Evidence Based Planning to Improve English Learners' Language Proficiency and Academic Achievement November 18 - 19, 2014 Kuala Lumpur, Malaysia
Workshop Feedback Summarised from quantitative data on the Workshop Feedback Sheet
The workshop provided me with helpful ideas
Agreed 100%
Disagreed 0%
The workshop provided me with skills/knowledge that I can use in my classroomAgreed 100%
Disagreed 0%
The workshop met the outlined objectives
Agreed 100%
Disagreed 0%
I would recommend this workshop to other teachers
Agreed 100%
Disagreed 0%
The handouts were valuable
Agreed 100%
Disagreed 0%
Registering for the workshop was easy
Agreed 100%
Disagreed 0%
Online communication prior to the workshop was good
Agreed 98%
Disagreed 2%
A summary of responses to the following query on the workshop evaluation form: |
“Theory/Skills acquired from the workshop that you can use immediately”:
➤ | RAFT | ➤ | Learning Strategies | ➤ | Differentiation Techniques | ➤ | 6 priniciples | ➤ | Exposure - P1 - P2 - Mastery; do this more deliberately | ➤ | Scaffolding Techniques | ➤ | Kids need strong mother tongue to learn another language | ➤ | Refresher of linguistic terms | ➤ | Graphic organisers | ➤ | Translanguaging strategies | ➤ | Co-teaching checklist | ➤ | Explicit ideas/definitions of differentiation | ➤ | Taking students’ home cultures into account | ➤ | Socratic circles/seminars | ➤ | Assessment - Change some aspects | ➤ | Homogenous/heterogeneous groups - Use more thoughtfully | ➤ | Sentence starters - scaffolding | ➤ | Don’t dumb it down | ➤ | Academic Vocabulary | ➤ | ELL Growth - Mindset graph | ➤ | Academic vs Language development | ➤ | Vocabulary tiers | ➤ | Team Pair Solo | ➤ | Practical techniques for improving assessment and tasks | ➤ | Vocabulary strategy for teaching Tier II vocabulary | ➤ | Abundance of knowledge of different language acquisitions | ➤ | Centres/Stations | ➤ | Text types for writing language targets are excellent |
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