GWE - California State University, Dominguez Hills The Graduation Writing Exam (GWE) is one of the two ways to satisfy the Graduation Writing Assessment Requirement (GWAR). The GWE is offered on campus 5 times a year in September, November, February, April, and July. Select Preparation Presentation/Handbook icon for the Preparation Presentation. Complete the required registration form and pay the fee. Students must choose to test as an ESL student during registration. is also reflected on the Academic Requirements page located in the Student Services Center on My CSUDH.
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Can I Make Money Quickly Teaching ESL Online? - MommyMaleta Almost everyone agrees that student presentations benefit the presenter in significant ways. By doing presentations, students learn how to speak in front a group, a broadly applicable professional skill. They learn how to prepare material for public presentation, and practice (especially with feedback) improves their speaking skills. But those of us who have students do presentations in class know there’s a downside—and that’s how the rest of the class responds to these presentations. When the teacher talks, students more or less have to pay attention, at least some of the time, but when their classmates present, they can be comatose. Not only does this make it more difficult for the presenter, it means the students listening are not likely having any sort of learning experience. Peer evaluations are one way to get students listening and learning from the presentations of others, as the authors of the article referenced below have documented. Students attend more carefully to what their classmates are saying when the evaluations they are doing “count.” In this article, which describes the use of peer evaluations in ten 300-level political science courses, students evaluated every presentation and those evaluations constituted between 3 and 5 percent of their course grade—an amount the authors describe as “just enough to make the students take this assignment seriously.” (p. 806) The quality of the feedback students provide is improved when they use criteria (in this case the same one the teachers used) to assess the presentations. Without much experience critiquing presentations and with no specific guidelines, they are likely to offer feedback that is generic and not particularly helpful, such as “Good presentation.” These authors had students in each of the 10 classes evaluate the peer evaluation assignment, and that feedback indicates the merit of having students do the evaluations. Seventy-three percent of the students agreed or strongly agreed that completing the evaluations made them pay more attention to the presentations. Almost 60 percent said doing the evaluations gave them a different perspective. “Students indicated they gained a different insight into the process, rather than just sitting through presentations without having any objective or direction as an audience member.” (p. 806) Another sizable majority, almost 74 percent, agreed or strongly agreed that completing the evaluations clarified expectations for the presentation assignment. Students were equally clear that they did not want the evaluations of their peers to have any role in determining their grade for the presentation. This response is interesting in light of the fact that an analysis of a subset of the data revealed a high correlation between instructor and student grades (r = .740). Instructor grades were slightly higher than student-assigned grades. Even though small, this difference was statistically significant. And even though students didn’t want the assessment of their peers to count, over 80 percent agreed or strongly agreed that the feedback of peers would be helpful in improving subsequent presentations. It is appropriate for teachers to consider the learning potential of presentations, not just for the presenter, but for the audience. Peer evaluations can be used to increase the level of attention paid to those presentations and the learning that might result from listening. Rather than incorporating peer critiques into the grade of the presenter, maybe part or all of the critique grade could be determined by the presenter, who rates the quality of the feedback provided. As these authors note, sometimes the logistics of peer evaluations discourage faculty from using them—multiple evaluations to collect, record, sort, and return. Or assign a certain number of peer reviewers to each presentation. That ensures that at least a portion of the audience are attending, and with fewer evaluations to prepare, students could be expected to provide more detailed feedback. Or how about some bonus points to the students whose presentations are rated highest by their colleagues? Peer evaluation in the political science classroom. The details associated with using peer evaluations can be handled in a variety of interesting and useful ways. I use detailed, company provided power point presentations that correspond. If you teach 30-45 classes in a pay period, you receive a $.50 per class bonus. teaching ESL from home gives me with my family and schedule.
This assnment was one that I gave to my EDU. - SUNY Oswego It involves getting together 10 (or more) men and women and providing them with an opportunity to talk to each other, one-on-one, for five minutes each. I modified this dating technique to make classroom presentations provide more practice with oral language while making them less threatening for students. What you do is you have students prepare a five-minute oral presentation, based on a topic of your choice. Next, they present it five times to five different people in the class. They conduct their five-minute oral presentation, and then they listen to their partner present for five minutes. I like to set up a list with names along with partners so that everyone knows whom they will be presenting for, but you may prefer to have them rotate on their own – especially if you can set up the classroom with desks in an outer circle and an inner circle to facilitate rotations. I also use a timer set to five minutes to ensure that everyone gets his or her allotted amount of time to present. Students respond positively to the format because they do not feel too overwhelmed having to present in front of an entire class, and they comment that by the fifth presentation they feel much more comfortable and fluent. They also remark that having to listen to five presentations one-on-one keeps them focused, as opposed to hearing a series of presentations from every student in the class. Last, I use an invitation (to make the idea enticing) with the following information to go over with the students while I verbally explain the “Speed Demos”. Then, you switch to your next partner and repeat (demo for five, listen for five). (Insert each student’s name here.)22.214.171.124.126.96.36.199.10. You may have to change the numbers depending on how many students you have in your class.*Don’t forget: five minutes for each group Round 11 – 62 – 73 – 84 – 95 – 10Round 21 – 102 – 63 – 74 – 85 – 9Round 31 – 92 – 103 – 64 – 75 – 8Round 41 – 82 – 93 – 104 – 65 – 7Round 51 – 72 – 83 – 94 – 105 – 6 Discussing the topic of speed dating sparks an immediate interest in students. You can bring food as well to make the atmosphere more relaxed. You get five minutes to demonstrate (tell) your exciting information. When I explain how we will do “Speed Demos”, they find it appealing and become very engaged. I have now done it several times with different groups. Afterwards, I have them reflect on the experience and what they learned. I hope you have success with “Speed Demos” and find it as rewarding as I have. My presentation consisted of many important aspects and. acronyms that relate to TESOL 2.1, characteristics of ESL students 2.2, and the roles of the teachers when. I now know that all of that hard work actually does pay off. Sharing.
Giving and Accepting Compliments in English – ESL Library Blog We had a great time on our ESL Field Trip to Eat n Park restaurant, ordering the buffet, or from the menu, sampling new food and learning how to pay a bill to include a tip. We had a program that included a History Game, a visit Venezuela Poster, Music on the violin and piano, and novel and book mobiles as well as story summaries and a Spring chant that students in grades K-11 performed for their parents, teachers and an administrator from the Sr. We ate food from Brazil, China, India, Pakistan, Venezuela, Russia and the USA and had a chance to meet and talk with each other after the show. We had 57 people attend, watching a video of student performances in grades 2-12, and live performances by students in K-9th grade. We had 35 people come to see our ELLs present posters about their ESL activities, sing verb chants and sing a weather song. Then everyone had a chance to sample food from all of the different cultures represented in our ESL classrooms. All Secondary ELLs have the opportunity to go on this field trip each year. We also had a chance to share food from countries all around the world from Germany, to Turkey, to Russia, to China, to Mexico to Colombia to the Dominican Republic and the USA! After the show, we shared food from over 10 different cultures. Click here to see the ESL Family Night powerpoint of the evening. We continued our tradition of families bringing their favorite family food from their home country and students providing the entertainment from cultural poster and powerpoint presentations to music and unicycle demonstrations and 2 video plays. We had a great program and a lot of delicious food from 7 different countries (China, Egypt, India, Pakistan, Russia, United States and Venezuela)! We had over 55 parents, students, administrators and teachers at our was FANTASTIC!!!! There was a Senior Project presentation, ELLs in grades K-12 made video tapes of plays they wrote, and chants they performed followed by live music on the recorder and keyboard. esl family night 2009family night 2009At theesl family night 2007Students in grades K-12 in the ESL Program hosted an ESL Family Night May 14, 2007. Parents brought their family's favorite food and student entertained family, administrators, substitute teacher and friends with their projects, a song and explanations of what they have done in their ESL classes this year. ESL Family Night 2006esl family night 2006 powerpoint Students in grades K-12 in the ESL Program hosted an . Parents brought food from their native countries and students entertained family and friends with posters and discussions of work they have done in class as well as several plays by younger students. I always tell my students that the one that means “extra” has an extra “e”. Ask your students to. A Your presentation was great. B Are you.
Presentation Tips for Non-Native Speakers Science AAAS Presentations are a great way to have students practise all language systems areas (vocabulary, grammar, discourse and phonology) and skills (speaking, reading, writing and listening). They also build confidence, and presenting is a skill that most people will need in the world of work. I find that students who are good presenters are better communicators all round, since they are able to structure and express their ideas clearly. Normally the presentation will come towards the end of a lesson or series of lessons that focus on a particular language or skill area. This is because the students need to feel relatively confident about what they are doing before they stand up and do it in front of other people. If I have been teaching the past simple plus time phrases to tell a story, for example, I give my students plenty of controlled and semi controlled practice activities, such as gapfills, drills and information swaps before I ask them to present on, say, an important event in their country's history, which involves much freer use of the target grammar point. I want people to know about why volcanoes form and why they erupt. This would be an informative/awareness-raising presentation. So by the end, everyone should know something new about volcanoes, and they should be able to tell others about them. My plan might look like this: I find that presentation lessons pass very quickly, due the large amount of preparation involved. With a class of 20 students, it will probably take at least 3 hours. With feedback and follow-up tasks, it can last even longer. I try to put students into groups of 3 or 4 with classes of up to 20 students, and larger groups of 5 or 6 with classes up to 40. If you have a class larger than 40, it would be a good idea to do the presentation in a hall or even outside. Classroom management can become difficult during a presentations lesson, especially during the final presenting stage, as the presenters are partly responsible for managing the class! There are a few points I find effective here: 'Paralinguistics' refers to non-verbal communication. This is important in a presentation because eye contact, directing your voice to all parts of the room, using pitch and tone to keep attention and so on are all part of engaging an audience. I find it's a good idea to let students in on the assessment process by setting them a peer observation task. The simplest way to do this is to write a checklist that relates to the aims of the lesson. A task for presentations on major historical events might have a checklist like this: And so on. This normally helps me to keep all members of the audience awake. To be really sure, though, I include a question that involves personal response to the presentation such as 'What did you like about this presentation and why? If working with young learners, it's a good idea to tell them you will look at their answers to the observation task. Presentations are a great way to practise a wide range of skills and to build the general confidence of your students. Due to problems with timing, I would recommend one lesson per term, building confidence bit by bit throughout the year. You gave some tips of how the students can present their presentations. In a school curriculum this leaves time to get through the core syllabus and prepare for exams. During the presentation most students feel confidently themselves. That is to say, they set their aim, why they show this presentation. I think if the students work together on their presentations, it will be perfectly. I think it is the most thing to present the presentation. Points i agree or disagree with the author: I would like to tell that I strongly agree with the author’s opinion that through presentation students develop and practice all language system areas such as vocabulary, discourse , grammar and all 4 Skills as well (reading, writing, listening and speaking). Moreover, I support Tom Hayton’s idea that presentations are a great way to build a confidence of students and communication skills. In evidence, people who are good presenters are able to express their ideas clearly, they can make a speech in front of audience. What is more, I appreciate her writing style, because firstly she wrote a plan and then started her article. Each paragraph has a headline with a new idea in it. Also, I appreciate her list of assessment criterias. They are: -Range/Accuracy of vocabulary -Range accuracy of grammar -Discourse management -Paralinguistic features(eye contact,voice,tone) Own point of view on the article: From my point of view making a presentation is a great chance to demonstrate your ability, to share your knowledge with others and learn something new from your peers . The author could described it in wide range in his article. From my own experience I can say that monthly presentations that i had at the University increase my speaking and communication skills. In addition, I could overcome my fear to speak in front of people, and now I feel myself confident while speaking in public. I am very thankful for this to our teachers, who gave us special assignments in a form of presentations and explain the way of making them. The author gave very helpful tips and some advice about helping students to prepare and deliver presentations. In my opinion, the skills that we will gain from making them will effectively help us in our future career. Point for the author to consider: Tom Hayton could demonstrate to the readers that making presentations is the best way of involving students in a learning process. Nevertheless, I would like to mention that there are still silent and passive students, who cannot express their points of view. These students can learn by hard their speech, but they still are not able to state their own opinion, they memorize information without understanding. I suppose, that every educator should take this point into consideration, and try to create a special way or method of involving that silent students. I would like to know how roles are divided between students and what roles? in other words, what student is responsible for doing and presenting their project? You have made some excellent points and suggestions. All in all the article is very useful thank you in advance for your answer. A couple of questions: Did you do an individual assessment for each student and an assessment of the group as a whole? Did you have a peer review form for each students to complete as they listened to the presentation? I was very. nervous because it was my first presentation, and it was. in. Pay particular attention to acronyms, pausing between letters so.
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