Free Teacher Training Days

Hello all, I am looking for an CELTA qualified (or equivalent) Native Speaker teacher of English for a regular contract of 4 hours a week, 16:00-17:00 Mo-Th. This is in town so very little transport involved. Please PM me or email me [email protected]

Dear All,
We are looking for a Fusha/MSA teacher to teach a group of kids 6-7 years old using the communicative approach at beginner/elementary level. Applicant will be expected to deliver a 20 minute demonstration lesson to an adult beginner as proof of competence. [email protected]
Nous cherchons un enseignant pour enseigné le fuzha/ASM à un group d'enfants de 6 à 7 ans qui sait utiliser la méthode communicative. Les postulant(e)s auront à livré un cours de 20 minutes à un débutant adulte pour prouver leurs compétences en la matière. Merci de répondre en [email protected]

What makes a teaching tool useful? How do you objectively rate a a handout or an app? This article suggest 12 criteria: Which do you think are important?

adaptive, complex, input, noticing, output, scaffolding, feedback, interaction, automaticity (scalable?), chunks, personalization, flow

The definitions of each criteria are below.

Feel free to comment what makes a teaching tool useful!

ADAPTIVITY
Does the tool accommodate the non-linear, often recursive, stochastic, incidental, and idiosyncratic nature of learning, e.g. by allowing the users to negotiate their own learning paths and goals?

COMPLEXITY
Does the tool address the complexity of language, including its multiple interrelated sub-systems (e.g. grammar, lexis, phonology, discourse, pragmatics)?

INPUT
Does it provide access to rich, comprehensible, and engaging reading and/or listening input? Are there means by which the input can be made more comprehensible? And is there a lot of input (so as to optimize the chances of repeated encounters with language items, and of incidental learning)?

NOTICING
Are there mechanisms whereby the user’s attention is directed to features of the input and/or mechanisms that the user can enlist to make features of the input salient?

OUTPUT
Are there opportunities for language production? Are there means whereby the user is pushed to produce language at or even beyond his/her current level of competence?

SCAFFOLDING
Are learning tasks modelled and mediated? Are interventions timely and supportive, and calibrated to take account of the learner’s emerging capacities?

FEEDBACK
Do users get focused and informative feedback on their comprehension and production, including feedback on error?

INTERACTION
Is there provision for the user to collaborate and interact with other users (whether other learners or proficient speakers) in the target language?

AUTOMATICITY
Does the tool provide opportunities for massed practice, and in conditions that replicate conditions of use? Are practice opportunities optimally spaced?

CHUNKS
Does the tool encourage/facilitate the acquisition and use of formulaic language?

PERSONALIZATION
Does the tool encourage the user to form strong personal associations with the material?

FLOW
Is the tool sufficiently engaging and challenging to increase the likelihood of sustained and repeated use? Are its benefits obvious to the user?

Full article:
https://scottthornbury.wordpress.com/2015/03/01/s-is-for-sla/

S is for SLA The criteria for evaluating the worth of any aid to language learning (whether print or digital, and, in the case of the latter, whether app, program, game, or the software that supports these) mus...

Je vais délivrer une série d'ateliers de développement professionnel pour enseignants du primaire sur les nouvelles techniques d'enseignement. 3 ateliers de 3 heures sur trois mois, le samedi matin. Je peux inviter 3 enseignants de mon choix à participer. Si vous êtes intéressé(e), envoyer moi votre CV et une lettre (email) de motivation expliquant pourquoi vous aimeriez vous joindre à cette formation.

Only a few countries are teaching children how to think

http://www.economist.com/news/books-and-arts/21583609-only-few-countries-are-teaching-children-how-think-best-and-brightest

Tedx Marrakesh 2013: Innovative thinking, Ideas worth spreading, Exclusive networking, Open-minded discussions, In one of the most historic places in the world: The Medina of Marrakesh.
Two international hosts Andrea Kolb & Vanessa Branson
100 carefully selected guests, 10 mind blowing, inspiring speakers

http://www.tedxmarrakesh.net/tedxmarrakesh-2013/schedule

Schedule 2013 At our TEDxMarrakesh event, TEDTalks video and live speakers will combine to spark deep discussion and connection in a small group.

We now have almost 50 members on our facebook group Marrakech English teachers! Yeah!
This group is open to all language teachers in Marrakech and Morocco. Feel free to ask questions, provide tips for other colleagues about jobs, employers, start discussions, organise events!
It all happens on https://www.facebook.com/groups/marrakechenglishteachers/

TOEIC en Français | fulbridge Informations sur le TOEIC pour les validations des diplomes Master en France et pour prouver le niveau d’Anglais des candidats au visa de marriage, approuvé par le UKBA (United Kingdom Border Agency). Click here for English

Next teacher training day is March 16 2013, at the Henna Café. Bring and colleague and win a book. http://fulbridge.com/4teachers/

Teacher training day Mar 16 2013

Free teacher training day
Saturday 16 February Henna Cafe, Dar Bacha
9:00-12:30
Win a teacher's book!
Open to all teachers public & private
http://fulbridge.com/4teachers

http://edudemic.com/2012/12/30-surprising-and-controversial-ways-students-learn/

30 Surprising (And Controversial) Ways Students Learn - Edudemic What are the real ways students learn? Is daydreaming a good thing? Should they play violent video games? A new report takes a close look.