Joel Jackson

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Jonathan Jon gmail Ifttt drive

Brain Food for Exams

How To Choose an English tutor https://docs.google.com/document/d/1ObUPrLYyWwXXulrzNWkch6YZArxC0IHJ9ycLVRqWcA4/edit?usp=sharing

IELTS Listening Practest Test https://docs.google.com/document/d/1BQxI-RZVnkO6tXR8Kg0xMwlRZFKcK_JtrEVc7toZhiI/edit?usp=sharing

Making IELTS Preparation Easier https://docs.google.com/document/d/1g6obeLy-CMSDIbc1l2tP-q6LMBDDsMMKTYDCAPcusPE/edit?usp=sharing

Top 10 IELTS Speaking Test Tips https://docs.google.com/document/d/1JE8zdjiqsT8SyhwTzG6BLJlFX8XDFtTKo1w_u9Zcx5g/edit?usp=sharing

Vocabulary & Grammar Tips https://docs.google.com/document/d/1Y3WEZAB3SAwBb8gF50bZGjrZyoqMRXrpFA8EAz3wHcE/edit?usp=sharing

Gmail Ifttt drive Feed Burner http://feeds.feedburner.com/google/HiCf

https://docs.google.com/spreadsheets/d/1cHnI33yCcjuAkDHzm5t0pvOrIuZ7Kxf1yfdFAKzd6DE/edit?usp=sharingThis file was originally uploaded to IELTS Keyword 2
from Singapore All IELTS School sais.com.sg https://sites.google.com/site/ieltswwwsaiscomsg/updates-on-ielts/ielts-keyword-2

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from Fun To Teach – Grammar, Language, Math, ESL/ELD, Spanish, Reading, Writing, Centers and more! https://esleld.blogspot.com/2020/11/dont-miss-sale-at-teachers-pay-teachers.html

IELTS Keyword 2

Google Slides =
https://docs.google.com/presentation/d/1h8FRrEZCvaZqK_azIh6-S8ohhwNxq75XnZFQ2A1cysQ/edit?usp=sharing

Google Drawing = https://docs.google.com/drawings/d/1dcOa2MpPQzAOlSh_-oO1l4wEeteFYb1Ml4AlQuHOSb0/edit

Google Docs = https://docs.google.com/document/d/10xH-GI_deHaXx7nz-Vz8RquvIp9ExcNxfEVuwxwbEJw/edit?usp=sharing

Google Forms = https://docs.google.com/forms/d/1mFmyC5PmPWVCif2PtpFZPzi0X2kzBVF2izqkTrm94zE/viewform?usp=send_form

Google Folder https://drive.google.com/folderview?id=0B2XRow_7kKaMTG4tOEpmVXhONkE&usp=sharing

Google Sites https://sites.google.com/site/ieltswwwsaiscomsg/

Google Sheet https://docs.google.com/spreadsheets/d/1fq2ReEhLFrT0gI4mB7sdiaZYC-V8Ebl6rMyw-q2-rKA/edit#gid=0

IELTS SAIS http://www.sais.com.sg/

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Diigo.com (profile URL) https://www.diigo.com/user/Jonathan38jon

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WHOIS.domaintools.com http://whois.domaintools.com/sais.com.sg

https://docs.google.com/document/d/1SMYBDGBUTcTA9e16FNuHq_sSyKs_brf1g5_4_Gkb-Nc/edit?usp=sharing

Archive.org https://web.archive.org/web/*/http://www.sais.com.sg/

Jonathan Jon gmail Ifttt drive

Brain Food for Exams

How To Choose an English tutor https://docs.google.com/document/d/1ObUPrLYyWwXXulrzNWkch6YZArxC0IHJ9ycLVRqWcA4/edit?usp=sharing

IELTS Listening Practest Test https://docs.google.com/document/d/1BQxI-RZVnkO6tXR8Kg0xMwlRZFKcK_JtrEVc7toZhiI/edit?usp=sharing

Making IELTS Preparation Easier https://docs.google.com/document/d/1g6obeLy-CMSDIbc1l2tP-q6LMBDDsMMKTYDCAPcusPE/edit?usp=sharing

Top 10 IELTS Speaking Test Tips https://docs.google.com/document/d/1JE8zdjiqsT8SyhwTzG6BLJlFX8XDFtTKo1w_u9Zcx5g/edit?usp=sharing

Vocabulary & Grammar Tips https://docs.google.com/document/d/1Y3WEZAB3SAwBb8gF50bZGjrZyoqMRXrpFA8EAz3wHcE/edit?usp=sharing

Gmail Ifttt drive Feed Burner http://feeds.feedburner.com/google/HiCf

IELTS Keyword 2

Google Slides =
https://docs.google.com/presentation/d/1h8FRrEZCvaZqK_azIh6-S8ohhwNxq75XnZFQ2A1cysQ/edit?usp=sharing

Google Drawing = https://docs.google.com/drawings/d/1dcOa2MpPQzAOlSh_-oO1l4wEeteFYb1Ml4AlQuHOSb0/edit

Google Docs = https://docs.google.com/document/d/10xH-GI_deHaXx7nz-Vz8RquvIp9ExcNxfEVuwxwbEJw/edit?usp=sharing

Google Forms = https://docs.google.com/forms/d/1mFmyC5PmPWVCif2PtpFZPzi0X2kzBVF2izqkTrm94zE/viewform?usp=send_form

Google Folder https://drive.google.com/folderview?id=0B2XRow_7kKaMTG4tOEpmVXhONkE&usp=sharing

Google Sites https://sites.google.com/site/ieltswwwsaiscomsg/

Google Sheet https://docs.google.com/spreadsheets/d/1fq2ReEhLFrT0gI4mB7sdiaZYC-V8Ebl6rMyw-q2-rKA/edit#gid=0

IELTS SAIS http://www.sais.com.sg/

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Diigo.com (profile URL) https://www.diigo.com/user/Jonathan38jon

Evernote.com https://www.evernote.com/pub/jonathan38jon/ielts

WHOIS.domaintools.com http://whois.domaintools.com/sais.com.sg

https://docs.google.com/document/d/1SMYBDGBUTcTA9e16FNuHq_sSyKs_brf1g5_4_Gkb-Nc/edit?usp=sharing

Archive.org https://web.archive.org/web/*/http://www.sais.com.sg/

Jonathan Jon gmail Ifttt drive

Brain Food for Exams

How To Choose an English tutor https://docs.google.com/document/d/1ObUPrLYyWwXXulrzNWkch6YZArxC0IHJ9ycLVRqWcA4/edit?usp=sharing

IELTS Listening Practest Test https://docs.google.com/document/d/1BQxI-RZVnkO6tXR8Kg0xMwlRZFKcK_JtrEVc7toZhiI/edit?usp=sharing

Making IELTS Preparation Easier https://docs.google.com/document/d/1g6obeLy-CMSDIbc1l2tP-q6LMBDDsMMKTYDCAPcusPE/edit?usp=sharing

Top 10 IELTS Speaking Test Tips https://docs.google.com/document/d/1JE8zdjiqsT8SyhwTzG6BLJlFX8XDFtTKo1w_u9Zcx5g/edit?usp=sharing

Vocabulary & Grammar Tips https://docs.google.com/document/d/1Y3WEZAB3SAwBb8gF50bZGjrZyoqMRXrpFA8EAz3wHcE/edit?usp=sharing

Gmail Ifttt drive Feed Burner http://feeds.feedburner.com/google/HiCf

3 More Easy Improv Warm-ups for Speaking Classes

Last month, I wrote about four simple, silly improv warmups to get students active and engaged. This month, I’d like to continue with three more: Diddy-Diddy-Dum, Energy Circle, and Five Things.

All three games are low stakes and noncompetitive. There’s no penalty for mistakes—making mistakes is part of the fun!

For each game, the face-to-face rules are given, followed by instructions on how to adapt them to the online environment.

1. Diddy-Diddy-Dum!

This fast-paced warm-up game takes place in a circle. All students clap their hands at a medium pace, and words are said to a rhythm (sound file below). On the first beat, the first player calls out a word. On the third beat, the player after them in the circle calls out a different word. There’s no need for the words to be related—and it’s funnier if they’re not. Words can be any part of speech and any topic. For instance, it could be an emotion, a kind of food, a place, an action, or an animal. The only important thing is for students to shout out a word on the beat.

After the first four beats, the entire class repeats the first word on the first beat, the second word on the second beat, and “diddy-diddy-dum” on the third and fourth beats.

The game continues around the circle, this time starting with the second person. The game is finished when everyone in the circle has started the sequence.

Example
Player 1: Cat!
Player 2: Purse!
All Players: Cat! Purse! Diddy-diddy-dum!
Player 2: Scary!
Player 3: Giraffe!
All Players: Scary! Giraffe! Diddy-diddy-dum!
Player 3: Eat…

Here is a recording of the game:

Online, things are a little different. First, it can be difficult for students to know who’s next, so have a digital document available with the order in which they should participate. Second, students should speak enthusiastically but not shout, since they are likely around other people at home. Finally, the time lag that occurs on video platforms may make for some overlap when all players repeat the words. For that reason, you may have Player 1 give the first word, Player 2 the second, and Player 3 the “chorus.” Clapping may also be asynchronous, but if you leave it out, students should still try to say the words in rhythm.

Example
Player 1: Cow!
Player 2: Ouch!
Player 3: Cow! Ouch! Diddy-diddy-dum!

2. Energy Circle

Another fun, easy warm-up is the energy circle. In this game, players stand in a circle. The first player shows an emotion with a sound (or word) and gesture. The next player makes the same sound and gesture, but a little more intensely. Play continues as each person’s sound and gesture become gradually bigger and bigger. When the second player is reached again, that player finishes with the biggest emotional delivery, then starts a new emotion that goes around the circle getting bigger and bigger. Play continues until everyone has started a new emotion.

Examples

Player 1 giggles quietly and wiggles their fingers. This emotion is intensified until the final player laughs hysterically and waves their arms.
Player 2 sniffles, blotting their tears with imaginary tissue. The emotion is intensified until the final player sobs while wiping their face with an imaginary towel.
Player 3 whispers, “Yes!” and jumps an inch off the floor. The emotion is intensified until the final player shouts, “YES!!!” and jumps as high as possible.

Here is a short video example of this game from Drama Menu:

Online, there are clear disadvantages to having your students yell and jump up and down at their computers! Most students live with family or roommates, so rather than raising the emotional volume, try making each delivery slower, faster, or quieter. It’s also possible to intensify emotions without raising the volume by using intonation, gestures, and facial expressions.

3. Five Things

The rules for this game are simple: One player challenges another to name five things in an unusual category. As they list each item, the group calls out the number of the example. Once the player completes their list, they call on any other student to make their own list in a new category. This game is more challenging than Diddy-Diddy-Dum because the answers are more specific; however, answering quickly is more important than answering with a “good” answer. In fact, students should feel free to shout out silly answers, as shown in the following example.

Examples of Challenges

Five things you would buy if you won the lottery
Five weird ice cream flavors
Five things you would never say to a teacher
Five imaginary holidays

Avoid knowledge-based categories, such as “five American presidents”; students should be able to answer questions based on their imaginations. The game is finished when everyone has listed five things.

Model the activity first and give examples to show what kind of questions and answers are appropriate.

Example
Player 1: Jo, name five things you wouldn’t eat even if someone paid you $100.
Jo: A worm.
All Players: One!
Jo: A live bird.
All Players: Two!
Jo: Pencils.
All Players: Three!
Jo: A newspaper.
All Players: Four!
Jo: Uh—uh—a sidewalk.
All Players: Five!
Jo: Céline, name five presents that an elephant would like for its birthday.
Céline: A giant bathtub…

Online, this game works in the same way as it does in person. Below is a video of a variation of this game from Happier Valley Comedy. Instead of five things, they list seven things—which increases the difficulty—but otherwise, the rules are the same.

What warm-up activities do you use in your classes? Please share in the comments below!

from TESOL Blog http://blog.tesol.org/3-more-easy-improv-warm-ups-for-speaking-classes/

🌻Gracias The Thanksgiving Turkey – Guided Reading/lesson plan/Unit 🌻

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A Focus on Equity: Examining the Center for Urban Education Tools

The Annie E. Casey Foundation defines equity as

‘the state, quality, or ideal of being just, impartial, and fair.’ The concept of equity is synonymous with fairness and justice. It is helpful to think of equity as not simply a desired state of affairs or a lofty value. To be achieved and sustained, equity needs to be thought of as a structural and systemic concept.

Following, we’ll explore how the Center for Urban Education (CUE) at the University of Southern California can help your school or program reflect on racial equity and utilize data to provide more equitable outcomes for your students.

1. What Is the Center for Urban Education?

The Center for Urban Education focuses on (1) racial equity and (2) equity-mindedness in higher education through the use of different tools and data. In addition, they provide learning institutes to provide training to create change. See a video about the center here.
One specific tool that they use is called the Equity Scorecard, which uses data as a tool and framework to create change to better support and provide more equitable outcomes for minoritized students.

2. Why Focus on Racial Equity and Equity-Mindedness?

From the CUE website:

CUE’s equity efforts are focused specifically on race and ethnicity in light of historical and current oppression in American education. Our goal is to achieve equity in outcomes for racially minoritized students—both in attainment and retention as well as in access to scarce opportunities like honors programs and high-value degrees such as in STEM fields.

The tools use action inquiry to help practitioners develop critical race consciousness: an understanding of how the way they operate produces racial inequity. The tools enable practitioners to see how racism is reflected in what they notice and fail to notice, what they consider good and not good, and what they say and fail to say—even in the absence of underlying intent.

Additional terminology pertaining to equity and racism can be found in their “Core Concepts of Racial Equity” document.

3. Who Is Their Target Demographic?

Generally, CUE works with folks in higher education to address equity gaps and racism at the institution. However, the tools and resources provided could be modified and used in other teaching and learning contexts as well.

4. What Are the Tools That They Provide?

Outside of their learning institutes, CUE also provides a myriad of resources on their website for free. These are helpful and could be used by an individual instructor, program, department, division, or whole instruction to create instructional change.

Their tools are broken down into four phases.

Phase 1: Laying the Groundwork
- The tools in this phase allow participants to examine racial equity and equity-mindedness more deeply. It also allows people to check in with their experiences and understanding around these topics as they work together with others to build a strong team.
- Materials include: core concepts of racial equity, guide for composing a campus racial equity team, concepts and activities for racial equity work, and implicit bias in action.
Phase 2: Defining the Problem
- This is when participants disaggregate data to identify racial equity gaps within their programs and school. Student outcomes and data are broken down by race and ethnicity. Then, goals are set to address these equity gaps.
- Materials include: data tools, data storytelling, and asset mapping.
Phase 3: Creating Solutions Through Inquiry
- Tools are provided to support action-inquiry. The goal is to look at the interactions between students and faculty and staff. In addition, tools and frameworks are provided to analyze different documents provided to students, including syllabi and webpages.
- Materials include: observation tools, document review, syllabus review, web scan, and student interviews and focus groups.

Phase 4: Sustaining and Scaling the Work
- The last step is focused on keeping the working going. This includes both a focus on individual practices and the institution as a whole.
- Materials include: a checklist for sustaining institution-wide racial equity, embedding equity-mindedness, and support for sustained equity-minded work.

Outside of the tools, they also provide two case studies that explore what two institutions did when going and growing through these phases.

5. How Can a Program, Department, or School Use These Resources?

Moving through each phase provides a strong scaffold for educators who are interested in long-term analysis of their individual practice and/or institutional change. Each phase builds off of the other. There are many ways to use and embed these resources during the academic year. For example,

Each phase could be used as a framework for professional development within a department or school. This way, all educators are walking through each resource together. This would require at least four professional development days.
If professional development can’t be focused on this equity work and the tools provided by CUE, the resources could be implemented one-by-one in department meetings. There could be an equity section blocked out in each department meeting to use a resource or report out on the use of the resource within individual practice.
Educators could also go directly to phase III, which is where they are able to do a deeper dive into the materials that are provided to students. The artifact analysis for syllabi and other materials shared with students can be quite helpful. This might be something that a department or program chooses to use before a new quarter, semester, or academic year begins.

Have you utilized CUE’s resources for your school or program? How did it work out? Do you have other equity tools you’ve found especially beneficial? Please share in the comments below.

References

The Annie E. Casey Foundation. (2020). Equity vs. equality and other racial justice definitions. https://www.aecf.org/blog/racial-justice-definitions

Center for Urban Education. (n.d.). https://cue.usc.edu

from TESOL Blog http://blog.tesol.org/a-focus-on-equity-examining-the-center-for-urban-education-tools/

IELTS Keyword 2

Google Slides =
https://docs.google.com/presentation/d/1h8FRrEZCvaZqK_azIh6-S8ohhwNxq75XnZFQ2A1cysQ/edit?usp=sharing

Google Drawing = https://docs.google.com/drawings/d/1dcOa2MpPQzAOlSh_-oO1l4wEeteFYb1Ml4AlQuHOSb0/edit

Google Docs = https://docs.google.com/document/d/10xH-GI_deHaXx7nz-Vz8RquvIp9ExcNxfEVuwxwbEJw/edit?usp=sharing

Google Forms = https://docs.google.com/forms/d/1mFmyC5PmPWVCif2PtpFZPzi0X2kzBVF2izqkTrm94zE/viewform?usp=send_form

Google Folder https://drive.google.com/folderview?id=0B2XRow_7kKaMTG4tOEpmVXhONkE&usp=sharing

Google Sites https://sites.google.com/site/ieltswwwsaiscomsg/

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