Homework Assignment: Sept. 26

1) Prepare to teach something you need in your actual work to our group. (teaching an item, about 10 min)
2) What do you think L. Dee Fink means by 'significant learning experience'? He has written and spoken about it, so if you find any really good sources, would you please post the links, too.

Feedback on the noticing sheet task. Ülle´s comment Sept 19, 2014

We tried out taking notes when analysing lecturers´ activities for beginning a course. The noticing process, consisting of several steps (notice; describe; point out significant issues; explain them; find theories for supporting or arguing with different opinions; collect the observation conclusions of colleagues and at last, select own conclusions for efficient teaching in the future) possibly has the following influence on our mind: We´ll recognise the different steps of noticing for getting information from outside, select and supplement that to our own teaching skills. 

Article: September 20, 2014. Kristi Vinter. Kool ja õpikäsitus peavad muutuma

http://arvamus.postimees.ee/2927261/kristi-vinter-kool-ja-opikasitus-peavad-muutuma

Kui uus õpikäsitus jõuab ideest teostuseni, on kool koht, kus nii õpilasel kui ka õpetajal on hea olla, kirjutab Kristi Vinter värskes Sirbis.

Sept. 26. Online resources and teaching an item

My online favorites: Est-Eng-Est: http://enet.animato.ee/
Eng-Eng: http://www.thefreedictionary.com/ 

http://glosbe.com/   (has its limits, as it's multililngual)
http://www.linguee.com/
ametniku soovitussõnastik http://www.eki.ee/dict/ametnik/
ESTERM http://mt.legaltext.ee/esterm/
Eesti keele ressursside loend http://viki.keeleleek.ee/wiki/Eesti_keele_ressursside_loend
Terminiühingu ETER oskussõnastike kogu http://www.eter.ee/oskuss_vorgus.php
Rahvusraamatukogu ajaveebi lingikogu - very thorough, not all links are functional any more unfortunately
http://kirjandusjakeel.blogspot.com/2009/03/terminisonastikke-veebis.html
Plants Estonian-Latin http://www.ut.ee/taimenimed/
TTÜ materjalitehnika instituudi terminitöö http://www.ttu.ee/mehaanikateaduskond/materjalitehnika-instituut-2/teadus-ja-arendustegevus-3/terminoloogia/


Keeleveeb - eesti keelele (lemmatiseerija,
sõnavormide moodustaja http://www.filosoft.ee/gene_et/

terminology, google: glossary art http://www.tate.org.uk/learn/online-resources/glossary

education terminology http://www.greatschools.org/special-education/LD-ADHD/670-educational-terms-learning-and-attention-defiicit.gs
http://en.wikipedia.org/wiki/Glossary_of_education_terms 

Vikipeedia tõlkevõistlus https://et.wikipedia.org/wiki/Vikipeedia:T%C3%B5lketalgud

'all things' explained http://www.howstuffworks.com/
Khan academy https://www.khanacademy.org/
Salman Khan introduction of the idea of Khan's academy http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education?language=en

terminology from the Academy of Security Sciences: http://dict.bestit.eu/

Sources to the item about terminology and Kahn
video: https://www.youtube.com/watch?v=ZbE3rmh62x4 
text http://ehituskunst.ee/series/47-48/ 
The beginning (well, more or less, not word-fo-word):
Dear students, last week we discussed online dictionaries and glossaries and today we are going to move on and see what happens if you don’t find the word that you need in any of them. Which happens quite often, when you need specific terminology. Mostly it is easier to find the term online in English, as Estonian online databases are often not thorough enough.

To explain the difficulties, we are going to take a look at Louis Kahn’s work.

Why Kahn? Because it is interesting how he understood room and shapes, his ideas about concrete were very new in his time and one more reason for special interest for us - he has Estonian roots, he was born in Saaremaa. Sometimes it is even said the Kuressaare castle basic rectangle has influenced all his creative work.

And I’ll stress once again, I am not teaching you architecture, I’m teaching the language for studying architecture, or to be more precise, I’m trying to show you the path to getting help when you need the language of architecture in your studies and professional life.

Students: Civil Construction

Aim (for me): Working with terminology, sparkling interest in great architects . Aim for students: understanding how to work with online resources, especially parallel texts (or at least texts on the same topic) and what to do if there is no clear-cut answer; getting interested in Kahn's work.

Reflection on members’ Feedback for the start of the course. September 12, 2014. Ülle´s comment

We started with the course on Sept. 12 and asked the participants for feedback.

The task was to give written feedback on the beginning of the course. The task was given at the end of the training day. Both lecturers orally repeated the task. As the result one of ten participants responded exactly to the task J.

My experience: we get what we ask, precisely – the answer of the partner depends on what and how we ask.

Homework Assignment: Sept.19

Watch the videos posted by the participants and comment on them (the "Comment" function under the post).

After watching the one that Pille posted, on presentation design and delivery by Garr Reynolds,
would you please also watch Life After Death by Powerpoint by Don McMillan 
and comment on which one you liked more and give some reasons.

P.S. The comment by Rene (P) on all videos added.

Class: Sept.19

Warm-up: tongue twisters
Two toads totally tired trying to trot to Tetbury.

Peter Piper picked a peck of pickled peppers.

A peck of pickled peppers Peter Piper picked.

If Peter Piper picked a peck of pickled peppers

Where is the peck of pickled peppers Peter Piper picked?

René videos

Hello!

Here are some interesting videos.

https://www.youtube.com/watch?v=85O2x-ICtHQ
https://www.youtube.com/watch?v=WooCJ3mye54

Does is really work in this way? There has been a lot of work done by Nikola Tesla about the free energy availability regarding electrical machines in 19-th century. Are those the real results? They are definitely worth for trying.

Best regards,

René

Road construction - homework assignment

https://www.youtube.com/watch?v=T_cLnMwbI_8  

Roads are important. Don't take them for granted. Even ancient Rome knew that.

Video for our next meeting 20 Sept, posted by Sirje

http://www.engvid.com/10-common-driving-expressions/

I chose a video of a teacher explaining new vocabulary - how to use driving expressions.

I think this is an example of good teaching : speak clearly and not too fast, repeat, write the word, illustrate, give examples, be funny and emotional, use body language and a bit of acting. These methods help the learner to memorize new material and not to become bored.

Well done, Emma!

Epp Homework 1

Misha Glenny
’Global Crime Networks’

I’ve chosen a lecture on organized crime as it is a topic that has to be dealt with during ESP courses for police and border guard officers.  The way the presenter introduces the topic is really enjoyable – I mean that he calls organized crime an industry and compares it with other industries.   The lecture is well- structured and complemented by visual aids – pictures and videos. I believe that the lecturer has taken special care to cater for the needs of the audience whose English may not be at exactly C2 level. He speaks very clearly, makes pauses, the talk does not come as a continuous flow. In addition,  he uses a powerful tool – humour, which creates a relaxed atmosphere and enables  the audience to establish  links between different aspects of the topic. The body language is appropriate and looks natural. I have to say that I am impressed by the skills of the presenter and cannot find anything that could have been done differently.

I’ll definitely use the lecture during my professional English courses to police and border guard cadets.   For B2 and higher level students the lecture can be used as a whole as a basis for discussion  on the topic – ‘How to make a presentation’ or /and  ‘Organized crime’.   Also, sections of the lecture can be used separately, language exercises can be created on different topics – smuggling, THB, cyber-crime.

http://www.criminaljusticedegreehub.com/top-10-criminal-justice-ted-talks/

Homework No. 1 by Riin KK

Hi,

In my English lectures, I give my best to teach my students how to make an awesome presentation. One thing is to share the theory, other is to show them a real-life event and then explain on the go. 

     This video (see below) is a pretty good teaching material for many reasons and as I would like to keep it short and to the point, I am now going to focus on two pros and one con of the video example. 

     Firstly, he is obviously interested in his topic which he chose to present, and secondly, he is not afraid to use humour as a way to connect with the audience (successfully). 

     Nevertheless, he has still dug a nice grave for himself by not using the slides to help him to move on with his presentation. He only shows icons of his two applications he has developed, instead he could have used keywords as a helping outline for him to follow in case he forgets (and he does forget). Instead, he has a padlet in his arms which he is constantly using and for me this is disrupting the fluency and flow of his presentation.

     To sum up, if one is really interested in the topic and if one has the necessary knowledge of what he or she is going to talk about, it is possible to present it by heart.

Britt's homework, 19th Sep 2014

Hello!

EngVid is an useful online source for learning English for free with hundreds of  video lessons by experienced native-speaker teachers. New classes are added three times a week, covering grammar, vocabulary, pronunciation, and more.

For our course I’ve picked out a video about how to remember new words, by teacher Ronnie.

http://www.engvid.com/how-to-remember-vocabulary/

The subject I’m going to teach during  our course is  Estonian language course for Erasmus students. That is why the issue of learning new vocabulary  is very topical for me as well. What really fascinated me about this video was the very easy and nonofficial style of teaching. The teacher excited my  interest with several verbal and nonverbal effects (playing with voice, facial expression, body language etc.). Therefore it was interesting to follow her and learn more about the topic. There are two more things  I’d like to point up about the way she is  teaching:

-          she has involved her personal experience about the topic taught, which always attracts the audience and the

-           talking speed. It was pleasant to listen to her because she didn’t hurry while speaking and she always came to the point.

Britt

1st homework - Presentation Zen

This is a format that I like - good visuals, well-structured, catchy: http://www.peachpit.com/store/presentation-zen-the-video-dvd-9780321647047

Pille

1st homework - disaster management

Dear colleagues

I am posting my homework and hope you will find some interesting reading too.
One of specialities I am actively teaching in the Estonian Academy of Security Sciences (EASS) is rescue. Due to this fact I chose the presentation which introduces disaster management. The first part of the presentation is made by David Bruce (the presentation has 3 speakers all in all). The presentation can be found on the following link:
https://www.youtube.com/watch?v=KEh9mDULMSs

There are 3 presenters for this particular presentation, what makes it slightly different from the traditional presentations. The first speaker tells his name and starts a video clip (regular activities of the disaster management people in case of crisis/catastrophy) which runs around 5 minutes. After the video the speaker makes a comment about the cell phones, which must be switched to a different mode, and starts to introduce himself and the other two plenary speakers. The facts and data about the presenters can be seen on the slides, which makes it easy to follow him. He continues by introducing the format of the presentation. The thing I really liked was that every part of the presentation was having a time limit, so it was good to know how much time will be spent for each part. After this the speaker started to explain what is a disaster and how can the disasters be categorized. He used quite some pictures to illustrate it all. As the slides were pretty full of text and he was mostly reading the text out from the slides, it definitely did not give him positive points, as the contact between him and the audience was much weaker during that time.

Evelyn

 

 

Article. Kas meie ülikoolid täidavad eesmärki? Tõnu Viik. 10.09.14, EPL

Article. Kas meie ülikoolid täidavad ülikooli eesmärki? Tõnu Viik. 10.09.14, Eesti Päevaleht

Homework Assignment: Sept. 12

1) 1. Find a video-lecture (as close to your speciality as possible), post the link and comment on it. It has to be something that you actually need as a lecturer/teacher. If it does not look interesting, you have to make it interesting as a teaching item (add a comment on why the topic is important, for example). Focus on the very beginning of the lecture.

2) Prepare the beginning for the first lecture of the course you have to start (it does not matter, when - spring 2014 or next year or maybe you're just thinking about doing it). If you do not know if and when you're going to teach, introduce a course you'd like to teach.

Class: Sept. 12. Welcome! ...and let's start our work.

Welcome to the participants!

Would you please fill in your 'added concern' to the spreadsheet My Contribution

Online survey: Our group

The results https://docs.google.com/forms/d/1uYoZN1jguUIbAa-MQvCPWPOMX-zm2PK94I2EMZBl9pc/viewanalytics

Describing graphs:
http://oppematerjal.sisekaitse.ee/eppleibur/describing_graphs/

Giving feedback: http://www.entrepreneur.com/article/219437

Body language: http://www.ted.com/talks/amy_cuddy_your_body_language_shapes_who_you_are?language=en  

Article September 4, 2014. Ü. Vooglaid. Õppimine ei ole töö

http://tartuekspress.eu/index.php?page=1&id=2286

Ülo Vooglaid. Härra president, õppimine ei ole töö!

tartuekspress, 4.09.2014

Vaatasin presidendi telepöördumist ja nendin, et selles oli mitu eksitavat mõtet.

Õppimine ei ole töö. Õppimine on õppimine. Õppes on palju tegevusi. Igas tegevuses on eri objekt. Igaks tegevuseks on vaja eri eeldusi. Iga tegevusega saavutatakse eri tulemusi. Inimestel on põhiseadusega õigus haridusele, aga ametnikud üritavad seda õigust tõlgendada koolis käimise kohustusena. Põhiseaduse järgi on lapse haridustee üle otsustamise õigus lapse vanematel, aga ametnikud arvavad, et neil on õigus otsustada õppe mahu, struktuuri, korralduse jpm üle. Paraku ei taha keegi kuuldagi vajadusest vastutada selle eest, mis niisuguse tegevuse tõttu lapsest saab.

Article September 3, 2014. M. Lotman TÜ. Milleks universitas?

Article M. Lotman. Milleks universitas? 3.09.2014. Eesti Ekspress

Article September 1, 2014. Mati Heidmets TLÜ. Uus kool

http://arvamus.postimees.ee/2904999/mati-heidmets-uus-kool

Mati Heidmets: uus kool 

01.    september 2014, //arvamus.postimees.ee

Kogu maailm otsib ajale ja elule kohast koolimudelit. TLÜ haridusinnovatsiooni keskuse juhataja Mati Heidmets arutleb, mida toob õpetaja-õpilase rollide vältimatu muutumine – Eestil tuleb sel teemal kaasa mõelda ja tegutseda.

OECD peasekretär Angel Gurria juhatab maailma suurima õpetajauuringu TALIS 2014. aasta raporti sisse järgmise mõtteavaldusega: «Oskused, mida tänane maailm vajab, uuenevad pidevalt. Paraku pole haridus suutnud muutustega kaasa minna. Enamik koole näeb välja nii nagu meie isaisade ajal, õpetajad pole võimelised õppuritele pakkuma uutes oludes vajalikke tarkusi ja oskusi.» Karm hinnang arenenud maailma koolikorraldusele.