Prof. Karin Sanders,荷兰Twente大学组织心理学与人力资源发展系主任
Prof.Karin Sanders showed the effects of HRM(Human Resources Manangement) or HRD (Human Resources Develpment)on Teachers' Professional Development, such as formal learning, informal learning, the leadership of school, team factors.
But I was quite astonished when I communicated with Karin. Because I was told that there is even no any form of teacher training to help teachers' professional development and Prof.Karin also said it was ironic.
2009年4月14日星期二
The Comparative-historical Study of teacher professional role and identity in mainland,Hong Kong and Taiwan By Prof. TSANG Wing-kwong
曾荣光教授（Prof. TSANG Wing-kwong）,为香港中文大学教育社会学教授，主要关注的研究领域有: 教育政策分析；教育的相关社会学分析；教师专业身份。特别是在教育的语言政策、教育的公平性、教师的专业性方面的研究在国际学术界产生广泛影响。
给我的印象，一个思维比较严密、做学问很踏实的Professor。
本次讲座，Prof. TSANG Wing-kwong,主要介绍了他80年代初期做过的一篇关于教师专业发展的研究——The Comparative-historical Study of teacher professional role and identity in mainland,Hong Kong and Taiwan（内陆、香港、台湾的教师专业角色与身份：历史比较研究），具说这个研究直到现在引用率都很高，可见一个好的研究是需要花费足够的时间踏踏实实地来完成的，同时，也会由时间来验证其价值的。而我们大陆的学术之风却偏偏缺少这份踏实，而急不可耐地想要成果。
此研究中，曾教授从社会历史文化的角度审视了香港、大陆和台湾的教师专业发展情况和政策，并做以比较。同时，结合英国、法国和德国的历史变迁和教师政策，做了类比。得出了英国—香港（殖民影响），大陆—法国，台湾—德国（介于中间）的类比对儿。在此基础上，参考韦伯的社会建构模型，提出了教师如何建立专业身份和专业认同的模型。
虽然，曾教授说做此研究的目的就是“想要知道一些东西”，但是，其中的研究思路（比较-历史研究）和研究深度，有很多值得我们学习的地方。
(注：2009年4月9日，听讲座所获)
给我的印象，一个思维比较严密、做学问很踏实的Professor。
本次讲座，Prof. TSANG Wing-kwong,主要介绍了他80年代初期做过的一篇关于教师专业发展的研究——The Comparative-historical Study of teacher professional role and identity in mainland,Hong Kong and Taiwan（内陆、香港、台湾的教师专业角色与身份：历史比较研究），具说这个研究直到现在引用率都很高，可见一个好的研究是需要花费足够的时间踏踏实实地来完成的，同时，也会由时间来验证其价值的。而我们大陆的学术之风却偏偏缺少这份踏实，而急不可耐地想要成果。
此研究中，曾教授从社会历史文化的角度审视了香港、大陆和台湾的教师专业发展情况和政策，并做以比较。同时，结合英国、法国和德国的历史变迁和教师政策，做了类比。得出了英国—香港（殖民影响），大陆—法国，台湾—德国（介于中间）的类比对儿。在此基础上，参考韦伯的社会建构模型，提出了教师如何建立专业身份和专业认同的模型。
虽然，曾教授说做此研究的目的就是“想要知道一些东西”，但是，其中的研究思路（比较-历史研究）和研究深度，有很多值得我们学习的地方。
(注：2009年4月9日，听讲座所获)
The lecture by Prof. Duncan of OU
开放与远程教育（Open and Distance Learning）与传统教育最大的不同之一在于，教学是通过预先设计好的学习材料来实施的。因此，学习材料的设计和开发情况对于远程教育的教学质量和教学效果具有举足轻重的意义。而，对于当前“以学生为中心”的远程教育理念的落实，如何进行学习材料的设计和开发以保证远程教育的质量，这又是一个非常困难的问题。
周一晚上，英国开放大学邓肯教授关于“学习材料的设计和开发”的讲座，在细致、生动中，很好地实现了它对于我们的实用价值。
从开发小组的组成、计划安排（schedule）、到设计的步骤（planning）、学习者分析、再到学生学习技能的培养、如何获得反馈，Prof. Duncan 都给出了细致的方法、步骤和操作例子。尤其是如何做schedule、学生学习技能培养（包括记笔记、如何使用和解释图表等细小的内容）这些常常被我们视为简单得不值得重视，却恰恰又是我们的弱点的地方，Duncan教授却给予了特别的强调和重视。或许，这就是我国远程教育与英国开放大学的教育存在巨大差距的根源之一，计划性和对细节的关注。
有效的策略：1、工作小组内平等、开放的讨论环境；
2、好的材料的特点：
-structure the learning
-have small steps
-move at a good pace
-give redundant information
-provide many examples
-give open, active practice, if possible together with others
-give feedback and correction quickly
-get 80% learning achieved early
-divide up the tasks
-provide continuous student practice
-be economical
在远程教育中教学理念、内容和方法主要是通过学习材料来展示，而学习者也主要是通过学习材料进行自学，也就是说，学与教再度整合的重担是落在学习材料上的，因此，所设计的学习材料要容易理解、逻辑结构清晰，适合学习者自学，同时，要以适当的步调、小步子前进，材料中要提供例子和实践练习，并要给出及时的反馈。另外，学习材料的设计开发中，要将学习者学习技能的培养和对学习的准备纳入重点。总之，ODL中学习材料的设计和开发应该严格按照“学习者为中心”的原则。而就这一点，我国目前的远程教育还远远未能达到，还需要不断的改进。
对于如何平衡不同水平、不同需求的学习者的差异，Duncan教授给出的3点建议，也是很有启发性的，1、学习材料（课程材料）应该是多层分级的；2、为不同学习风格的学生设计不同类型的学习活动以供选择3、提供有效、及时的学习指导和反馈。 虽然，这个问题是ODL教育中较能解决的问题，但是英国开放大学的实践的确做得很好。至于，如何结合中国的教育文化和社会背景来更好地借鉴和学习这些成功的经验，还需要我们更多地思考和探索！
周一晚上，英国开放大学邓肯教授关于“学习材料的设计和开发”的讲座，在细致、生动中，很好地实现了它对于我们的实用价值。
从开发小组的组成、计划安排（schedule）、到设计的步骤（planning）、学习者分析、再到学生学习技能的培养、如何获得反馈，Prof. Duncan 都给出了细致的方法、步骤和操作例子。尤其是如何做schedule、学生学习技能培养（包括记笔记、如何使用和解释图表等细小的内容）这些常常被我们视为简单得不值得重视，却恰恰又是我们的弱点的地方，Duncan教授却给予了特别的强调和重视。或许，这就是我国远程教育与英国开放大学的教育存在巨大差距的根源之一，计划性和对细节的关注。
有效的策略：1、工作小组内平等、开放的讨论环境；
2、好的材料的特点：
-structure the learning
-have small steps
-move at a good pace
-give redundant information
-provide many examples
-give open, active practice, if possible together with others
-give feedback and correction quickly
-get 80% learning achieved early
-divide up the tasks
-provide continuous student practice
-be economical
在远程教育中教学理念、内容和方法主要是通过学习材料来展示，而学习者也主要是通过学习材料进行自学，也就是说，学与教再度整合的重担是落在学习材料上的，因此，所设计的学习材料要容易理解、逻辑结构清晰，适合学习者自学，同时，要以适当的步调、小步子前进，材料中要提供例子和实践练习，并要给出及时的反馈。另外，学习材料的设计开发中，要将学习者学习技能的培养和对学习的准备纳入重点。总之，ODL中学习材料的设计和开发应该严格按照“学习者为中心”的原则。而就这一点，我国目前的远程教育还远远未能达到，还需要不断的改进。
对于如何平衡不同水平、不同需求的学习者的差异，Duncan教授给出的3点建议，也是很有启发性的，1、学习材料（课程材料）应该是多层分级的；2、为不同学习风格的学生设计不同类型的学习活动以供选择3、提供有效、及时的学习指导和反馈。 虽然，这个问题是ODL教育中较能解决的问题，但是英国开放大学的实践的确做得很好。至于，如何结合中国的教育文化和社会背景来更好地借鉴和学习这些成功的经验，还需要我们更多地思考和探索！
2009年4月9日星期四
what makes a good teacher:
A mediocre teacher tells,
A good teacher explains,
A superior teacher demonstrates,
A great teacher inspires.
From: What Makes A Good Teacher
I like it very much!
A good teacher explains,
A superior teacher demonstrates,
A great teacher inspires.
From: What Makes A Good Teacher
I like it very much!
A new perspective of Teacher Education in Media
在媒体环境下，如何促进教师教育，Renee Hobbs 在“Approaches to Teacher Education in Media Literacy” （2008）一文中给了我们很好的视角和参照。
首先，关于媒体素养，Renee Hobbs 此汇报中给了如下定义：
Media literacy is the ability to access, analyze, evaluate and communicate messages in a wide variety of forms.
The purpose of media literacy education is to help individuals of all ages develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators and active citizens in today’s world.
那么，在这样的环境下，与教师教育相关的问题有哪些呢？
1、Teacher Motivations
2、Instructional Methods
3、Approaches to Teacher Education
4、Media Texts, Tools & Technologies
1、Examining Teacher Motivations: 检验教师动机，主要采用问卷调查法，同时要关注以下几个方面：
• Engagement and motivation
• New forms of literacy
• Workplace skill development
• Citizenship, democracy & social change
• Aesthetic and cultural appreciation
• Protection from negative influences
2、Instructional Methods
在媒体环境下，我们采用教学方法，应该是这样的：
1. Use media texts & technologies
2. Reflect on media consumption and participation
3. Critical analysis and evaluation of media texts and technologies
4. Compose and create using media and technology tools
5. Participate in appropriate forms of advocacy/action
也就是说，我们要创造性、批评性地来使用媒体技术，在教学中选用适当的媒体形式。
3、Approaches to Teacher Education：实施教师教育的方法，Renee给出了以下几种：
• Self-taught enthusiast
• Staff development programs
• Curriculum-based approaches
• Mentoring
• Research partnerships
• Formal education (theoretical, conceptual)
同时，在使用技术工具的时候，我们要有意识考虑以下几个问题：
Texts, Tools & Technologies
How and why do school districts control use of texts, tools and technologies in school?
How do faculty in schools of education model the use of texts, tools & technologies?
What are the opportunities & risks when students bring in texts, tools & technologies to the classroom?
What role can teachers play in addressing policy issues related to the use of texts, tools & technologies?
参考链接：
Approaches to Teacher Education in Media Literacy资源：来自 www.slideshare.net
首先，关于媒体素养，Renee Hobbs 此汇报中给了如下定义：
Media literacy is the ability to access, analyze, evaluate and communicate messages in a wide variety of forms.
The purpose of media literacy education is to help individuals of all ages develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators and active citizens in today’s world.
那么，在这样的环境下，与教师教育相关的问题有哪些呢？
1、Teacher Motivations
2、Instructional Methods
3、Approaches to Teacher Education
4、Media Texts, Tools & Technologies
1、Examining Teacher Motivations: 检验教师动机，主要采用问卷调查法，同时要关注以下几个方面：
• Engagement and motivation
• New forms of literacy
• Workplace skill development
• Citizenship, democracy & social change
• Aesthetic and cultural appreciation
• Protection from negative influences
2、Instructional Methods
在媒体环境下，我们采用教学方法，应该是这样的：
1. Use media texts & technologies
2. Reflect on media consumption and participation
3. Critical analysis and evaluation of media texts and technologies
4. Compose and create using media and technology tools
5. Participate in appropriate forms of advocacy/action
也就是说，我们要创造性、批评性地来使用媒体技术，在教学中选用适当的媒体形式。
3、Approaches to Teacher Education：实施教师教育的方法，Renee给出了以下几种：
• Self-taught enthusiast
• Staff development programs
• Curriculum-based approaches
• Mentoring
• Research partnerships
• Formal education (theoretical, conceptual)
同时，在使用技术工具的时候，我们要有意识考虑以下几个问题：
Texts, Tools & Technologies
How and why do school districts control use of texts, tools and technologies in school?
How do faculty in schools of education model the use of texts, tools & technologies?
What are the opportunities & risks when students bring in texts, tools & technologies to the classroom?
What role can teachers play in addressing policy issues related to the use of texts, tools & technologies?
参考链接：
Approaches to Teacher Education in Media Literacy资源：来自 www.slideshare.net
我的信息检索之路
因为是教育技术本土出身，从本科的研究方法课（大二）就给我们介绍信息检索，再到各位专业老师的经验传授，再加上和同学之间的交流，一致以来都觉得自己在信息检索上，还是能找到自己想要的东西。但是，在庄老师的课上，接触了社会化网络，接触了一些这方面的高手，一是觉得眼界豁然开朗，另外，也感到有些惭愧，自己在信息检索上还有太多未知的东西，向着高效、快捷的检索目标前进之路，自己还需要学习、体悟很多东西。
在这里和大家分享一下我的检索习惯，希望对你们有些参考：
1、对于专业文献或学术性文献的检索
中文文献主要利用师大图书馆提供的资源，如cnki (http://dlib.edu.cnki.net/kns50/ ),维普（http://vip.calis.edu.cn/ ），师大学位论文数据库等，先查找几篇博士论文或优秀硕士论文，对相关领域有个系统的了解。再看其它文章。
英文文献，常用的是图书馆的ProQuest平台，springer （http://www.springerlink.com ）。但是，这两个平台的英文材料，我觉得还是非常有限的，很多文章都不能下载全文。因此，经一位朋友推荐，我最常使用的是这个网站：http://www.jstor.org/ 对于.org的网络，通常他们的目的都不是为了赚钱，而类似一种公益性的共享。所以，你只要遵守一些规则，很多好的材料、文章都可以下载。
2、对于非纯学术的，或者想要了解性的知识
我常用的就是“百度百科”、“google”、 www.msn.com、wiki，这些。
我觉得”百度百科”在介绍某个关键词的时候，比较简洁、系统，可以让你对某个事物要个概貌性的了解。同时，它也常常附加一些相关的网址连接，可供拓展。
而google 的一大好处是，中英文材料的结合，尤其是在检索一些知识性、偏学术性的内容时，要远远好于百度。同时，tag标签定位要好于百度，广告性的成分也更好。
随着对google产品的使用越来越多，对google引擎的青睐也更多。
而对于英文知识的常识性搜索，主要利用的就是google和wiki（http://en.wikipedia.org/wiki/Main_Page），如果这种知识是偏学术的或者我需要一些有价值的材料，我会选择“高级检索”，检索专门的PDF、PPT或.doc格式的文件。这样，检索的效率会更高一些。
另外，对于PPT形式的材料，我常检索的网站还有www.slideshare.net .其中有很多非常好的PPT 资源，在PPT下面，通常还附有相应的文本。
3、对于网站资源的搜索
我现在常用的就是 www.diigo.com 和 search.twitter.com. 我发现这两个网站里，有很多非常好的资源链接，而且你可以发现一些和你有共同关注的群体或组织。
4、对于语言翻译，比如英译汉、汉译英
你常常会在词典里找不到你想要的关键词或句子，这个时候可以在Google中或者Baidu中进行搜索。换用不同的方式，如“*** 翻译？”“** 如何用英语表达”“how to say**””how to translate**”, 来找到你想用的东西。
在信息检索之路上，自己还有很多要学习。例如，对于检索到的信息，如何有效地处理、整理和记录？如何更高效率地检索？同时，对于优秀资源，是需要自己不断积累的，不断整理的。
在这里和大家分享一下我的检索习惯，希望对你们有些参考：
1、对于专业文献或学术性文献的检索
中文文献主要利用师大图书馆提供的资源，如cnki (http://dlib.edu.cnki.net/kns50/ ),维普（http://vip.calis.edu.cn/ ），师大学位论文数据库等，先查找几篇博士论文或优秀硕士论文，对相关领域有个系统的了解。再看其它文章。
英文文献，常用的是图书馆的ProQuest平台，springer （http://www.springerlink.com ）。但是，这两个平台的英文材料，我觉得还是非常有限的，很多文章都不能下载全文。因此，经一位朋友推荐，我最常使用的是这个网站：http://www.jstor.org/ 对于.org的网络，通常他们的目的都不是为了赚钱，而类似一种公益性的共享。所以，你只要遵守一些规则，很多好的材料、文章都可以下载。
2、对于非纯学术的，或者想要了解性的知识
我常用的就是“百度百科”、“google”、 www.msn.com、wiki，这些。
我觉得”百度百科”在介绍某个关键词的时候，比较简洁、系统，可以让你对某个事物要个概貌性的了解。同时，它也常常附加一些相关的网址连接，可供拓展。
而google 的一大好处是，中英文材料的结合，尤其是在检索一些知识性、偏学术性的内容时，要远远好于百度。同时，tag标签定位要好于百度，广告性的成分也更好。
随着对google产品的使用越来越多，对google引擎的青睐也更多。
而对于英文知识的常识性搜索，主要利用的就是google和wiki（http://en.wikipedia.org/wiki/Main_Page），如果这种知识是偏学术的或者我需要一些有价值的材料，我会选择“高级检索”，检索专门的PDF、PPT或.doc格式的文件。这样，检索的效率会更高一些。
另外，对于PPT形式的材料，我常检索的网站还有www.slideshare.net .其中有很多非常好的PPT 资源，在PPT下面，通常还附有相应的文本。
3、对于网站资源的搜索
我现在常用的就是 www.diigo.com 和 search.twitter.com. 我发现这两个网站里，有很多非常好的资源链接，而且你可以发现一些和你有共同关注的群体或组织。
4、对于语言翻译，比如英译汉、汉译英
你常常会在词典里找不到你想要的关键词或句子，这个时候可以在Google中或者Baidu中进行搜索。换用不同的方式，如“*** 翻译？”“** 如何用英语表达”“how to say**””how to translate**”, 来找到你想用的东西。
在信息检索之路上，自己还有很多要学习。例如，对于检索到的信息，如何有效地处理、整理和记录？如何更高效率地检索？同时，对于优秀资源，是需要自己不断积累的，不断整理的。
2009年4月6日星期一
How can teachers give effective instructions
Tips for giving effective instructions from Mrs. Wang:
1. use simple instructions and target it at the level of students' linguistic competence
2. Use clear and loud voice
3. Use Chinese when it is absolutely necessary
4. Use body language to assist comprehension
5. Use modeling instead of long and complicated language for instructions
6. avoid doing all the talking in class.
and for the question How teachers can give effective instructions, every teacher himself or herself should think and taste it during their teaching. And researchers should do more to provide teachers more advices and examples.
1. use simple instructions and target it at the level of students' linguistic competence
2. Use clear and loud voice
3. Use Chinese when it is absolutely necessary
4. Use body language to assist comprehension
5. Use modeling instead of long and complicated language for instructions
6. avoid doing all the talking in class.
and for the question How teachers can give effective instructions, every teacher himself or herself should think and taste it during their teaching. And researchers should do more to provide teachers more advices and examples.
Technology-native
Today, in Mrs Wang's class, I have listened to the word, Technology-native.
Nowadays, in English teaching, there is no language native or non-native. But there is technology native.Technology is used to divide people into native or non-native. So it's called technology-native or IT-native.
How would you see this phenomenon?
Nowadays, in English teaching, there is no language native or non-native. But there is technology native.Technology is used to divide people into native or non-native. So it's called technology-native or IT-native.
How would you see this phenomenon?
曾经的心情
今天，在王蔷老师的课上，看到几位同学大方自如的展示着“How to make demonstrations”。突然间觉得，此时的自己是灰色的和timid。在会议上，向老外提问会紧张；甚至在课堂上，发表自己的看法，偶尔也会冒汗珠。
于是，头脑中浮现出07年的金秋九月站在蒙中的主席台上，领着两千多学生读英语句子的我；站在诺大的多媒体教师的讲台上，自信满满地告诉大家“May I have your attention, please?”或者饱含感情的朗读Martin Luther King的“I have a dream”的那种“我就是我”的感觉。
是我后退了吗？一方面，我想，勇气是需要锻炼的，久则不练，必会退却。另一方面，我想，站在讲台上的那份自信，很大一部分是学生们给我的，是他们的信任和期待，让我大方地走上去，自如地展示自我。
所以，不能说自己后退了，但心却被尘封了，因为心的尘封而让那份自信和热情藏匿到角落。面对着繁华都市中，一个个匆匆掠过的人，一张张很难让你走近的面孔，心慢慢被缩紧、被尘封。于是，我只能告诉自己，努力向前，向前！以此来弥补心灵的孤独。也或许，多数人的成长之路原本就是孤独的，也正是我们在追求不孤独的路上，逐渐地成长、成熟！而陪伴你抛弃孤独的事物，可以是一个人或一份感情（比如，爱人），可以是书籍，也可以是一项事业（比如，梅兰芳的京剧）。但最后一者，却往往不能摒弃孤独，而只是孤独所带来的附属品。
但，无论是孤独也好，还是在锦山的甜蜜宁静也好，生活之路是我自己选择的。我曾经也深切地感受到那里的生活虽然快乐、幸福，但那份安逸并不是我想要的，至少在年轻的时候，我想奋斗。而奋斗之路，往往意味着孤独，因为很多你从未攀登过的路，需要自己去探索；你从未遇到过的困难，需要自己去克服。没有人能替你走，甚至没有人能帮得了你。
只是，孤独并不意味着要尘封自己的心。而我，也应该努力敞开自己的心扉，努力去接受身边的一切，自信地去展示自我。乐观、开朗、包容！用微笑去迎接冰冷的面孔，用善良去对待尖刻的眼神。不要把那些不友好的东西放到心里，只是让它们随着稍纵即逝的时间一起流过吧。我想这是保持心情的平静和快乐的好方法。
宁静以致远......
于是，头脑中浮现出07年的金秋九月站在蒙中的主席台上，领着两千多学生读英语句子的我；站在诺大的多媒体教师的讲台上，自信满满地告诉大家“May I have your attention, please?”或者饱含感情的朗读Martin Luther King的“I have a dream”的那种“我就是我”的感觉。
是我后退了吗？一方面，我想，勇气是需要锻炼的，久则不练，必会退却。另一方面，我想，站在讲台上的那份自信，很大一部分是学生们给我的，是他们的信任和期待，让我大方地走上去，自如地展示自我。
所以，不能说自己后退了，但心却被尘封了，因为心的尘封而让那份自信和热情藏匿到角落。面对着繁华都市中，一个个匆匆掠过的人，一张张很难让你走近的面孔，心慢慢被缩紧、被尘封。于是，我只能告诉自己，努力向前，向前！以此来弥补心灵的孤独。也或许，多数人的成长之路原本就是孤独的，也正是我们在追求不孤独的路上，逐渐地成长、成熟！而陪伴你抛弃孤独的事物，可以是一个人或一份感情（比如，爱人），可以是书籍，也可以是一项事业（比如，梅兰芳的京剧）。但最后一者，却往往不能摒弃孤独，而只是孤独所带来的附属品。
但，无论是孤独也好，还是在锦山的甜蜜宁静也好，生活之路是我自己选择的。我曾经也深切地感受到那里的生活虽然快乐、幸福，但那份安逸并不是我想要的，至少在年轻的时候，我想奋斗。而奋斗之路，往往意味着孤独，因为很多你从未攀登过的路，需要自己去探索；你从未遇到过的困难，需要自己去克服。没有人能替你走，甚至没有人能帮得了你。
只是，孤独并不意味着要尘封自己的心。而我，也应该努力敞开自己的心扉，努力去接受身边的一切，自信地去展示自我。乐观、开朗、包容！用微笑去迎接冰冷的面孔，用善良去对待尖刻的眼神。不要把那些不友好的东西放到心里，只是让它们随着稍纵即逝的时间一起流过吧。我想这是保持心情的平静和快乐的好方法。
宁静以致远......
再读《追求卓越》-徐碧美
今日再读，从徐碧美老师案例研究的四位英语教师身上学到的关于教师专业发展的东西。
从婧身上，
1.对于一个老师不能营造民主、公平、活跃的教学氛围，而只是一味地制定规约和惩罚，往往会压抑学生潜能的发挥，也使自己的教学陷入被动、压抑和疲惫中。
2.教师教学最关心什么，重要的标准是什么，往往决定了他们成长的方向。
3.小组活动不应该仅仅是一种课堂组织形式，不是仅仅为了调动学生的兴趣，它更应该是一种学习组织形式，是为了更好地实现教学目标而设计的。小组活动所进行的协作学习是单个人所无法完成的。作为一名教师，要深入地思考小组活动在课堂教学中的价值究竟是什么？如何更好地实现其价值？而不是仅仅为了形式上的应用。
4.教学活动应该为目标服务，而不仅仅是迎合学生的兴趣。当然，最好的状态是两者能够结合，兼顾。
从珍妮身上，
1.课堂教学中，要分清哪些事情需要即刻处理，而那些事情可以稍后处理，哪些需要单独处理，哪些可以一并处理。也就是，对于课堂上的事件应该做到“前摄式应对”而不是“反射式”的处理。
2.英语课堂说英语的监督任务，不应该由老师一人负责，而应该鼓励学生互相监督。比如，玛丽娜所制定的，小组之间互相监督，发现有个人说广东话，既给个人扣分，也给小组扣分，这样也带动小组内互相监督，形成一个整体。
3.在确定各个单元的语法要点及其顺序安排时要考虑语言学原理或学习动机！另外，语法的讲解，要和阅读课文、写作联系、整合到一起！
从玛丽娜老师那里，学来的东西太多太多了，待续吧。。。
从婧身上，
1.对于一个老师不能营造民主、公平、活跃的教学氛围，而只是一味地制定规约和惩罚，往往会压抑学生潜能的发挥，也使自己的教学陷入被动、压抑和疲惫中。
2.教师教学最关心什么，重要的标准是什么，往往决定了他们成长的方向。
3.小组活动不应该仅仅是一种课堂组织形式，不是仅仅为了调动学生的兴趣，它更应该是一种学习组织形式，是为了更好地实现教学目标而设计的。小组活动所进行的协作学习是单个人所无法完成的。作为一名教师，要深入地思考小组活动在课堂教学中的价值究竟是什么？如何更好地实现其价值？而不是仅仅为了形式上的应用。
4.教学活动应该为目标服务，而不仅仅是迎合学生的兴趣。当然，最好的状态是两者能够结合，兼顾。
从珍妮身上，
1.课堂教学中，要分清哪些事情需要即刻处理，而那些事情可以稍后处理，哪些需要单独处理，哪些可以一并处理。也就是，对于课堂上的事件应该做到“前摄式应对”而不是“反射式”的处理。
2.英语课堂说英语的监督任务，不应该由老师一人负责，而应该鼓励学生互相监督。比如，玛丽娜所制定的，小组之间互相监督，发现有个人说广东话，既给个人扣分，也给小组扣分，这样也带动小组内互相监督，形成一个整体。
3.在确定各个单元的语法要点及其顺序安排时要考虑语言学原理或学习动机！另外，语法的讲解，要和阅读课文、写作联系、整合到一起！
从玛丽娜老师那里，学来的东西太多太多了，待续吧。。。
2009年4月3日星期五
Diigo in the Classroom [转]
Before class on Tuesday, I have never heard of the program Diigo. When Professor Wolf mentioned that, it was a way to annotate online documents right on the web page. He also explained how it is interactive, that you can read other annotations posted by others and others can read yours. At first, I didn’t see myself ever using this after this class. I find it easier to read documents once they are printed out rather than right off the screen. I cannot concentrate when the documents are on the screen and I feel better writing notes in the margins with a pen and highlighting.
After using Diigo on the readings for Thursday, I realized that I might be able to use this tool in a classroom with students. I would not use it for anything lower than the fourth grade, but it would be a great tool to integrate into lessons. For instance, a teacher could set up a group in Diigo and have the students all join an account. Then for different lessons, such as a science lesson on the layers of the earth, the teacher could use an article or web page that reinforces the lesson. The students would then go in and read the article and comment using Diigo.
I think students would benefit from this activity for several different reasons. I think the fact that it is on the computer they would find it fun and different from reading out of a textbook and answer questions. I also think that since it is interactive, the students can comment on one another’s thoughts taking the pressure off that comes with face-to-face conversation. In addition, if this is done in the classroom using three or more computers, it is away for the children to interact but keep the noise level down while other students do independent work at their desks.
来源：http://learningliteracy.wordpress.com/2008/04/16/diigo-in-the-classroom/
After using Diigo on the readings for Thursday, I realized that I might be able to use this tool in a classroom with students. I would not use it for anything lower than the fourth grade, but it would be a great tool to integrate into lessons. For instance, a teacher could set up a group in Diigo and have the students all join an account. Then for different lessons, such as a science lesson on the layers of the earth, the teacher could use an article or web page that reinforces the lesson. The students would then go in and read the article and comment using Diigo.
I think students would benefit from this activity for several different reasons. I think the fact that it is on the computer they would find it fun and different from reading out of a textbook and answer questions. I also think that since it is interactive, the students can comment on one another’s thoughts taking the pressure off that comes with face-to-face conversation. In addition, if this is done in the classroom using three or more computers, it is away for the children to interact but keep the noise level down while other students do independent work at their desks.
来源：http://learningliteracy.wordpress.com/2008/04/16/diigo-in-the-classroom/
2009年4月2日星期四
[转]The Best Web 2.0 Applications For Education — 2007
From: Prof.Larry Ferlazzo
http://larryferlazzo.edublogs.org/2007/12/21/the-best-web-20-applications-for-education-2007/#comment-630
I decided to start putting together various “Best Of” lists for this year, and am starting out with my picks for the best Web 2.0 applications for education. I’m taking the broader view for this list, so I think these sites are the best ones for students across the board — not just for ESL/EFL students. I hope to create a separate list highlighting the best Web 2.0 sites just for ESL/EFL students, though the sites on that list must be accessible to Beginning English Language Learners. There will probably be some overlap between the two. I also hope to develop a list of the best sites with educational content for this year.
One key criteria I’ve used to compose this list is how easy the application is to use. I basically asked myself if an English Language Learner and/or someone who only knows how to write a web address and to email could use it. If the answer is no, then the application didn’t make this list. In fact, if the answer is no, then I don’t blog about it or post the link on my website.
I should point out that some of these sites may have started prior to 2007, but, since I didn’t start blogging until February of this year, for purposes of this list they all might as well have begun in 2007!
Unlike my Websites of the Month picks, I will be prioritizing this list. I’ll start off with the fourteenth best and end with what I think is the best one. Fourteen might seem like a strange number, but I just couldn’t reduce it any further. Please let me know if you agree, disagree, and/or have other suggestions:
I’ve chosen Vi.sualize.us as my fourteenth pick. It’s a “social bookmarking” site like del.iou.us, but for images. You can save, categorize, and write a description of images on the web. It provides countless lesson opportunities. (Editor’s Note: Since I made this list, Vis.ualize.us has been having problems keeping pornographic images from being posted there. The site’s creator is working on a way to fix the problem. If you go there and find that it still is a problem, I would recommend you go to oSkope instead. It doesn’t have all the same features, but it’s very similar)
My pick for the thirteenth best Web 2.0 application is Sketchcast. You can “draw” on a whiteboard and record an audio explanation at the same time. You’re given a url for your creation and/or you can embed it into a blog. Others can leave comments about your Sketchcast, too. It’s particularly good to demonstrate how to solve math problems. (Please note that Sketchcast has been off-line for quite awhile now, and I don’t know if it is coming back)
Number twelve is Footnote. Footnote allows students to access thousands of primary source documents and photos, and easily create online history reports. Their urls can then be posted, and students can also leave comments on their peers’ reports.
My pick for the eleventh best are really two connected sites — SMILE and CLEAR. They’re both from Michigan State University, and allow teachers (and students) to easily create clozes, drag-and-drop exercises, and sequencing activities. They also allow you to use audio and video with the activities, and will host them as well.
The tenth best is CircaVie. I think it’s the easiest online application for creating timelines and incorporating images. It can be used in any number of lessons. (unfortunately, it appears that this web tool is shutting down)
ESL Video is the ninth best. It’s super-easy to take pretty much any video off-the-net and create a quiz to it. It’s designed for ESL/EFL students, but it can also be used by and for mainstream students.
Number eight is Fleck. Fleck let’s you take any webpage and create virtual post-it notes to “paste” on them. They’re great for students to demonstrate their use of reading strategies.
Number seventh is One True Media. It’s a very easy way to create slideshows on the Web, and add text, music and images.
My pick for number six is Community Walk. Students can put many sites on a map with descriptions and images (which can be easily grabbed off the web). Students can use this to describe field trips, report on historical events, and do other mapping applications. There are a lot of these kinds of sites, but I’ve found Community Walk to be the easiest to use.
The fifth site on my list is Daft Doggy. It allows you to create website tours — a series of websites where you also leave your own descriptive text or instructions on each page. You can use it to create Internet scavenger hunts. Visitors can also leave comments. The site’s creator has a different part of his site where you can easily make voice recordings, and plans to connect that ability up to the webtours soon so visitors can leave audio comments. When that happens, Daft Doggy should move even higher on this list.
The fourth-ranked site is called Show Beyond. This is similar to VoiceThread (number three) in allowing audio narration of slideshows, but doesn’t allow audio comments like VoiceThread. You can also add music and text. It’s particularly good in District’s, like ours, that block streaming media (like VoiceThread).
The third-ranked site is VoiceThread. You can upload pictures and create an audio narrative to go along with them. In addition, audio comments can be left by visitors. VoiceThread also provides a great deal to teachers by allowing them to get their premium services for free, including allowing them to create a zillion VoiceThreads for free. Happily, they’ve finally incorporated the feature of allowing you to include images off the web just by inserting its url.
Number two is Bookr. It would be difficult to create an easier application to make slideshows with captions on the web. The only drawback to it is you can only use images off Flickr, and not others on the Web, but that’s a small price to pay for such an accessible application.
And now, my choice as the best Web 2.0 application for Education in 2007 is Tumblr. This “micro-blogging” site upgraded their service this year. It’s a great place for students to easily post a whole lot of their work. Students can have individual or group “Tumblrs.” A student can also share their password with a small number of students who can leave comments.
There’s always plenty of room for agreement and disagreement with these kinds of lists. I’m looking forward to getting feedback on this and other lists I post over the next week.
(Editor’s Note: I have indeed compiled some additional lists you might want to check-out, including The Best Web 2.0 Applications for ESL/EFL Learners; The Best Online Learning Games; Best Internet Sites For English Language Learners, The Best Search Engines For ESL/EFL Learners, The Best Science Websites For Students & Teachers, The Best Math Sites For English Language Learners, The Best Social Studies Websites, The Best News/Current Events Websites For English Language Learners, The “Best” Articles About Education, The Best Reference Websites For English Language Learners, The Best Blogs For Sharing Resources/Links, and a post listing all of the winners called The Best Of The Best — 2007. You’ll also be able to access these, and some additional lists I’m making over the next few days, at Websites of the Year).
All these sites can also be found on my website, along with thousands of other categorized links.
Since this list was posted, I’ve also added The Best Health Sites For English Language Learners, The Best Websites For Learning About Civic Participation & Citizenship, and The Best Websites for K-12 Writing Instruction/Reinforcement.
You can subscribe to this blog for free here.
http://larryferlazzo.edublogs.org/2007/12/21/the-best-web-20-applications-for-education-2007/#comment-630
I decided to start putting together various “Best Of” lists for this year, and am starting out with my picks for the best Web 2.0 applications for education. I’m taking the broader view for this list, so I think these sites are the best ones for students across the board — not just for ESL/EFL students. I hope to create a separate list highlighting the best Web 2.0 sites just for ESL/EFL students, though the sites on that list must be accessible to Beginning English Language Learners. There will probably be some overlap between the two. I also hope to develop a list of the best sites with educational content for this year.
One key criteria I’ve used to compose this list is how easy the application is to use. I basically asked myself if an English Language Learner and/or someone who only knows how to write a web address and to email could use it. If the answer is no, then the application didn’t make this list. In fact, if the answer is no, then I don’t blog about it or post the link on my website.
I should point out that some of these sites may have started prior to 2007, but, since I didn’t start blogging until February of this year, for purposes of this list they all might as well have begun in 2007!
Unlike my Websites of the Month picks, I will be prioritizing this list. I’ll start off with the fourteenth best and end with what I think is the best one. Fourteen might seem like a strange number, but I just couldn’t reduce it any further. Please let me know if you agree, disagree, and/or have other suggestions:
I’ve chosen Vi.sualize.us as my fourteenth pick. It’s a “social bookmarking” site like del.iou.us, but for images. You can save, categorize, and write a description of images on the web. It provides countless lesson opportunities. (Editor’s Note: Since I made this list, Vis.ualize.us has been having problems keeping pornographic images from being posted there. The site’s creator is working on a way to fix the problem. If you go there and find that it still is a problem, I would recommend you go to oSkope instead. It doesn’t have all the same features, but it’s very similar)
My pick for the thirteenth best Web 2.0 application is Sketchcast. You can “draw” on a whiteboard and record an audio explanation at the same time. You’re given a url for your creation and/or you can embed it into a blog. Others can leave comments about your Sketchcast, too. It’s particularly good to demonstrate how to solve math problems. (Please note that Sketchcast has been off-line for quite awhile now, and I don’t know if it is coming back)
Number twelve is Footnote. Footnote allows students to access thousands of primary source documents and photos, and easily create online history reports. Their urls can then be posted, and students can also leave comments on their peers’ reports.
My pick for the eleventh best are really two connected sites — SMILE and CLEAR. They’re both from Michigan State University, and allow teachers (and students) to easily create clozes, drag-and-drop exercises, and sequencing activities. They also allow you to use audio and video with the activities, and will host them as well.
The tenth best is CircaVie. I think it’s the easiest online application for creating timelines and incorporating images. It can be used in any number of lessons. (unfortunately, it appears that this web tool is shutting down)
ESL Video is the ninth best. It’s super-easy to take pretty much any video off-the-net and create a quiz to it. It’s designed for ESL/EFL students, but it can also be used by and for mainstream students.
Number eight is Fleck. Fleck let’s you take any webpage and create virtual post-it notes to “paste” on them. They’re great for students to demonstrate their use of reading strategies.
Number seventh is One True Media. It’s a very easy way to create slideshows on the Web, and add text, music and images.
My pick for number six is Community Walk. Students can put many sites on a map with descriptions and images (which can be easily grabbed off the web). Students can use this to describe field trips, report on historical events, and do other mapping applications. There are a lot of these kinds of sites, but I’ve found Community Walk to be the easiest to use.
The fifth site on my list is Daft Doggy. It allows you to create website tours — a series of websites where you also leave your own descriptive text or instructions on each page. You can use it to create Internet scavenger hunts. Visitors can also leave comments. The site’s creator has a different part of his site where you can easily make voice recordings, and plans to connect that ability up to the webtours soon so visitors can leave audio comments. When that happens, Daft Doggy should move even higher on this list.
The fourth-ranked site is called Show Beyond. This is similar to VoiceThread (number three) in allowing audio narration of slideshows, but doesn’t allow audio comments like VoiceThread. You can also add music and text. It’s particularly good in District’s, like ours, that block streaming media (like VoiceThread).
The third-ranked site is VoiceThread. You can upload pictures and create an audio narrative to go along with them. In addition, audio comments can be left by visitors. VoiceThread also provides a great deal to teachers by allowing them to get their premium services for free, including allowing them to create a zillion VoiceThreads for free. Happily, they’ve finally incorporated the feature of allowing you to include images off the web just by inserting its url.
Number two is Bookr. It would be difficult to create an easier application to make slideshows with captions on the web. The only drawback to it is you can only use images off Flickr, and not others on the Web, but that’s a small price to pay for such an accessible application.
And now, my choice as the best Web 2.0 application for Education in 2007 is Tumblr. This “micro-blogging” site upgraded their service this year. It’s a great place for students to easily post a whole lot of their work. Students can have individual or group “Tumblrs.” A student can also share their password with a small number of students who can leave comments.
There’s always plenty of room for agreement and disagreement with these kinds of lists. I’m looking forward to getting feedback on this and other lists I post over the next week.
(Editor’s Note: I have indeed compiled some additional lists you might want to check-out, including The Best Web 2.0 Applications for ESL/EFL Learners; The Best Online Learning Games; Best Internet Sites For English Language Learners, The Best Search Engines For ESL/EFL Learners, The Best Science Websites For Students & Teachers, The Best Math Sites For English Language Learners, The Best Social Studies Websites, The Best News/Current Events Websites For English Language Learners, The “Best” Articles About Education, The Best Reference Websites For English Language Learners, The Best Blogs For Sharing Resources/Links, and a post listing all of the winners called The Best Of The Best — 2007. You’ll also be able to access these, and some additional lists I’m making over the next few days, at Websites of the Year).
All these sites can also be found on my website, along with thousands of other categorized links.
Since this list was posted, I’ve also added The Best Health Sites For English Language Learners, The Best Websites For Learning About Civic Participation & Citizenship, and The Best Websites for K-12 Writing Instruction/Reinforcement.
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