Miami Dade College

InterAmerican Campus

General Ed Survey

Kelly Hernandez, Curriculum and Assessment Specialist, Project ACE, Miami Dade College-InterAmerican Campus lectures on the building curriculum based on EAP- General Education Survey.

PDF version of the presentation

Backwards Design

Kelly Hernandez lectures on Backwards Design for tailored curriculum, based on the work of Grant Wiggins.

PDF version of the presentation

  • Asking Questions in Class

    Gabriella Barsca

    PDF questionnaire leads students through the process of formulating and asking constructive questions to maximize class time. Competencies: 1D, 2D, 2C, 3C ,3D, 3F, 4C, 5B,

  • Content-Based ESL Writing Curriculum: A Language Socialization Model

    Gulbahar H. Beckett-University of Cincinatti, Virginia Gonzalez-University of Cincinnati, Heather Schwartz-DePaul University

    In this paper, we propose a content-based, advanced level adjunct English as a Second Language (ESL) instructional approach for writing from a language socialization theoretical framework using basic principles of systemic functional linguistics (Halliday, 1994) and sociocultural theory of learning (Vygotsky, 1986). We emphasize an ESL curriculum that stimulates ESL students to learn domain specific knowledge, to develop cognitive and meta-cognitive learning and thinking processes, and to learn rhetorically and lexico-pragmatically appropriate writing (Raimes, 1983). We provide a complete review of the theoretical principles derived from research based on integrative curriculum for second language (L2) students. We explain how an adjunct course model (Adamson, 1993; Mohan, 1986) can be used to design the specifics of the course.

  • Navigating Uncharted Waters: An Accelerated Content-Based English for Academic Purposes Program

    Kelly Hernandez-Miami Dade College, Michelle Thomas-Miami Dade College, and Cynthia Schuemann Miami-Dade College

    This article chronicles an English for Academic Purposes curriculum development experience of a grant-funded project to create an Accelerated, Content-based English curriculum for intermediate and advanced-level English Language Learners.

  • Complete Lexical Tutor

    Université du Québec à Montréal

    Data-driven language learning on the web.

  • Content-Based Language Teaching with Technology

    University of Minnesota

    Online module from the Center of Advanced Research on Language Acquisition.

  • Levels Test BNC Version (1-14k)

    Université du Québec à Montréal

    Tests for students to see which levels of vocab they have (1st level 1,000 words to 14th level 1,000).

  • Corpus of Contemporary American English (COCA)

    Corpus at Brigham Young Universty

    Free access to 450 million word corpus covering American English from 1990 to 2012.

  • Project-based ESL Instruction

    Alberta TESOL, Mount Royal College, Calgary, Canada

    Summary of literature review on project-based learning.

  • Teaching Language Through Content

    Center for Applied Linguistics

    Resource Guide from the Center of Applied Linguistics.

  • Vocab Levels Online tests (by P. Nation & B. Laufer, adapted by T. Cobb)

    Université du Québec à Montréal

    Use these tests to find the growth-edge of your vocabulary (1K onto AWL List).

  • Vocabulary in EAP

    Andy Gillett, Using English for Academic Purposes, UEFAP.com

    Using English for Academic Purposes: A Guide for Students in Higher Education.

  • Vocabulary Profiler

    Université du Québec à Montréal

    A program that tells you how many words from various word frequency lists.

Learning Communities

  • The Challenge of Learning Communities as a Growing National Movement

    Association of American Colleges and Universities

    Learning communities have become a growing national movement.1 Four or five hundred colleges and universities now offer them, and the number continues to increase. They are found in virtually every state, in both public and private colleges and universities, and in a diverse range of institutions. Learning communities are a broad structural innovation that can address a variety of issues from student retention to curriculum coherence, from faculty vitality to building a greater sense of community within our colleges. On some campuses, the learning community effort is very large; on others, it is small. On most, it is fragile, even if it has been in place for several years.

  • A New Era in Learning-Community Work: Why The Pedagogy of Intentional Integration Matters

    Change: The Magazine of Higher Learning

    The pressure is on at that point to offer technical advice and an appropriate model for this scaling-up. But we resist this pressure. Instead, we now respond to teams' applications by asking another set of questions: Which students will be included? Why these courses? What kind of learning do you want students to experience? And so on. In other words, we deliberately shift attention away from the creation of learning-community models to the generation of learning.

  • Steps for Initiating a learning community

    Maricopa Community Colleges

    As the learning communities become more seamless, other creative frameworks can be developed, depending on the nature of the relationships among the integrated courses. Seamless integration requires that the learning objectives and underlying concepts of several courses be loosened from the disciplinary frameworks that usually order them. The resulting collection of ideas and objectives can be unwieldy until they are synthesized within new frameworks that are complex and abstract enough to encompass them all. Without such "roadmaps" to guide them, the instructors (and students) quickly lose their way as the semester progresses; they become overwhelmed and confused. It is harder to evaluate how the course is going--harder to know if you are on schedule.

  • Themed Learning Communities

    Lauren P. Chism, Director of Themed Learning Communities

    Discusses the practical mechanics of creating course specific learning comminutes.

  • Sustaining Learning Communities

    Indiana Universit-Purdue University Indianapolis

    Much has been written about the quixotic quality of educational innovation – here today, gone tomorrow. Seasoned educators recognize the pattern: good ideas followed by cautious optimism, hard work, and promising results. But once funding fizzles, institutional attention moves on. Who wouldn't want to hunker down in the privacy of the classroom?

  • Kingsborough Community College currently supports three learning community

    Kingsborough Community College

    Learning communities involve collaboration, not only across academic departments, but across other institutional resources that serve student needs. Departments such as academic affairs, student development, and the library offer services and skills that contribute to the mission of learning communities and to students' experience of higher education..

  • Learning Communities and Student Success in Postsecondary Education

    Derek V. Price

    Learning communities bring together small groups of college students who take two or more linked courses together — typically as a cohort. During the last few decades, many colleges and universities have started or expanded learning communities as a method to deliver curricula to students and forge closer bonds between students, among students and faculty, and between students and the institution. The learning community "movement" has grown in large part because of the leadership and advocacy of the Washington Center for Undergraduate Education at Evergreen State College. Founded in 1985, the Washington Center expanded its support for learning communities nationally after 1996 with support from the Fund for the Improvement of Postsecondary Education (FIPSE) and the Pew Charitable Trusts. As of August 31, 2005, more than 245 learning communities were listed in the online directory of the National Learning Commons.

  • Sustaining Learning Communities

    Indiana University-Purdue University Indianapolis

    Much has been written about the quixotic quality of educational innovation – here today, gone tomorrow. Seasoned educators recognize the pattern: good ideas followed by cautious optimism, hard work, and promising results. But once funding fizzles, institutional attention moves on. Who wouldn't want to hunker down in the privacy of the classroom?

  • Standards for the Senior Learning Community

    Wagner College

    By the end of the senior year, all students must successfully complete a learning community (LC) with a reflective tutorial in their major. The Senior LC is a summative experience that contains the following elements: a summative major course and an RFT that includes a 100- hour experiential component, a substantial and sophisticated written project, and a presentation.

  • FYP First Year Program

    Wagner College

    Our First Year Program (FYP) is designed to help students take charge of their own education and use the tools that are necessary for active and lifelong learning. The FYP Learning Communities create conversations and links between subjects and courses. By linking those courses to genuine fieldwork in communities and organizations, students discover the connections (and sometimes the disconnections) between ideas and real-world problems. Beginning with the very first semester at Wagner, students are involved in real-world problems and field work directly linked to their coursework.

  • Learning Communities at the Crossroads

    Ohio University: Linda Caron, Associate Dean College of Liberal Arts Henry Limouze, Associate Provost for Faculty and Staff Affairs Wright State University

    Although learning communities date back to the 1920s, the modern resurgence of learning communities began in the 1980s. By 2000, more than five hundred institutions offered learning communities; by 2007, 30% of first-year students at doctoral-extensive and master's institutions were enrolled in a learning community. Studies have shown that when done well, learning communities can make a critical difference in student success, especially for some minority and underprepared populations. Despite the growth in learning communities, they have remained an "add-on" component rather than being fully integrated into the curriculum and structure of the institution. In addition, institutional goals and assessments of learning communities (retention, transition to college) are not always the same as the broader educational objectives of learning communities (academic inquiry, integrated knowledge). Learning communities have not yet scaled up to the level where they transform the structure of the university. This paper looks at the entwined history of learning communities, general education, and liberal education; the current data on learning community effectiveness; the challenges now facing learning communities; and the possible future evolution of learning communities.

Student-Teacher Technologies

  • Jing, Share Ideas Instantly

    TechSmith.com

    Give your students the information they need, when they need it. Use Jing to record your feedback as you grade papers, or take a snapshot to share with your class. Your students can even use it to collaborate, or ask questions!

  • Voice Thread

    voicethread.com

    VoiceThread bridges the gap between real-time discussions and standard video lectures or online presentations. This makes VoiceThread the platform for teaching, learning, training, and collaborating, on-demand.

  • Portaportal

    portaportal.com

    This web based service offers easy bookmarking to store and share your favorite web links.

  • Ted Talks: Ideas worth spreading

    www.ted.com

    Riveting talks by remarkable people, free to the world.

Corpus related topics for students and teachers

  • Concordance

    United Arab Emirates University

  • Just the Word

    www.just-the-word.com

    Online Thesaurus and list of common learner errors.

  • PHRASE.IN

    Francesco Benetti

    Manual proof reading that works. Allows users to comparatively test two phrases.

  • Easy Define v2.0 and InstaDefine Beta

    www.easydefine.com

    List it. Define it. Learn it. InstaDefine provides complete dictionary entries.

Teacher Resources

  • Hot Potatoes

    The Hot Potatoes suite includes six applications, enabling you to create interactive multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises for the World Wide Web. Hot Potatoes is freeware, and you may use it for any purpose or project you like. It is not open-source.

  • Teaching content through a second language

    Cambridge University Press

    The results of foreign language immersion have shown that students can develop content knowledge at the same time as they develop language skills. In immersion, majority language students are educated in a new language. In total immersion programs, school activities from mundane tasks such as collecting lunch money to cognitively demanding tasks such as learning how to read are conducted in a foreign (second) language. Numerous studies of Canadian immersion programs have shown that English-speaking students schooled in French not only attain higher levels of proficiency in French than in any other school-based model of second language instruction but do so at no detriment to their native language, academic, or cognitive development (Genesee, 1987; Lambert and Tucker, 1972; Swain and Lapkin, 1985).

  • Corpus Linguistics: What it is and how it can be applied to teaching

    Daniel Krieger, Siebold University of Nagasaki

    This insightful article describes corpus linguistics and its usefulness in teaching.

  • A Six-T's Approach to Content-Based Instruction

    Fredricka L. Stoller and William Grabe

    Professionals in many instructional settings are developing approaches to content-based instruction (CBI) which emphasize the multiple benefits of integrating language and content instruction for second language (L2) students. The approaches vary, however, representing diverse contexts for instruction, different perspectives on the integration of content and language, and differing assumptions about content, language, and learning strategies. Despite differences in theoretical and practical orientations, these approaches to CBI uniformly view language as a medium for learning content, and content as a resource for learning language. In addition, they endorse purposeful and meaningful language use in the classroom, while assuming a distinction between academic and social language. Most approaches also assume pre-selected, predetermined content, specified in institutional curriculum guidelines or existing course offerings.