EMI 學生參與及評量

 Ref: OPEN MOOCs

1. Strategies to get students to participate in discussions and group projects
(1) students engaged in the content and ideas
(2) students engaged in critical thinking
(3) specific and detailed activities or prompts
(4) circle the room and check on students
(5) correct students' English only when necessary

2. Building participation in EMI courses
(1) Prompts with pictures
- comfortable in speaking English
(2) Pass the ball
- everyone has an opportunity to participate
(3) Laser pointer poiting
- talking in class and focusing on the content
(4) Tournament
- study collaboratively
(5) Pros and Cons
- review contents

3. Key principles in creating assessments
(1) should be ongoing
(2) feedback and grading
(3) Students should not be surprised by the graded assessment
(4) don't over-assess

4. Assessment options
(1) Classroom Assessment Techniques (CATs)
(2) Capstone Projects
(3) Portfolios
(4) Presentations
(5) Papers or Reports

5. Considerations in creating and using rubrics
(1) clear and as simple as possible
(2) linked to learning objectives
(3) criteria and descriptors should be based on student performance
(4) useful and fair rubrics take time

6. Steps to write a rubric
(1) identify the assignment and the learning objectives
(2) make a list of the criteria
(3) decide performance levels
(4) write descriptors for each performance level
(5) make the rubric
(6) decide how to give the rubric to the students
(7) try out the rubric

EMI 協助學生學英文

 Ref: OPEN MOOC's

1. "know" a word
(1) recognize it when reading
(2) recognize it when hearing
(3) use it correctly when speaking
(4) use it in writing

2. need to know and understand 95-98% of the words they hear (Hu and Nation, 2000; Nation and Newton, 2008)

3. Types of words
(1) Technical: specific meaning, explained and defined during a lecture
(2) Academic: common for higher education, ex. estimate, interpret, or principle
(3) General: common across all types of communication, ex. buy, cause, weather

4. Building content vocabulary
(1) definition
(2) synonym
(3) explanation
(4) illustration

5. Strategies for helping students with vocabulary
(1) Make a list of words
(2) Explain words in context
(3) Use visuals
(4) Use intuition and experience
(5) Small group discussions
(6) Re-use key words during class
(7) Glossary of key terms
(8) Explain new words in different ways
(9) Prepare students with key words for any assignments or assessments
(10) Use technology
ex. vocabulary.com, quizlet, Wordsmyth, Graphwords, Lingro

6. Assessment for students' reading skills
(1) brief summary in their won words of an assigned test
(2) brief, ungraded quiz
(3) read a text for homework and discuss it in small groups

7. Reading subskills
(1) Reading in detail:  the main idea and any relevant details
(2) Scanning: look quickly over a text and find specific information
(3) Skimming: look quickly over a text and get the main idea of the text
(4) Identifying opinions: fact or someone's opinion, ex. think, believe, seem, good, better, worst, should be
(5) Inferencing: what a writer means even though the writer doesn't say it.

8. Strategies for helping students read and understand content in English
(1) study guide with assigned readings
(2) introduction video
(3) training students to gain necessary content from reading
    (a) break it up
    (b) break it up and share
    (c) True or false
    (d) make an outline
    (e) bookmark note
    (f) use text-to-speech software

9. Considerations in planning and structuring content
(1) make lectures fairly short: < 15 min.
(2) use visuals to emphasize the main points
(3) handout with key points listed
(4) relate new course materials to students' lives
(5) set up study groups
(6) feedback

10. Tips for making slides
(1) an overview slide: objectives, outline, keyterms
(2) one slide equals one point
(3) limit to 6 lines per slide
(4) limit transitions, sound effects, and animations
(5) high-quality graphics and images
(6) relevant chars, tables, figures, etc.
(7) choose designs easy to read
(8) avoid unfamiliar abbreviations and jargon
(9) explain information on the slide, but don't read the slide
(10) citations

11. Strategies to help students understand EMI lectures
(1) speak slowly and clearly
(2) time for students to take note during lectures
(3) clear organizational signals
(4) explain or clarify key terms
(5) ask clear and direct questions

EMI 的課程表設計

Ref: OPEN MOOC's

 A. Contents
1. times that the course meets
2. room
3. name and contact information
4. office hours
5. course description
6. required textbooks/materials/technologies
7. student learning objectives
    observable and measurable!
8. assignments and their weighting
9. course policies
10. schedule

B. Bloom's Taxonomy

Levels of Learning Objectives	Suggested Verbs
Knowledge	define, describe, identify, list, match, memorize, recall, state
Understanding	classify, convert, describe, discuss, explain, summarize
Application	apply, calculate, demonstrate, discover, modify, predict, solve
Analysis	categorize, compare, differentiate, question
Synthesis	arrange, assemble, categorize, combine, design, formulate, generate
Evaluation	Argue, assess, choose, conclude, judge, justify, predict

words to avoid: understand, know, learn, appreciate, think about, develop

EMI 的課程設計

Ref: OPEN MOOCs

A. Backward Design
Stage 1: to identify the desired results
Stage 2: to determine the acceptable evidence
Stage 3: to plan learning experiences and instruction

B. Models
1. mini-lesson and a content lesson
2. start immediately with the contents and stop in order to explain key vocabulary or ideas.

C. Course revision or development
1. Planning Stage
2. Course Implementation Stage
3. Course Revision Stage

D. Strategies to help students build confidence
1. Build a supportive environment that encourages and rewards participation
2. Make sure students know you don't expect perfect English

E. Choosing materials
1. Review the Student Learning Objectives and Course Description
2. Review the Assessments, Assignments, and Grading
3. Review options for a textbook or materials
(1) content?
(2) level of English?
(3) affordable?
(4) different publications or online sources?
(5) visuals?
(6) relevant to global world or few cultures?
(7) online support?
(8) support while reading?
(9) student-centered learning?
(10) how much of the book will be required for the course?
(11) write materials or create instructional videos in English?

F. Differentiating Instruction
1. Same assessment exceptions
.... not let stronger student dominate discussions.
as a "scribe"
2. Flipped learning