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95 Results Match Your Criteria
  1. Individualizing Learning Through Self-Directed Projects

    In: English Teaching Forum 2003, Volume 41, Number 3 Format(s): Text, Image / Poster / Maps
    This article discusses the use of self-directed projects to develop learner independence in academic settings. It describes and gives examples of how self-directed projects are integrated into a teaching situation at Arabian Gulf University. The article discusses how getting students involved in doing self-directed projects can lead to a gain in confidence in their ability to manage their own learning and progress in becoming independent language learners.
  2. Save the Lofty Trees

    In: English Teaching Forum 2005, Volume 43, Number 1 Format(s): Text
    This is a script for a play called “Save the Lofty Trees,” intended for students use in ESL classrooms and is intended for young learners. This play gives students a chance to take part in group work by acting out the various scenes of the script. This will provide students with opportunities to use their skills and build fluency.
  3. A Plan for Using - "Save the Lofty Trees" by Leslie Mills

    In: English Teaching Forum 2005, Volume 43, Number 1 Format(s): Text
    The author describes how to use the play “Save the Lofty Trees” in a classroom. The plan offers six activities that will promote student interaction, involving guided imagination, brainstorming, group-work, creative movement, and an interactive read through. This lesson plan is intended for young learners and addresses all learning styles.
  4. Global Topics, Local Teaching

    In: American English Webinars Format(s): Text, Video
    This webinar, "Global Topics, Local Teaching," explains how to develop service learning activities in the classroom.
  5. Getting Started with Project-Based Learning in STEAM

    In: American English Webinars Format(s): Text, Video
    This session, "Getting Started with Project-Based Learning in STEAM," discussed characteristics of strong projects in STEAM courses for students at different proficiency levels and guided participants in analyzing sample projects to identify their language features and completion requirements.
  6. Scaffolding Project-Based Instruction: Supporting Student Success

    In: American English Webinars Format(s): Text, Video
    This session, "Scaffolding Project-Based Instruction: Supporting Student Success," identifies challenges faced during project-based learning (PBL) and shares scaffolding-based strategies to overcome them. Participants will deepen their understanding of both PBL and instructional scaffolding.
  7. Becoming a News Reporter: A Case Study in Project-Based Learning

    In: American English Webinars Format(s): Text, Video
    This session, "Becoming a News Reporter: A Case Study in Project-Based Learning," presents an example project in which students created television-style newscasts about community issues; participants consider how to overcome challenges associated with PBL and how to develop meaningful project ideas for their own teaching contexts.
  8. Implementing Peer Assessment in Project-Based Learning

    In: American English Webinars Format(s): Text, Video
    This session, "Implementing Peer Assessment in Project-Based Learning," discusses how to prepare for and conduct peer assessment during PBL so that learners can provide constructive, validating, and encouraging feedback to their classmates.
  9. What Mary Shelley Never Wrote: Using Basic Computer Skills to Enhance Student Writing

    In: English Teaching Forum 2003, Volume 41, Number 2 Format(s): Text
    This article describes an inspired, well-managed process writing class project for intermediate language learners. The author used Mary Shelley’s book Frankenstein as a creative writing tool in class to develop writing and computer skills. Students read and discussed the book. Working in a collaborative format, students wrote a short story sequel to the novel and offered revision advice in a workshop format. The sequels were then compiled and shared with beginner language learners. The author pointed out that the sense of audience was also established with this project.
  10. Setting Up and Editing an "In-House" Journal

    In: English Teaching Forum 2003, Volume 41, Number 4 Format(s): Text
    An "in-house" journal is a publication that is produced by a single institution with article contributions coming from only professionals working at that institution. Creating an in-house journal gives teachers the opportunity to discover new ideas from their colleagues and to voice their own ideas. It also contributes to institutional development by keeping teacher-to-teacher conversations alive and educational policy relevant and innovative. This article presents a series of concrete steps for journal publication as well as some problems to avoid.

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