "factory model" currently in place in many of today's schools is inconsistent with how the human brain/mind goes about the process of learning. This paper examines brain-based learning theory, its possible impacts on education and the design of the learning environment, and the relationship of brain-based learning to other learning theories.
New discoveries in the area of brain research and how the brain learns are beginning to raise questions about the current "factory model" of education currently in place in many of today's schools. In this "factory model", curriculum often appears fragmented and unrelated to the real world. Teachers deliver knowledge as information and students are assessed on how much of the information they have stored (Caine & Caine, 1997). Is this type of model in the best interest of student learning? Advocates of brain-based education say, "No." In the article "Constructing Knowledge and Shaping Brains," Abbott and Ryan (1999) suggest that a clash exists between current educational arrangements and the progression of normal intellectual development. "Traditional schooling often inhibits learning by discouraging, ignoring, or punishing the brain's natural learning processes" (Funderstanding, Brain-Based Learning, 1998, p. 1). This paper will examine the concept of brain-based learning, its possible impacts on education, and the relationship of the brain-based learning theory to other learning theories.

Brain-based learning is a learning theory based on the structure and function of the human brain. The key idea behind brain-based learning is to provide learning opportunities that are consistent with normal brain processes (Center for the Advancement of Reform in Education, 1999 & Funderstanding, Brain-Based Learning, 1998). Much of what we know about the brain comes from neuroscience, which is "the study of the human nervous system, the brain, and the biological basis of consciousness, perception, memory, and learning" (Funderstanding, Neuroscience, 1998, p. 1). Fundamental to human learning are the nervous system and the brain. Neuroscience helps to link what we know about the brain and nervous system with what we know about cognitive behavior.

In "Brain/Mind Learning Principles," Caine and Caine (1999) outline what they call the "Twelve Principles of Brain-Based Learning." The twelve principles are as follows:

• The brain is a complex dynamical system.
• The mind/brain is social.
• The search for meaning is innate.
• The search for meaning occurs through patterning.
• Emotions are critical to patterning.
• Every brain simultaneously perceives and creates parts and wholes.
• Learning involves both focused attention and peripheral perception.
• Learning always involves conscious and unconscious processes.
• We have at least two ways of organizing memory (spatial and rote).
• Learning is developmental.
• Complex learning is enhanced by challenge and inhibited by threat.
• Every brain is uniquely organized. (pp. 1-3)
Other suggested principles exist for brain-based learning, such as "(1) millions of programs in the brain result from learning by doing; (2) feedback fine tunes the brain's patterns and programs; and (3) for maximum learning, people must feel safe and secure" (Center for the Advancement of Reform in Education, 1999, p. 1).

If implemented, what impact would brain-based learning theory have on the design of education? One would see a curriculum that is contextual, or grounded in real-world experiences. Students would be encouraged to solve real-world problems and to learn in settings outside the classroom (Funderstanding, Brain-Based Learning, 1998 & Funderstanding, Neuroscience, 1998). Authentic learning experiences would take advantage of the brain's dynamic ability to process more than one thing at a time. A tenet of brain-based learning suggests that the best learning occurs when solving realistic problems (Funderstanding, Brain-Based Learning, 1998). Learning would become more meaningful, thus assisting the brain in its innate drive to search for meaning and construct patterns. In addition, such experiences enable the learner to internalize and individualize the learning experience. With each brain recognized as unique, it is important learners be allowed to construct their own learning environment based on their individual needs (Funderstanding, Brain-Based Learning, 1998). "Brain research suggests that curriculum and instruction are most effective when they are responsive to individual learning needs" (Tomlinson & Kalbfeisch, 1998, abstract).

In a brain-based learning environment, the learner would be fully immersed and actively engaged in the learning experience. The teacher would teach for meaning and understanding (Bruer, 1999 & Funderstanding, Brain-Based Learning, 1998). "When the brain is fully engaged, the students acquire more than memorized surface knowledge" (Caine & Caine, 1997, p. 2). Research in neuroscience has established that as a result of mental concentration, effort, and experience, physiological changes occur in the brain. A classroom designed with rich experiences can actually help to stimulate neural connections in the brain. Complex thinking promotes brain growth (D'Arcangelo, 1998; Funderstanding, Neuroscience, 1998 & Wolfe & Brandt, 1998).

Brain-based learning experiences would be collaborative. Students would be allowed to work in teams. As suggested by the aforementioned brain-based learning principles, the brain has a social nature. Social relationships profoundly affect the learning experience (Caine & Caine, 1999).

Another characteristic of the brain-based learning environment would be the existence of meaningful challenge. However, this challenge would not be designed in such a way to instill fear in the learner. Research has shown that the brain "Ömakes maximum connections when appropriately challenged in an environment which encourages taking risks" (Caine & Caine, 1999). Brain-based educators refer to this state as "relaxed alertness" (Caine & Caine, 1999 & Funderstanding, Brain-Based Learning, 1998).

In brain-based education, students would be involved in making decisions about method and content. They would help to guide their own instruction. Students would also be involved in the assessment process, which would be ongoing throughout the learning opportunity. In a brain-based learning environment, teachers would act as facilitators or coaches (Bruer, 1999; Center for the Advancement of Reform in Education, 1999 & Funderstanding, Brain-Based Learning, 1998).

In a recent episode of the PBS cartoon "Arthur", the cartoon's main character, Arthur, was faced with the dilemma of his teacher staying as a house guest in his home. Arthur's response to this situation was "School is at school. Home is at home. The two are never supposed to be together." Sadly, this is the view of many of today's students. They do not see connections between school and society. Brain-based education calls for a partnership between school and community. The school and community would work together to educate the learners. The job of education would no longer fall solely on the schools.

Consideration of the characteristics of brain-based education reveal a number of similarities in the implementation of brain-based learning theory and a number of other learning theories. Following is a discussion of these similarities.

Perhaps the learning theory with the most in common with brain-based learning is constructivism. Like brain-based learning, the constructivist learning model calls for active learning in a meaningful, authentic context. Recognizing each learner as unique, learners are allowed to construct their own meanings of their experiences. Construction of meaning of one's experiences fits closely with the principles related to patterning in brain-based learning. Other characteristics of constructivism that relate closely to brain-based learning include using hands-on projects, learning by doing, involving students in decision-making, and teachers assuming facilitating roles. The constructivist and brain-based learning models are quite similar. In fact, "there is growing evidence that a constructivist form of learning matches the brain's natural learning patterns" (Abbott & Ryan, 1999).

Writings of David Perkins, such as "Teaching for Understanding" (1993) and Smart Schools (1992), suggest the need for schools to teach for deeper understanding and to require the active use of knowledge as part of the learning process. To demonstrate understanding, students must be able to carry out thought-demanding tasks relating to the topics. Perkins (1992 & 1993) calls these "understanding performances". Like Perkins, brain-based education calls for teachers to teach for meaning and understanding. Students are expected to make active use of the knowledge and to demonstrate that they understand the information through its active use.

In Knowledge as Design, Perkins (1986) discusses the importance of helping students to make connections in knowledge. It is important that students not only see connections across subject matter but also discover how the new knowledge connects with what they already know. Making these connections is consistent with how the brain works. As in a brain-based learning principle listed previously, the brain searches for meaning through patterning. It will naturally attempt to make connections within the brain with what is familiar. The brain attempts to self-organize information into categories or mental models (Caine & Caine, 1999 & Funderstanding, Neuroscience, 1998). Educators can help students to effectively construct these models by helping students to see and understand connections. Perkins (1993) suggests the use of generative topics to help students establish these connections. Generative topics are those topics that are central to a subject matter but encourage a great deal of exploration in and out of the subject matter. This type of exploration helps students to see the larger picture and to make connections. Seeing the larger picture is important since the brain simultaneously deals with parts and wholes. Other ideas of Perkins (1993) that are consistent with the principles of brain-based learning include the need for educators to pay close attention to developmental factors, the use ongoing assessment, and the use of representations.

Some cognitive theorists propose concepts such as situated cognition and cognitive apprenticeship. Each of these calls for the learner to learn in context. The learner is to become fully immersed in the learning environment. Situated cognition and cognitive apprenticeship require collaboration between the school and the community/culture (Brown, Collins, & Diguid, 1989). As suggested by brain research, these practices are consistent with how the brain learns. They provide meaningful, challenging experiences with authentic feedback. Because the experience occurs in context, connections are easier for the learners to construct.

Theories such as learning styles and Gardner's multiple intelligences recognize the uniqueness of the individual learner. Similarly, brain-based learning views each brain as unique. Each of these theories recognizes that not every student is identical in his/her approach to learning.

Other learning/cognitive theories are consistent with the principles underlying brain-based learning as well. Vygotsky's "zone of proximal development", which suggests that there are optimal times for learning certain types of information, is supported by brain research in that learning is considered developmental. Furthermore, Vygotsky recognizes the importance of social construction of knowledge (Caine & Caine, 1999). The importance of social relationships to learning is also supported by brain research.

There are those who argue that brain-based learning is not grounded in sound research. However, even considering these arguments, the principles behind brain-based learning and the suggested design of the brain-based learning environment are not only supported by research in neuroscience but by research in cognitive science as well. The number of similarities between the brain-based learning design and models suggested by other learning/cognitive theories is overwhelming. All of these theories suggest a need for a change in the current model of education. These theories all propose a similar educational design, one in which the learning occurs in context with meaningful, purposeful challenge. They all suggest a learning environment with active learners involved in the decision-making process. The uniqueness of each individual is recognized and valued. Opportunities are given for students to make useful connections and to develop deep understanding of the material versus just surface level knowledge.

The "factory model' of education currently in use in many of today's schools is no longer in the best interest of the learners. This model is inconsistent with how the human brain/mind goes about the natural process of learning. Whether you are a supporter of brain-based learning or of a particular cognitive theory, one will find the theories all point in a similar direction of needed change. As stated by Abbott and Ryan (1999), "the industrial model of education the western world has used for the past century doesn't work in a world that left the industrial age decades ago" (p. 8). Education must change. Learning environments need to be designed consistent with how students and their brains/minds learn. We must go with the grain of the brain.
 

References

Abbot, J. & Ryan, T. (1999, August). Constructing knowledge and shaping brains. [On-line]. Available: http://www.21learn.org/articles/constructiv.html [1999, October 29].

Brown, J. S., Collins, A., & Duguid, P. (1989, January-February). Situated cognition and the culture of learning. Educational Researcher, 32 - 42.

Bruer, J.T. (1999). In search of Öbrain-based education. Phi Delta Kappan International [On-line], 80, (9). Available: http://www.pdkintl.org/kappan/kbur9905.htm [1999, October 25].

Caine, R. N. & Caine, G. (1997). Restructuring education: understanding why education must change. [On-line]. Available: http://www.newhorizons.org/restr_cainechange.html [1999, October 29].

Caine, R. N. & Caine, G. (1999). Theory and practice: brain/mind learning principles. [On-line]. Available: http://www.cainelearning.com/theoryexpanded.html [1999, October 29].

Center for the Advancement of Reform in Education (1999). Brain-based learning: summary of key principles for brain-based learning. [On-line]. Available: http://www.rockhurst.edu/academic_programs/arts_and_sciences/care/learning.html [1999, October 30]

D'Arcangelo, M. (1998). The brains behind the brain. [On-line]. Educational Leadership, 56, (3), 20-25. Abstract available: http://odie.ased.org/pubs/el/nov98.html [1999, October 30].

Funderstanding. (1998). How do people learn?: brain-based learning. [On-line]. Available: >http://www.funderstanding.com/theories1.html [1999, October 29].

Funderstanding. (1998). How do people learn?: constructivism. [On-line]. Available: http://www.funderstanding.com/learning_theory_how1.htm [1999, October 29].

Funderstanding. (1998). How do people learn?: neuroscience. [On-line]. Available: http://www.funderstanding.com/learning_theory_how4.html [1999, October 29].

Perkins, D. N. (1986). Knowledge as design. In Knowledge as design (pp. 1-34). Hillsdale, N.J.: Lawrence Erlbaum Associates.

Perkins, D. N. (1992). Smart schools: better thinking and learning for every child. New York, N.Y.: The Free Press.

Perkins, D. N. (1993). Teaching for understanding. American Educator [On-line], 17 (3). Available: http://www.exploratorium.edu/IFI/resources/workshops/teachingforunderstanding.hhtml [1999, October 25].

Tomlinson, C. A. & Kalbfleisch M. L. (1998). Teach me, teach my brain: a call for differentiated classrooms. [On-line]. Abstract available:
http://odie.ased.org/pubs/el/nov98.html [1999, October 30].

Wolfe, P. & Brandt R. (1998). What do we know from brain research? [On-line]. Educational Leadership, 56, (3), 8-13. Abstract available: http://odie.ased.org/pubs/el/nov98.html [1999, October 30].
 
 


LINKS





ESL Publishers

by Robert Therien, CSSMI

http://www.cssmi.qc.ca/carrefour_educatif/ressources_pedagogiques/robertt/ESLPublishers.htm

Free Web access:

http://www.3web.net/

3Web offers free Intenet access and has a Sherbrooke number. It is sometimes difficult to make a connection in the evenings but if you need only occasional access to the Internet from home and already have the modem…It claims;

Easy

• Get connected in minutes
• No waiting for your account to be setup
• Personalized content for convenient access

• As good or better than any Paid ISP
• Excellent technical support
• Custom software providing better connections

• No credit cards, no commitments
• Never pay for Internet access again
• You'll love it

• 1^st in the world to provide FREE Internet access
• Canadian product, developed by Canadians
• Access coast to coast to coast
The download is over 3 meg so you need to be able to split the file into sizes that fit on diskettes in order to install the software on a computer that is not already connected to the Internet.

A first powerpoint activity:

http://station05.qc.ca/css/CyberSite/organize/ppt/Me.ppt

Outcome: Students present themselves using Powerpoint.

Target: basic presentation skills, notion and forms.

Procedure:

View the incomplete online presentation at the following address: http://station05.qc.ca/css/CyberSite/organize/ppt/Me.ppt .

To personalise the presentation, click on the link with the right button and choose to save the file to the hard drive or a diskette. Then open the file and complete the information with the appropriate information and save the file. OR right click on the presentation and choose to modify the presentation and then save the file. Different versions of Powerpoint will offer different choices. Share presentations and offer suggestions.

Modification resources:

Use clip art or scan photos to illustrate the presentation.

For computers equipped with sound cards and microphones, add a recorded commentary. (In the menu Diaporama - Enregister commentaires)

ADULT EDUCATION ESL TEACHERS GUIDE

http://humanities.byu.edu/ELC/teacher/TeacherGuideMain

SECTION II: Beginning ESL Lessons and Accompanying Teacher Training Modules

SECTION III: Intermediate ESL Lessons and Accompanying Teacher Training Modules

SECTION IV: Teaching Non-Literate Adults

Images

Cloze Procedure Samples

ESL Placement

A worthwhile site for not only adult ed. with vocabulary pictures in the appendixes.
 
 

WRITING ASSIGNMENTS

FOR TEACHING THE NOVEL:
http://www.indiana.edu/~eric_rec/bks/teachnsa.html

TOP 100 STORIES OF THE 20TH CENTURY:
http://celebrate2000.amarillonet.com/stories/102199/his_top100.shtml
 
 

Timely lesson plans

EXPLORE THE NEXT MILLENNIUM:
http://celebrate2000.amarillonet.com/kids/tms/html/3.htm

While contemplating the next 1000 years of human history,
this site points out that the middle students of today
will be the solution makers. What decisions might they be
facing? How might they attack their own unique problems?
The discussion questions and topics here will encourage
some provocative debate.

MANIFESTO FOR THE NEXT MILLENNIUM:
http://www.granite.k12.ut.us/manifesto/page5.htm

This lesson plan challenges your students to consider serious world problems and issues, and then construct laws to address and possibly correct them.

A WALK THROUGH TIME:
http://physics.nist.gov/GenInt/Time/time.html

How have we as humans measured our time on this planet?Take a look at this excellent site for divisions and methods of time in our history.

1900 VERSUS 2000 LESSON PLAN:
http://www.edc.org/cgi-bin/NDL/get/98draftlessons/4.html

This high school lesson plan from American Memory will have students using primary sources to reconstruct a visual history of the year 1900, and compare and contrast its values and concerns to the year 2000.
 
 

WEBQUESTS

While written for first language study…they might be worth a look. More resources on Cybersite at:

http://station05.qc.ca/css/cybersite/webquest/workshop/

BARNYARD FRIENDS--A PRIMARY WEBQUEST:
http://www.plainfield.k12.in.us/hschool/webq/webq43/shannon.htm

Kindergarten students will love this simplified webquest geared especially to their level and interests. . . yes, even kindergarten children can do webquests! They will click on the link, which will take them to a barnyard animal. They will observe the different animals, and then draw their favorite one, along with a simple sentence to go with it.

A QUEST FOR RESPECT WITH THE GROUCHY LADYBUG:
http://www.yorkville.k12.il.us/webquests/webqfrey/webqsfrey.html

Geared specifically to primary level (grades one and two in particular), this webquest provides an altogether excellent exercise, to be used in conjunction with Eric Carle's, "The Grouchy Ladybug".  While learning more about ladybugs in their natural habitat, students will chart the sequence of the {story} ladybug's day, explore and discover the meaning of respect, and visit author Eric Carle's website.

IN SEARCH OF STELLALUNA'S FAMILY:
http://projects.edtech.sandi.net/chavez/batquest/batquest.html

Stellaluna is a terrific introduction to a unit on bats,
and this site has your students partnering up to
investigate web resources based upon different excerpts from the book. Easy to follow along and to complete.

ANIMALS OF THE RAINFOREST:
http://www.plainfield.k12.in.us/hschool/webq/webq3/rain.htm

The focus of this webquest is animal habitats, and particularly how specific animals adapt and survive in the rainforest. Resources are web-based; students can choose between making a poster, designing a t-shirt, or authoring a multimedia presentation. Grades 3-6.

WEATHER UNIT WEBQUEST:
http://www.davidson.k12.nc.us/webquests/weather/weather.htm

Especially created to meet fifth grade science stan-
dards, this particular webquest constitutes a whole
unit on weather, including the water cycle, cloud
types and formation, local climate, climate in general, and climate patterns & regions across the United States. Students will complete worksheets, charts, and graph spreadsheets, with a final online exam to test their knowledge.

ROCKS & MINERALS DETECTIVES:
http://cte.jhu.edu/techacademy/fellows/brannon/webquest/kmbindex.html

Collaborating in groups, students will locate natural
minerals and learn about their physical characteris-
tics, as well as how they are mined and other minerals they are associated with. Scoring rubrics are included; the webquest is suitable for upper elementary students.

LIBRARY SCAVENGER HUNT:
http://www.natick.k12.ma.us/schools/wilson/webquest/taylor/library.html

Grade 4 through 6 students will learn how to use one more library research tool--the internet. Students choose one of two topics: whales or countries. The process of internet research is stressed over finding specific answers.

Mind Mapping

As a follow up to the article of mind-mapping in a previous Reach-out, here is a suggestion for a free computer program that works with all recent versions of Windows You or students can paste charts created in ABC SnapGraphics into word-processing and presentation files. Download from:

http://station05.qc.ca/css/cybersite/public/prep/Snap.exe

The Template Gallery displays buttons for the charts you can create in ABC SnapGraphics using the automated templates. They include: Freestyle Chart, Organization Chart, Checklist Chart, Target Chart, Flowchart, Timeline Chart, Component Chart, DrawForm, Comparison Chart, Tree Chart, DrawBar Chart, Connection Chart, Cascade Chart, Pyramid Chart, Direction Chart, Block Chart, Netmap Chart, Venn Diagram, Circle/Spoke Chart, Custom Chart Template

Click a button to create a chart in a few quick steps.

Samples:




 
 

On-Line Technology Tutorials

"Who dares to teach, must never cease to learn."
John Cotton Dana

http://www.memphis-schools.k12.tn.us/admin/tlapages/on-line2.htm

Windows 95/98

Introduction to Windows 95 in 7 modules

• The Desktop
• The Taskbar
• The Start Button
• The Control Panel
• My Computer
• Creating Shortcuts
• Windows Explorer
Teach Yourself WINDOWS 95 in 24 Hours

Teach Yourself Windows 98 in 24 Hours

Using Windows 98

Windows 98 - In and Out of the Classroom with Microsoft Windows 98 , a practical guide for educators, from the Microsoft in Education site.

A ten minute quick tour is built into Windows 95. These instructions show you how to start this tour. There is a good quiz at the end of this page
 
 

Tutorial Packs

Word and the Writing Process

http://www.microsoft.com/education/tutorial/online/wordHome.asp



Begin a new writing project with Microsoft® Word

Use the document map and outline view to help you organize your work into logical sections

Use Word as a powerful, collaborative, process-oriented writing tool

Save your document as a Web page and use a Web for discussions to develop the topic

Add comments to a document, keep track of changes, and save evolving versions of your work

Lessons:

In and Out of the Classroom with Microsoft Word 97 is a practical guide for teachers and administrators. Word 97 can stand-alone or be used as a part of Microsoft Office 97. Word 97 is powerful and intuitive. You can create letters, tests, and reports, or maintain journals that can provide you and your students with state-of-the-art instructional materials.

Word 97 Table of Contents

• Introduction
• Exploring the Lessons
• Starting Word 97 as a Beginner
• Creating an Outline
• Writing the Conclusion and Titling the Report
• Formatting Your Document
• Using Proofing Tools
• Emphasizing Your Point with Graphics
• Putting It All Together
• Download Lessons
Sample lesson:

Starting Word 97 as a Beginner

http://microsoft.com/education/tutorial/classroom/Word97/overview.asp

• Explore and use the Page Layout view.
• Explore and use templates and wizards.
• Work and become familiar with the Office Assistant.
• Open an existing document.
• Create a new document.
• Change font size and color.
• Save a document as a new or existing document or in a different file format.
• Close the file and quit the program.

 

 
ESL Multimedia Learning

http://www.geocities.com/esllab/index.html

The Cave of Magic** - Can Simeon, the genie, read your mind to perform a magic card trick? Follow the directions to find out.

The Animal Guessing Game** - Answer some yes/no questions about an animal that you are thinking about and the computer will guess what animal it is.

Hangman** - Choose from categories like clothes, colors, sports....

Hangman* - Guess the missing animal name to win before you are 'hanged'. Choose BACK when finished.

Hangman* - Guess the missing plant name in this version.

Hangperson* - Also click on the "Pictures" section to see pictures of the objects used in the game of "Hang Person."

Wordmeister Games** - Like hangman above.

Think of a number** - Follow the directions to be surprised with a magic trick!

Scrambled Words** - A list of many scrambled word games and quizzes.

Crossword Puzzles** - Made especially for ESL students.

Riddles** - Try to think of the funny answer to these questions.

Daily Grammar Lesson Archives

http://www.dailygrammar.com/archive.html

Parts of Speech
Lessons 1-5 Verbs
Lessons 6-10 Verbs
Lessons 11-15 Verbs
Lessons 16-20 Nouns
Lessons 21-25 Pronouns
Lessons 26-30 Pronouns
Lessons 31-35 Adjectives
Lessons 36-40 Adjectives
Lessons 41-45 Adjectives
Lessons 46-50 Adverbs
Lessons 51-55 Adverbs
Lessons 56-60 Adverbs
Lessons 61-65 Adverbs
Lessons 66-70 Adverbs
Lessons 71-75 Prepositions
Lessons 76-80 Conjunctions
Lessons 81-85 Conjunctions
Lessons 86-90 Review

Parts of the Sentence
Lessons 91-95 Subject/Verb
Lessons 96-100 Subject/Verb
Lessons 101-105 Predicate Nominative
Lessons 106-110 Direct Object
Lessons 111-115 S/V, PN, and DO
Lessons 116-120 Transitive and Intransitive
Lessons 121-125 Transitive and Intransitive
Lessons 126-130 Appositives
Lessons 131-135 Nouns of Address
Lessons 136-140 Pronouns
Lessons 141-145 Pronouns
Lessons 146-150 Noun/Pronoun Review
Lessons 151-155 Adjectives
Lessons 156-160 Review
Lessons 161-165 Adverbs

Parts of the Sentence Continued
Lessons 166-170 Adverbs
Lessons 171-175 Review
Lessons 176-180 Prepositional Phrases
Lessons 181-185 Prepositional Phrases
Lessons 186-190 Review
Lessons 191-195 Indirect Objects
Lessons 196-200 Review
Lessons 201-205 Conjunctions
Lessons 206-210 Verbals
Lessons 211-215 Verbals - Gerunds
Lessons 216-220 Verbals - Noun Infinitives
Lessons 221-225 Verbals - Participles
Lessons 226-230 Verbals - Participles
Lessons 231-235 Verbals - Adverb Infinitives
Lessons 236-240 Verbals
Lessons 241-245 Verbals
Lessons 246-250 Compound Sentences
Lessons 251-255 Adjective Clauses
Lessons 256-260 Adjective Clauses
Lessons 261-265 Adverb Clauses
Lessons 266-270 Adverb Clauses
Lessons 271-275 Noun Clauses
Lessons 276-280 Clauses - Review
Lessons 281-285 Clauses - Review
Lessons 286-290 Sentence Variety
Lessons 291-295 Compound and Complex
Lessons 296-300 Compound and Complex

Usage
Lessons 301-305 Capitalization
Lessons 306-310 Capitalization
Lessons 311-315 Capitalization
Lessons 316-320 Capitalization

http://webster.commnet.edu/grammar/index.htm

Vocabulary

http://esl.about.com/homework/esl/blvocab.htm
Vocabulary is best learned in context. Check out this ever expanding vocabulary resource, placing vocabulary in contextual areas and presented in a quiz format. You will also find vocabulary reference tools and guides.

Building Phrasal Verb Vocabulary - 1

Building Phrasal Verb Vocabulary - 2

Advanced Learners Internet Slang and Jargon Quiz

Advanced Learners Internet Slang and Jargon Quiz - Definitions

Missing Word Quiz: Australia

Missing Word Quiz: Canada

Missing Word Quiz: Ireland

Missing Word Quiz: USA

Word Groups: The Body

Word Groups: Places, Communities, Geographical Features

Descriptive Adjectives - People

Descriptive Adjectives - Actors

What's Wrong - Improper Vocabulary Quiz - 1

What's Wrong - Improper Vocabulary Quiz - 2

What's Wrong - Improper Vocabulary Quiz - 3

Household Appliances - Beginner

Household Appliances - Intermediate

Household Appliances - Advanced

Top 1000 English Words - Numbers 1 - 250

Top 1000 English Words - Numbers 250 - 500

Top 1000 English Words - Numbers 501 - 750

Top 1000 English Words - Numbers 751 - 1000

Top 1000 English Words - In Alphabetical Order Page 1

Top 1000 English Words - In Alphabetical Order Page 2

Top 1000 English Words - In Alphabetical Order Page 3

Top 1000 English Words - In Alphabetical Order Page 4

Sports - Verbs

Sports - Equipment

Sports - Measurements

Sports - Places

Give or Take? #1

Give or Take? #2

Have or Get? #1

Have or Get? #2

Make or Do? #1

Make or Do? #2

Internet Slang

Internet Terminology

Internet Slang Review

Job Interview English I

Job Interview English II

Newspapers

American/British

Basic Business Letters

Sports Idioms

Reference list of most common phrasal verbs

Phrasal Verb Review Quiz

Phrasal Verbs using "Get"

Phrasal Verb Gap Fill Quiz

Phrasal Verbs: "Speaking"

Phrasal Verbs: "Money"

April Fool's Day Idiom Quiz

Shopping

Television

Restaurants

Babies

Human Sounds

Banking Terms

Banking and Business Abbreviations and Acronyms

Commonly Confused British vs. American Vocabulary

Punctuation Terminology

Confusing Words - 1

Confusing Words - 2

Confusing Words - 3

Confusing Words - 4

Confusing Words - 5

Body Idioms

Color Idioms

Action Verb Idioms #1

Action Verb Idioms #2

Feeling and Opinion Idioms #1

Feeling and Opinion Idioms #2

Participle Adjectives

Movement Verbs #1

Movement Verbs #2

Movement Verbs #3

Movement Verbs #4

Musical Vocabulary

Language Arts downloads Software

Freeware or working Demo software

http://www.kidsdomain.com/down/pc/_languagearts-index.html

Here are a few samples for 8 years old and over

123 Flash Me by Feducate Software, Inc. (Win95/98)
A Zillion Kajillion Rhymes & Clichés by Eccentric Software (Win3, Win95/98)
AceReader by StepWare, Inc. (Win3)
AlphaNatix by Zero Entertainment (Win95/98) 
Alphen by Family Games (Win95/98)
Animated Beginning Phonics by Flix Productions (Win3)
Animated Spelling by Flix Productions (Win3)
Aquatar's Fables by Torpedo Software (Win95/98)
Balloons by Steven T. Fricke (Win3)
Bardusa by Terje Olsen (Win3)
BogOut by Lance Frohman (Win3, Win95/98)
Captain Zog's Main Idea- Level A by Gamco (Win3, Win95/98)
Captain Zog's Main Idea- Level B by Gamco (Win3, Win95/98)
Cipher by Copperflow Solutions (Win95/98)
Clown Spell by Nissen Ventures (Win3, Win95/98)
Computer Graded Worksheets by Comp Ed, Inc. (Win3, Win95/98)
Counting Syllables by Little Fingers Software (Win95/98)
Creative Writer 2 by Microsoft (Win95/98)
Cross Craze by ORT Software (Win95/98)
Cross Pix by Patchwork (Win3, Win95/98)
Definition Tester by Crystal Vortex Inc. (Win3, Win95/98)
Dino Spell by Dynotech Software (Win3, Win95/98)
Doubling Consonants by Little Fingers Software (Win95/98)
Dyn-O Sports by Comp Ed, Inc. (Win3, Win95/98)
E-Books by Adobe (Win3, Win95/98)
Early Learning V4.5 by KIDware (Win95/98)
Editor in Chief- Level A by Critical Thinking (Win3, Win95/98)
Editor in Chief- Level B by Critical Thinking (Win3, Win95/98)
Editor in Chief- Level C by Critical Thinking (Win3, Win95/98)
Em@il Scrabble by Hasbro Interactive (Win3, Win95/98) 
English College: Concord by ChalkSoft (Win3, Win95/98)
Enigmacross by Crossdown (Win95/98)  ESL Renegades- Level A by Gamco (Win95/98)
ESL Renegades- Level B by Gamco (Win95/98)
ESL Renegades- Level C by Gamco (Win95/98)
ESL Renegades- Spanish/English Version by Gamco (Win95/98)
Essential Grammar Level A by Gamco (Win3)
Essential Grammar Level B by Gamco (Win3)
Essential Punctuation Level A by Gamco (Win3)
Essential Punctuation Level B by Gamco (Win3)
Fact or Opinion by Little Fingers Software (Win95/98)
Farnsworth’s Funpack for Kids by Elpin Systems (Win3, Win95/98)
Fiction or Non-Fiction? by Little Fingers Software (Win95/98)
Fingerspelling Screensaver by Palatine Inc. (Win3)
Fun with Phonics Level 1 by Nissen Ventures (Win3)
Grammar Renegades - Level A by Gamco (Win95/98)
Grammar Renegades - Level B by Gamco (Win95/98)
Grammar Renegades - Level C by Gamco (Win95/98)
Grammar Slammer and Spelling Slammer by English Plus+ (Win3, Win95/98)
GuessWord by Whatsoever Software (Win3)
Gumball and You Save the Alphabet by Arctic Games (Win3, Win95/98)
Hang-Em by Galt Technology (Win3, Win95/98)
Hang2000 by Ken Winograd (Win95/98)
Homonyms by Little Fingers Software (Win95/98)
Hoyle Word Games by Sierra (Win95/98) 
Hunter of the Past by Caroline Hensby and Bernard Braham (Win95/98)
Hurlman by jAmBone Comics (Win3, Win95/98)
Inspiration 6 by Inspirational Software
Inspiration K-12 Demo by Inspiration Software, Inc. (Win3)
Instant Poetry by Mike Sennett Software (Win95/98)
iSpellWell by iSpellWell.com (Win95/98)
KEYTOO – Keyboard and Mouse Maze by Bill Buckels (Win3)
Keywords by Little Fingers Software (Win95/98)
Kids SyvumBooks – English Demo by Syvum Technologies Inc. (Win95/98)
Kidware v2.10 by Kidware Educational Software (Win3, Win95/98)
Krysten Learns to Spell by Nissen Ventures (Win3, Win95/98)
Lexicon by Galaxy Software (Win3, Win95/98) 
Looking for Words (Community) Demo by Attainment Company (Win95/98) 
Lyriq Crosswords by Enteractive Inc. (Win95/98)
Moraff's Phrase Detective by MoraffWare (Win95/98)
Multimedia Spelling Bee by Indigo Rose Corporation (Win3, Win95/98)
Noodle by Xdyne (Win95/98) 
Paragraph Power by Gamco (Win95/98)
Parts of Speech Level A by Gamco (Win3, Win95/98)
Parts of Speech Level B by Gamco (Win3, Win95/98)
Past, Present or Future by Little Fingers Software (Win95/98)
Personal Best Speller by Personal Best Systems (Win95/98)
Phil's ABC Fun Center by Nissen Ventures (Win3, Win95/98)
Phonics Tutor by 4:20 Communications (Win3, Win95/98)
Planet Spell by George Brawley (Win3)
Pokemorphs Books by Pokemorphs (Win3, Win95/98)
Precision Writing Level A by Gamco (Win95/98)
Qunck "The Words Game" by WordsWorth Corp. (Win3) 
Ray's Spelling and Word Games by Ray Le Couter Educational (Win95/98)
Reading Blaster: 3rd Grade by Knowledge Adventure (Win95/98)
Reading Blaster: 4th Grade by Knowledge Adventure (Win95/98) 
Reading Blaster: 5th Grade by Knowledge Adventure (Win95/98) 
Reading Concepts Set A by Gamco (Win95/98) 
Reading Concepts Set B by Gamco (Win95/98) 
Reading for Critical Thinking - Level A by Gamco (Win95/98) 
Reading for Critical Thinking - Level B by Gamco (Win95/98)
Reading for Critical Thinking - Level C by Gamco (Win95/98)
Reading SOS Demo by Lexia Learning Systems (Dos, Win3)
Responsive Writing by Gamco (Win95/98)
Ridiculous Rhymes Demo by Sherston Online (Win3, Win95/98)
Show Me Spelling Demo by Attainment Company (Win95/98)
Sign Finder Demo by SoftScience (Win3, Win95/98)
Simple Sentence Lab Demo by Computer Mice (Win3, Win95/98)
SLanT by Fernando J Sosa (Win3, Win95/98)
Snowman v3.0.280 by ABC – Ware Software for Kids (Win3)
Spell It Right & Plural Nouns by Little Fingers Software (Win95/98)
Spell-Mell by AHA! Software (Win3)
Spelling Buddy by Yourbud.com (Win3, Win95/98)
Spelling Games by KIDware (Win95/98)
Spider-Man In Amazing Adventures by National Dairy Council & U.S. Department of Education (Win3, Win95/98) 
Storybook Weaver Deluxe by MECC (Win3, Win95/98) 
Storymaker by Elson Embry (Dos)
Storymaker + VGA by Elson Embry
Student eJournal Demo by Aurbach & Associates, Inc. (Win95/98)
Tarzan Adventure Stories- At Earth's Core by Trendmasters (Win95/98)
Tarzan Adventure Stories- Conqueror of Mars by Trendmasters (Win95/98)
Tarzan Adventure Stories- Lord of the Jungle by Trendmasters (Win95/98)
Ten Thumbs Typing Tutor by Cross Worlds Computing (Win95/98)
Terrific Terrible Trios 1 by Little Fingers Software (Win95/98)
The Three Little Tigers go to Traffic Court by John Fracey (Win3, Win95/98)
Thesaurus Tangle by Soleau Software (Win3, Win95/98)
ThinkAnalogy Level A Demo by Critical Thinking (Win95/98)
ThinkAnalogy Level B Demo by Critical Thinking (Win95/98)
ThinkAnalogy Level C Demo by Critical Thinking (Win95/98)
Topic Tangle by Soleau Software (Win3, Win95/98)
Twisted Tails by AHA! Software (Win3, Win95/98) 
Undersea Reading for Meaning (A) by Gamco (Win3, Win95/98)
Undersea Reading for Meaning (B) by Gamco (Win3, Win95/98)
Vtrain by Paul Rädle (Win95/98)
WAD Boggle by Wayne Drennen (Win95/98)
Wheel of Sparta by Disney (Win3, Win95/98)
Whirlwords by Family Games (Win3, Win95/98)
Word Blitz by SoftSpot Software (Win95/98)
Word Connect by Galaxy Software (Win3, Win95/98) 
Word Cross Demo by Hi Tech of Santa Cruz (Win95/98) 
Word Gallery by Kinderware, Inc. (Dos)
Word Games At Camelot by Adventure Learningware (Dos, Win3, Win95/98) 
Word Processing for Kids by Sidney D. Nolte (Dos)
Word Renegades - Level A by Gamco (Win95/98)
Word Renegades - Level B by Gamco (Win95/98)
Word Renegades - Level C by Gamco (Win95/98)
Word Rescue by Redwood Games (Dos)
Word Search Rampage 95 by Insight Software Solutions, Inc. (Win95/98)
Word Wacko by Jim Knopf (Win3, Win95/98)
WordMania by 4 Developers
WordMix by Soleau Software (Win3, Win95/98)
WordNerd by A.J. GoodWare (TM), Inc (Win3, Win95/98)
WordPlay by Steve Munro (Win95/98)
WordTrix by TeaTime Software (Win3, Win95/98)
WorkBook by Bill Buckels (Win3)
World Walker Australia Demo by Soleil Software (Win95/98)
Writing Blaster by Knowledge Adventure (Win95/98)
Writing Renegades - Level A by Gamco (Win3)
Writing Renegades - Level B by Gamco (Win3)
Wurzgez by Eternity Zone Gaming (Win95/98)
Zap 2.1 by YAV (Win3, Win95/98)

REACH-OUT

The Internet edition of the REACH-OUT Newsletter

http://station05.qc.ca/css/cybersite/reach-out/

where you can click on the links to take you to:

the sites suggested in this issue, and past issues,

e-mail addresses of other teachers (send in yours if it is not listed or has changed)

the Banque des resources didatiques, a list of available cassettes and a Bon de commande for ordering

associations, ped. sites, etc.

Ron Mastine

(819) 845-7111

1 888 847 1610 ext 278

ron@csdessommets.qc.ca

The Task: Scavenger Hunt

Assignment:

Go to the suggested site to find the information or picture requested.

Copy and then paste the results into a word processor document and hand it in to the teacher.

Allotted time: 60-75 minutes

Instructions:

Follow the links and report your findings.

1.       The weather:  Check-out the weather for a major city near you from the available list (i.e. Sherbrooke) and write a short sentence to summarize the  forecast for tomorrow.  (Instructions: go to Yahoo (www.yahoo.com) and choose the link to weather. Select your region and nearest city. )

2.       The news:  a) What are the Canadian headlines of the newspaper for today (Instructions: go directly to http://www.montrealgazette.com/ or via  Yahoo (www.yahoo.com) and choose the link to newspapers in News and Media. Select the country, city and finally, newspaper. )

3.  Looking for ...a kitten: Find an image of an elephant but make sure it's not too big!

Instructions: go directly to Yahoo (www.yahoo.com) or any search engine and choose the link to pictures or write "elephant picture" in the search box . Choose the link(s) that best describes what you are searching. When you find an image, right click (Windows) on the image and choose Save as to put it on your diskette or network drive. Then in a word processor, choose Insert image - From file and add the image you had saved or simply print out the picture from the page.

4.       The sports scores: Give the scores of  3 games played yesterday and the name of one player featured in an article. Via  Yahoo (www.yahoo.com) or any search engine and choose the link to Sports. Select the link to a sports site.

5.       A dictionary: Go to www.dictionary.com , www.m-w.com or do a search for dictionary in a search engine. Look up the definition of these words:  clang, sigh, splinter, tangle.

6.       Let's travel:  Choose an interesting place in the world and give specific details of two activities you would like to do there from the information on the site (cost, times, etc.)?

Go to Yahoo (www.yahoo.com) or any search engine and choose the link to travel or write " travel " in the search box . Choose the link(s) that best describes what you are searching.

7.       The words to that song: From Yahoo (www.yahoo.com), or any search engine do a search for lyrics and choose a type of music you like and include the lyrics to one of your favorite songs.

8.    A television program: From Yahoo (www.yahoo.com), or any search engine do a search for television programs and choose your favorite English language program. Give 2 interesting facts from the pages, about the show.

http://station05.qc.ca/css/CyberSite/webquest/workshop/quest/hunt.htm

A Quest for Links
 
 

http://station05.qc.ca\css\CyberSite\webquest\workshop\search\resour.htm

 
 
 
 

Teacher's page for A Quest for Links

This Hotlist activity is meant for younger or older students.
 
 

The goal is to gather a large number of pertinent links meaningful to the students, on a topic in a very short period of time and thereby help the teacher plan a WebQuest or related activity.
 
 

The activity could last from 30 to 45 minutes and gather a multiple of 10 links per student at a computer.
 
 

?       To use the hotlist activity, direct the students to the site and give them an appropriate topic related to a future WebQuest you can build on the topic given.

?       Give the students an example of a description and appreciation you expect according to their language proficiency.

?       Tell them how you would like them to present their results: print out, email or hand in as a file.

?       Direct them to the appropriate software on the available computers (word processor / web editor and browser).

?       Suggest the appropriate resources (for kids or High 5)

?       The results should help students use search engines, navigate the Internet, discriminate resources, manipulate information and provide the teacher with student recommended sites for further use.

?       Use the activity for other topics.

Direct Instruction

Among the principles of Enseignement Stratégique, we find explicit teaching with appropriate scaffolding, correction of erroneous conceptions, etc. Direct Instruction has proved to be a very successful explicit teaching model related to Enseignement Stratégique that might provide further insight. Included are articles from the Internet:

Instructional Overview

The major features of Direct Instruction

Robert Slavin's Model

 
 

http://www.valdosta.edu/~whuitt/psy702/instruct/instevnt.html
 
 

 
 
 
 

The major features of Direct Instruction

http://www.uncwil.edu/people/kozloffm/diarticle.html
 

Direct Instruction grew out of the work of Siegfried Englemann and Carl Bereiter with disadvantaged children (Bereiter & Engelmann, 1966). Over the past 30 years, it has been developed for teaching elementary through secondary language, reading, math, higher-order thinking (reasoning), writing, science, social studies, and legal concepts (Adams & Engelmann, 1996; Kameenui & Carnine, 1998). Indeed, Direct Instruction provides complete K-6 curricula in reading and math. The teaching methods and materials have been rigorously tested in numerous experiments and field trials. This distinguishes Direct Instruction from other curricula and textbooks, which typically receive no testing before they are sold to schools and "tested" on children.

Moreover, Direct Instruction was compared with 12 other models in the largest education evaluation ever conducted, called Follow Through (1967-1995; one billion dollars; 75,000 children in 180 sites), sponsored by the U.S. Department of Education and conducted by the Stanford Research Institute (Bock, Stebbins, and Proper, 1977; Watkins, 1997). Other models included the Behavior Analysis Model, the Florida Parent Education Model, and several models (which would be considered constructivist) that were language-oriented, student-centered, and cognitive-developmental--including the High/Scope cognitive curriculum, the Bank Street College Model, Open Education, Responsive Education, and the Tucson Early Education Model. Scores on the Metropolitan Achievement Test, the Coopersmith Self-Esteem Inventory, and the Intellectual Achievement Responsibility Scale, showed that Direct Instruction was superior both to controls schools and to every other model in fostering basic reading and math skills, higher-order cognitive-conceptual skills, and even self-esteem (Adams & Engelmann, 1996; Becker & Carnine, 1981).

Finally, follow-up studies have been conducted with students taught with Direct Instruction. For example, Myer (1984) followed children (predominantly African-American or Hispanic) in the Ocean Hill-Brownsville section of Brooklyn who had been taught reading and math using Direct Instruction in elementary school. At the end of 9th grade, these students were still one year ahead of children who had been in control (nonDirect Instruction) schools in reading, and 7 months ahead in math. Similar results were found in a study by Gersten, Keating and Becker (1988). Former Direct Instruction students continued out-performing children who had received traditional instruction. In addition, Direct Instruction students have higher rates of graduating high school on time, lower rates of dropping out, and higher rates of applying and being accepted into college (Darch, Gersten, & Taylor, 1987; Meyer, Gersten, & Gutkin, 1983).

The major features of Direct Instruction are as follows (Engelmann & Carnine, 1991; Gersten, Woodward, & Darch, 1986; Stein, Carnine, & Dixon, 1998).

1. Direct Instruction focuses on cognitive learning--concepts, propositions, strategies, and operations (e.g., solving problems and writing essays). It is not rote learning. This is evident in the earliest Direct Instruction curricula for language, reading and math (Becker, 1971; Englemann, 1969).

2. Curriculum development involves three analyses: the analysis of knowledge, the analysis of teacher-student communication, and the analysis of (student) behavior. The curriculum developer first analyzes a knowledge system (e.g., mathematics, literature) into logical classes and relationships. Next, these are transformed into the precise wording of teacher presentations (instructional communications) designed to be faultless; i.e., so logically clear that students will induce the proper generalizations and discriminations and correctly use the concepts, propositions, and strategies. Finally, the curriculum developer specifies activities of students (e.g., answers to questions, responses to math problems and story texts) that will indicate whether students have made the proper generalizations and discriminations, and correctly used concepts, propositions and strategies. The curriculum consists of teacher-student communications during tasks (e.g., first grade students write words that describe pictures) ordered into lessons arranged into skill tracks (e.g., picture comprehension) within levels (e.g., Reading Mastery II).

3. Instruction teaches concepts, strategies and operations to greater mastery and generality than typically is the case. As Binder points out:

(E)ducational programs will be more effective in the long run if they produce a more focused, but truly mastered, repertoire rather than a broad but fragile repertoire. The latter might be said to characterize the usual educational approach in America, which introduces but never ensures mastery of a broad range of skills and knowledge. (Binder, 1996, p. 179) Therefore, Direct Instruction focuses on big ideas (Kameenui & Carnine, 1998). Big ideas are those concepts, principles, or heuristics that facilitate the most efficient and broadest acquisition of knowledge. They are the keys that unlock a content area for a broad range of diverse learners... (S)tudents, from the brightest to the most challenged, are likely to benefit from thorough knowledge of the most important aspects of a given content area. (Kameenui & Carnine, 1998: p. 8) For example, big ideas in a Direct Instruction science curriculum include "the nature of science, energy transformations, forces of nature, flow of matter and energy in ecosystems, and the interdependence of life" (Kameenui & Carnine, 1998, p. 119). These ideas "are essential in building a level of scientific literacy among all students that is necessary for understanding and problem-solving within the natural and created world" (Kameenui & Carnine, 1998, pp. 121-122). In addition, big ideas foster generalization of knowledge to other areas, and are a context of prior knowledge to which students assimilate new learning.

4. Concepts are not taught in isolation from each other. Instead, instruction involves strategic integration (Kameenui & Carnine, 1998) within and across subjects. For example, the concepts density, heat, and pressure overlap in a science curriculum. Instruction on each concept is a strand leading to a larger concept (e.g., convection cell) that integrates the strands. As a big idea, convection is illustrated with air circulating in a room, liquid boiling in a pot, and mantle, ocean and ocean-land convection (Kameenui & Carnine, 1998, p. 121). In other words, the aim is to help students acquire knowledge that is rich in detail, integrated (e.g., synthesizing math, science, writing and reasoning), and generative of new questions and activities.

5. The analysis of knowledge (numbers 2-4, above) is used to create student-teacher communications that are "faultless" (logically clear) so that all students will:

a. Grasp the concepts and their relationships; and

b. Engage in activities (e.g., reading, solving math problems) that reveal understanding and provide practice.

6. Lessons (e.g., 10 to 45 minutes) are arranged logically so that students first learn what they need to grasp later concepts. (Notice the connection with Precision Teaching's attention to component and composite skills.)

7. Lessons (typically in small groups) are formatted so teachers know what to say to provide faultless communication, and what to ask that enables students to reveal understanding and/or difficulties. The strategy to help students get concepts (e.g., a balanced equation) is at first explicit, or conspicuous, so students learn to use the strategy themselves. In other words, Direct Instruction teaches students to think skillfully.

8. Lessons (e.g., on reading) are followed by independent and small group activity (e.g., writing stories) to give students practice and generalize skills to new materials.

9. Gradually, instruction moves from a teacher-guided to a more student-guided format. This is called mediated scaffolding (Kameenui & Carnine, 1998). The move to less scaffolding is achieved by teaching students problem-solving strategies, fading assistance, and introducing more complex contexts--to help students distinguish essential and inessential details (Becker & Carnine, 1981). In other words, Direct Instruction fosters independence and higher-order thinking.

10. Short proficiency tests are used about every ten lessons to ensure that all students have mastered the material and to determine which concepts need firming. Frequent evaluation sustains the quality of instruction and students' education; it prevents the drift towards mediocrity or failure.

In summary, Direct Instruction has nothing to do with training meaningless bits of behavior or coercing students into docility. It is a sophisticated way of: 1) determining what students need to succeed with meaningful material; 2) arranging the learning environment (e.g., the physical setting, curriculum, student-teacher communication, and peer relationships) so students receive what they need; and 3) helping teachers and students keep track of progress and difficulties so curriculum and instruction can be improved (accountability). Let us turn now to principles of learning that underlie Direct Instruction
 
 

Direct Instruction: (cont'd)

http://www.valdosta.edu/~whuitt/psy702/instruct/dirinst.html
Robert Slavin's Model

One of the components of Slavin's QAIT model of effective classroom practice is Quality of Instruction. The following is a brief overview of the instructional events that he includes in his version of a model of direct or explicit instruction (see Slavin, 1997).

1. State learning objectives and orient students to lesson

Tell students what they will be learning and why it is important (the more personal, the better.) Relate current lesson to previous and future lessons. 2. Review prerequisites Be certain students have the prerequisite knowledge or skills for the current lesson. This is one of the most important components of the overview or orientation phase of the lesson. 3. Present new material Presentation should have an organizational structure with many concrete examples and demonstrations

• component relationships
• sequential relationships
• relevance relationships
• transitional relationships
4. Conduct learning probes Ask relevant questions (consider wait-time and level of questions)

• First subskill
• Conduct learning probes on first subskill
• Second subskill
• Conduct learning probes on second subskill
• Third subskill
• Conduct learning probes on third subskill
• Etc.
5. Provide independent practice Give students an opportunity to work alone; students should have done some supervised or guided practice before they attempt to work independently. 6. Assess performance and provide feedback Review independent work or perhaps give a quiz, providing corrective feedback for all work. At this point it may be necessary to reteach some of the lesson. 7. Provide distributed practice and review Assign homework or otherwise allow students to work on material previously covered. Give assignments that require students to use the content and skills in different circumstances. References
• Slavin, R. (1997). Educational psychology (5th ed.). Boston: Allyn & Bacon.

 
 

Planning an integrated task in ESL

Based on MEQ suggested tasks (First English Class, Halloween, etc.)

Stage 1: Teacher’s Planning

Theme /Concept:  _________________


Description of the aspect(s) of the theme /concept:

 
Targets Cycle: ___

Area of life-long learning:
 
 

Cross-curricular competency:

the intellectual process,  _________________________

work methods,                _________________________

the ability to collaborate with others,  _________________________

to communicate efficiently and effectively, _____________________

Competencies:              Evaluation: Criteria

 

Evaluation: cont'd

Means: Material / technology:
 
 
 
 

  Stage 2: In class

Preparing the task: Step 1 in class
 

 
 
 
 

Carrying out the task: Step 2 in class
 

 
 

Assimilation - transfer of learning: Step 3 in class
 
 
 

 
 
 
 

Stage 3: Teacher’s analysis of what took place

(What questions would you, the teacher ask yourself after the task)

Reflect on:
 
 

 the choice of the context

the pertinence of the procedures and models given the students (Adapted to the students?  Their language level?)

    the impact of peer editing on the quality of the final product

    the impact of pair work at the computer, ...

    the role of the student and the role of the teacher

    …

 

 
 
 
 

 Ron Mastine