Category: Blogs and Musings

Advanced Grammar and Scratch at EF – Education First by Jasmin B. Cowin

 

Advanced Grammar is a University Preparation (UP) course offered on a rolling basis at the University Preparation Program. The UP program prepares students for successful entry into US Universities and Colleges.

 

Course Description
Advanced Grammar and Scratch: 2 blocks at 80 minutes per week plus 15 minutes/monthly individual conferences.

This course introduces students to Advanced Grammar and Grammar-Based Teaching (GBT) and Scratch, block-based coding with a focus on the concept that the English language consists of predictable patterns of what we see, hear, speak and read. GBT helps learners discover the nature of language where students gain an understanding of Grammar concepts such as subordination and coordination; nouns and adjectives, subjects and verbs, clauses and phrases. Scratch, a block based, free coding program introduces computational and pattern thinking, analyzing subroutines, debugging, working in sequence, and creating unique projects. It is the most accessible tool teaching computational thinking for the modern problem solver. The Scratch component will introduce fundamental concepts of block-based programming, including variables and assignment, sequential execution, selection, repetition, control abstraction, and data organization.

Grammar is important not only for exemplary TOEIC, TOEFL, and SAT scores but also for “native” fluency and expression.

Course Goals
Learning Objectives
By the end of this course, students will be able to:

Think critically and analytically about language, rather than simply memorizing rules and lists
Analyze grammatical structures already studied
Recognize peripheral and borderline cases that are “exceptions to rules.”
Learn the procedures by which one can test one’s own grammatical hypotheses – or guesses – about language
Determine and understand the source of personal language difficulties
Make effective language choices
Parse and/or diagram sentences to prove that use dictates meaning
Identify the class to which a word belongs by using its form and function
Describe and explain a particular element of contemporary English in such a way that it is understandable and accessible to a universal audience by developing an online Scratch game.
Differentiate between the surface and deep structure meanings of word groups and parts of a sentence
Use fundamental concepts of block-based programming, including variables and assignment, sequential execution, selection, repetition, control abstraction, and data organization.
Create a unique Scratch presentation focused on one grammar point

Special Teacher Resources:

Grammar for the REAL classroom

Azar teacher resources

A HANDBOOK FOR CURRICULUM DEVELOPMENT AND TEACHER TRAINING THE LANGUAGE DIMENSION IN ALL SUBJECTS

Code.org curriculum

Conclusion

As a teacher and facilitator, I establish learning communities where we come to learn with each other and from each other in a collaborative process. Collaborative processes give rise to vibrant cultures of growth and development with the result of a harvest of student achievement filled with a growth mindset, mental flexibility, curiosity, risk taking and intrinsic motivation.  My approach to teaching is student-centered with the aim to open the doors of knowledge not only empirically but emotionally as well.  

By integrating Scratch and computational thinking into my Grammar course, I believe students will gain metacognitive process thinking which transcends route learning. Through computational thinking and exposure to Scratch students will learn to think recursively; reformulate a seemingly difficult problem into one which they know how to solve; reduct, embed, transform, and simulate; abstract and decompose by tackling a large complex task.

The notion of “literacy” was originally used to designate the ability to read and write, but its meaning was gradually extended. For example, UNESCO has used a wider definition, redefined by the Programme for International Student Assessment (PISA) Consortium in 2006 (focusing on scientific literacy) to introduce the idea of knowledge use and transfer and its applications to life situations, problem solving, and influencing decision-making processes as an indispensable part of subject competence. This knowledge application is not limited to subject-internal questions and not even to school-related issues, but extends to any future problem in life and any new learning situation.”  

Technology is changing the context of education. Cultivating digital literacy is an important part of any L2 course. In today’s workplace, digital literacy is essential. But teaching and learning should go beyond access to basic tools. Students must learn to apply digital resources to creatively solve problems, produce innovative projects, and enhance communications to prepare for a career in any field. This grammar course encourages a dialogue between technological tools, computational thinking – Scratch and students to achieve grammatical and scientific literacy.

Scientific Literacy  

“is composed of at least three different areas of competence, namely knowledge (linked to language and epistemological competence), action (in terms of learning competence, procedural, communicative and social competence) and evaluation (aesthetic and ethical/moral competence). Based on this understanding of scientific literacy, the notion has developed across all subjects of a basic set of knowledge in a certain domain, of knowledge application, and a willingness to appropriate and follow the logic of each domain respectively. In that perspective, subject literacy becomes part of what is called Bildung in German, because the knowledge, skills, and attitudes, once acquired, can be linked and used in many different ways, while at the same time forming the material basis for individual development. This generalized notion of literacy in all subjects can help us understand the broad scope of what is meant by a “quality education” and particularly the role of language as a constitutive part of subject competence.”

The Experiential Learning Philosophy and authentic learning in a student-centered classroom are the cornerstones of my educational approach.  My primary goals in teaching writing are:  First, increasing students’ metacognitive awareness so that they better understand themselves as learners and enable students to take responsibility for their learning. Second, providing a clear lesson structure with objectives and aims for students. Third, improving students’ understanding of, and ability to use English accurately in speaking, writing and reading. My overarching goal is to develop communicative competence and modern problem-solving skills.

EF Showcase – Student Projects and E-Portfolios

20161101_152725

E-portfolio and Presentation Skills – University Preparation, EF
Teaching Statement – Fall 2016
By Dr. Jasmin Bey Cowin

An E-Portfolio is a collection of materials that documents student accomplishments and may include reflections on the learning process and its outcomes.

Benefits:
Requires students to organize their thoughts and materials using an electronic interface similar to a personal web page.
Allows for the presentation and interlinking of various media types.
Easily shared and continuously edited.

Learning Objectives
After completing this course, learners will be able to:

Articulate the benefits of hosting and  E-Portfolio
Use an Eportfolio to showcase projects
Present research projects in various modes
Organize and insert different types of media to enrich the site
Assign visibility controls to site pages

Why use ePortfolios?

The learning purposes of ePortfolios include:
Reflecting upon learning processes and outcomes.
Organizing and presenting learning accomplishments.
Developing self-assessment skills.
Representing learning experiences.
Developing multimedia skills.
Creating electronic text for specific audiences.
Learning how to use technology to support lifelong learning.
The learning benefits of ePortfolios include:

For students:

Personalizing the learning experience.
Allowing students to draw connections between their various learning experiences over the semester and beyond.
Seeing progress over time.
Enhancing critical thinking.

For teachers:

Evaluating and assessing student products and processes.
Assessing course learning outcomes.
Gaining insight into how students experienced a curriculum.

What can be done with the final products?
Students can continue to develop them for their professional careers.
They can be displayed in a common space on campus.
They can be posted on a class website so students can view each other’s portfolios.
They can be shared, with students’ approval, on the teaching portfolio website, or shared with future classes.

A CHINESE GIRL IN NEW YORK a writing project using story book

Imene’s WordPress Website

Illia WordPress portfolio

Larissa – Video Project – Personal Essay

Johnson ePortfolio

Patty’s animated PowToon Project

What Thanksgiving is really about by Dr. J

Grace is not part of consciousness; it is the amount of light in our souls, not knowledge nor reason. Pope Francis

These are excellent guiding words to share Thanksgiving with grace & love and gift international students with an afternoon of that elusive “feeling at home.”    For all of us who have traveled far from our homelands for extended periods, we know about those moments of melancholy.

Yes, academic progress is imperative.  Yes, getting a good score on a TOEFL can be the “make or break” for a successful university application.  Nevertheless, I feel that there is more to teaching.  Teaching is not only planning and delivering the very best curriculum to our students, but it is also an opportunity to model grace, loving kindness and caring.

Every term, before my students go off on their journeys, I cook a meal in my home, and we spend the time to talk, laugh and sometimes make music.  Over the years, I received emails or letters on how important this experience was for them. How the meal, being at “home” was the “light” of their American experience.

Sample Academic Research and College Writing Syllabus

Academic Research and College Writing Syllabus

 Fall 2016

Contact: drcowinjxxx

Academic Research and Writing is a University Preparation (UP) course offered on a rolling basis.  The UP program prepares students for successful entry into US Universities and Colleges.

Course Description

Academic Research and College Writing: 3 blocks at 80 minutes per week plus 30 minutes/bi-weekly individual conferences.

This course introduces students to Academic Research and College Writing strategies through close reading, textual analysis, writing, and revision. PowToon:, students develop their critical thinking skills and a to the fundamentals of college-level research. Students will spend time in individual conferences, collaborative learning activities, presentations and peer review.

Prerequisites to take this course are:

  • Passing the entrance exam for UP program
  • Passing the language assessment exam for the UP program
  • Enrollment in the UP Program
  • Successful completion of the SAT, and Toefl courses

Time and place of course meetings:

xxxxxxx

Room xxxxx, Monday/Tuesday/Wednesday from 2 pm – 3:20 pm

Contact Information

Office Location: Room xxx Academy Hall

Phone number: xxxxxxx

Email address:  xxxxxx

Office hours: Monday/Tuesday/Wednesday xxxx

WhatsApp:  All students are required to be part of the Academic Research and College Writing group on WhatsApp.  This group will be used for instant communication, collaboration between class members and me. Assignments, reminders of due dates, and general questions will be posted on both WhatsApp and the Assignment Share Document.

DO NOT WHATSAPP DURING CLASS!

Required Texts

Students are asked to secure a copy of either:
“The Elements of Style,” by W. Strunk, Jr. and E.B. White, any edition ISBN­13: 978­0205309023, Amazon.com, $9.95
or
“The Chicago Manual of Style,” by The University of Chicago Press Staff, any edition.
ISBN­13: 978­0226104201, Amazon.com, $37.70

Also, this course will work with  Open Educational Resources

Resources:

Our Department has multiple computer labs and copiers available for your use.  Please consult your School App for details.

Information on Assignments:

All assignments are due on the stated date.  They must be shared via Google Docs with me.  All emails and Google docs should have in their subject line: Last Name, First Name, UP Program, Academic Research & Writing.

FAQ:  Do I need to print out my papers?

ANSWER: No, instead of printing you will export your final paper into a PDF file and email the PDF file to me.

FAQ: How will I know what to revise?

ANSWER:  Revision suggestions will show up as comments on your Google document.

Requirements and Regulations at our School

The UP program has a rigorous attendance policy for students. Success in this class depends on regular and punctual attendance. Failure to adhere to the UP-attendance regulation will result in your inability to receive a UP Diploma.

The UP Programs policy for multiple section courses such as this one is:

  • UP students need an attendance rate above 90%  to remain in the program.  This is the total attendance required for all courses.
  • Students in classes that meet three times a week may miss no more than three (3) sessions per semester.
  • Four or more (4+) absences are grounds for failure.
  • Missing 10 minutes of class, arriving late, departing early, or leaving during class, will be noted as “Late.”  Three (3) lates per week, this includes other classes in your section, constitute one (1) absence.  (3 lates = 1 absence)
  • LATE SHOWS  lower your attendance percentage!

Grading Policy:

Academic Research and College Writing includes four formal writing assignments: two formal papers of 3-6 pages and an annotated bibliography assignment that assesses, vets, and analyzes 3 – 5 sources. All formal papers in Academic Research and College Writings will be written under “revision” conditions.  A Gmail account is necessary, as is Google Docs. Drafts will be shared for feedback on content and organization by fellow peers and me, your UP facilitator.

Two formal papers                                                      40% of the final grade

Paper 1                        20%

Paper 2                        20%

 

Annotated bibliography assignment Paper 1              10% of final grade

 

Annotated bibliography assignment Paper 2              10% of final grade

Observation journal                                                     10% of the final grade

Blog                                                                            20% of the final grade

Participation and elevator pitch                               10% of the final grade

 Academic Integrity Statement and Plagiarism Guidelines

http://Plagiarism Guide by OWL

It is acceptable to build on others ideas in your work, but you must give them credit. The final product must be predominantly the result of your work. All academic integrity violations in Academic Research and College Writing will result in an F on the assignment, and/or, a failing grade in the course, plus a referral to the Head of the UP Program.

Course Goals
Students successfully completing this course will have engaged in and practiced the skills necessary for the clear delivery of information via the written word. This course will activate and/or develop critical reading and thinking skills necessary for successful writing performance in both a professional and academic setting. It will do this by engaging students in a review of reading and writing as a purposeful act of observation, reaction, analysis, planning and execution. The best way to understand writing is through reading, so students in this course will engage in frequent reading and writing assignments, and through this will discover and use the process of writing to better express themselves and their ideas in both their professional and academic life.

Learning Objectives

By the end of this course, students will be able to:

  • Describe the four elements of writing (purpose, audience, thesis, supports).
  • Use a selection of tech tools in your research, writing and presentations: such as Diigo, WordPress, Citation Machine
  • Describe and demonstrate examples of the four primary types of writing (narrative,
    persuasive, expository, descriptive).
  • Demonstrate examples of primary styles of writing such as essay writing, blog writing, concise, emails, writing for the media, writing for the web, writing a research report,
  • Successfully create, write and deliver an elevator pitch
  • Demonstrate the use of drafting, analysis, and revision to improve weaknesses in
    writing.
  • Read and listen critically and analytically, including identifying an argument’s major assumptions and assertions and evaluating its supporting evidence.
  • Demonstrate research skills using appropriate technology, including gathering, evaluating, and synthesizing primary and secondary sources.
  • Support a thesis with well-reasoned arguments, and communicate persuasively across a variety of contexts, purposes, audiences, and media.
  • Formulate original ideas and relate them to the ideas of others by employing the conventions of ethical attribution and citation.

 

Course Outline of Assignments and Activities

Reading critically and being able to articulate feedback is vital to your success as a writer so that you will engage in active discussion and review of your classmates’ work. It is often easier to identify specific strengths, weaknesses, and strategies for improvement in other people’s writing, something we will practice accordingly. As you become better at analyzing the effectiveness of other people’s writing, you will learn to more efficiently analyze your own.

Tech Requirements:

  1. Install Chrome and Google Apps
  2. Download and install WhatsApp on your cell phone
  3. Create a Gmail account:  Last Name, First Name, Academic Research Fall 2016.This email address should look like this (with your name!): Example: smithjohnacademicresearchfall2016@gmail.com
  4. Create a free account on WordPress WordPress.com: Create a free website or blog
  5. Create a free account on SlideBean Slidebean: Presentation Software, Online Presentation Tools
  6. Create a free account Padlet Click here for Padlet Link
  7. Create free account on Diigo: Your personal Diigo library for research
  8. Create a free account on Powtoons PowToon : Online business presentation software to create free, cool …
  9. Install Citation Machine for your citations

Assignment Breakdown:
Guided and unguided discussion forums
Homework assignments
Observation Journal – WEEKLY
Demonstration of writing types

4 Critical readings
Style Guide Review

Annotated bibliography assignment
Reverse Outline
Email practice
Elevator Pitch

WordPress Blog Creation
Blog Posts
Project 1
First Draft
Peer Review

Final Draft

Project 2

First Draft
Peer Review
Final Draft

 

Academic Research and College Writing Timeline*:
Week 1:           Introductions and discovering the four basics (purpose, audience, thesis and supports).

Discovering writing styles: narrative, descriptive, expository and persuasive

Tools to support your writing (style guide review) Tech Tool: Padlet

Workshop: Grammar review

Workshop: Writing Styles 1- narrative

Observation Journal

Week 2:           Annotated bibliography assignment Tech Tool: Diigo and Citation Machine

Basic Steps to put together a research project

Workshop: Writing Styles 2 – descriptive

Mini Workshop: Running a Boolean Search

Mini Workshop: Similes and Metaphors in writing

Observation Journal

Choice activity: Take a selfie at the Library and post to WhatsApp

Week 3:           The reverse outline

Start project research

Describe research project/Paper 1 Tech Tool: SlideBean

Workshop: Writing Styles 3 – expository

Workshop: Vetting research, creating a bibliography, narrowing your topic.

Mini Workshop:  Creating strong topic sentences, adding details and staying focused.

Observation Journal

Choice Activity: Class Google Hangout Discussion Party 1 with me/evening          Time: TBA

Week 4:           Writing effective emails (five sentence process)- describe research project/Paper 1

Annotated bibliography

Outline paper 1

Workshop: Writing Styles – persuasive

Mini Workshop: How to use closing punctuation. How to use commas in a series.
Observation Journal

Reflection

Week 5:           WordPress Blog Creation Tech Tool WordPress

Posting Annotated bibliography for Paper 1 on your blog Tech Tool WordPress

Workshop: Writing for a blog

Mini Workshop: How to create charts and pies. How to insert charts and graphics

Observation Journal

Critical Reading 1

Week 6:           Writing an elevator pitch about Paper 1

Workshop: Creating a good elevator pitch

Choice activity: Google Hangout Discussion Party 2 with me/evening Time: TBA

Delivering, capturing and posting elevator pitch on blog about Research Paper 1

Observation Journal

Critical reading 2

Week 7:           Peer Review Paper 1

Revision paper 1

Workshop: Common revisions needed, revision checklist, constructive feedback

Observation Journal

Critical reading 3

Week 8­ – 9      Paper 1 submission – PDF File!

Paper 2 – describe research project Tech Tool Padlet

Annotated bibliography

Writing outline Paper 2

Observation Journal

Critical reading 4

Choice activity: Google Hangout Discussion Party 3 with me/evening Time: TBA

Week 10:         Paper 2:

Blog post: description of project (5 sentences) Tech Tool WordPress

Elevator pitch presentation: Paper 2

Annotated bibliography Tech Tool Diigo

Workshop: Analysis of Martin Luther King’s Letter from Birmingham Jail

Click this link for MLK Letter

Observation journal

Choice Activity: Go to a lecture as an EF group with me TBA/evening/NYC

Draft 1, Paper 2

Week 11:         Draft 2, Paper 2

Peer Review Paper 2

Choice activity: Google Hangout Discussion Party 4 with me/evening Time: TBA

                        Observation Journal

                        Reflection

Week 12:         Blog on Paper 2 Tech Tool WordPress

Submission Paper 2 – PDF File!

Class Evaluation REQUIRED:  via Survey Monkey: Follow the link and answer all the questions

Class Presentations Paper 2 Tech Tool SlideBean or PowToons

Reflection and wrap-up

 

*Please note that this timeline is subject to change per student need.