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Fw: etni Digest V2 #15
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Ask Etni
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Jan 15, 2004 01:49 PST
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----- Original Message -----
From: "FreeLists Mailing List Manager" <ecar-@freelists.org>
To: "etni digest users" <"etni digestsubscribers"@freelists.org>
Sent: Thursday, January 15, 2004 9:10 AM
Subject: etni Digest V2 #15
etni Digest Wed, 14 Jan 2004 Volume: 02 Issue: 015
In This Issue:
[etni] [FWD: what radio station??]
[etni] [FWD: Projects]
[etni] Re: Listening Comprehension
[etni] Doors to Diplomacy 2004 Web Site Competition
[etni] Mini-Projects
[etni] Film to view
[etni] Project on body language
[etni] Re: Mini-Projects
[etni] movies
[etni] [FWD: summer bagrut]
----------------------------------------------------------------------
Date: Wed, 14 Jan 2004 05:56:52 -0700
From: as-@etni.org
Subject: [etni] [FWD: what radio station??]
| | -------- Original Message --------
Subject: what radio station??
From: "Miri Yochanna" <yoch-@012.net.il>
Date: Wed, January 14, 2004 11:56 am
To: as-@etni.org
Hi,
I was wondering and my students were asking, the listening
comprehension
that will be broadcast on tomorrow's bagrut, what radio station is that
on?
They are trying to make sure their radio picks it up.
Thanks
Miri
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------------------------------
Date: Wed, 14 Jan 2004 11:38:22 -0700
From: as-@etni.org
Subject: [etni] [FWD: Projects]
| | -------- Original Message --------
Subject: Projects
From: "The Shermak Family" <po-@beeri.org.il>
Date: Wed, December 31, 1969 4:59 pm
To: as-@etni.org
Hello.
|
| | Though I am a silent (yet avid) reader of etnimail I feel I must share
a
wonderful experience I had today with my 11th grade 5 point class (and
Adele
s - they are working together on their literature-based project). The
students have completed the research part of the project individually
-
each working on a different aspect of the life and times of the author
of
their short story and now they are coming together as a group (of
three
students) and preparing a presentation on the results of their research
on
the writing of the story. They need to create a visual aid (be it
poster,
mobile, powerpoint presentation, comicstrip or anything else they can
come
up with) and a script for their presentation (and practice of course -
including music if they desire...). They must decide as a group if the
life
and times of the author effected the story and include it in their
presentation. Everyone in the group must speak in the presentation and
be
active in the making of the visual aid.
|
| | I wish that I could have filmed the class: EVERYONE was working -
unbelievable. They were helping other groups, working on the
computer,
drawing, cutting, pasting, arguing and having a really good time - IN
ENGLISH! I know for a fact that they have learned valuable lessons
from
doing this project, not just social ones.
|
| | It is true that this is a five point class (2 classes = 50 students in
groups of three) but it was really exhilarating.
|
| | I also teach other very weak classes and the projects are just as
fulfilling
only on a smaller scale with less time to actually sit back and enjoy
(what
a shame).
|
| | If I could only communicate to you these feelings more adeptly, I know
that
those who are skeptical and worried would think twice.
|
| | Give projects a chance, they can be just as rewarding as the AHA you
hear
from a good grammar lesson - in my opinion, even better!
|
| | Remember, it's almost the end of the week!
|
------------------------------
Date: Wed, 14 Jan 2004 20:19:13 +0200
From: Steiner Family <stei-@netvision.net.il>
Subject: [etni] Re: Listening Comprehension
Well, we have a surprise for you tomorrow!
The listening comprehension will be broadcasted on TWO different channels:
Reshet Gimmel and Resht Aleph.
(Yes, the same texts will be broadcasted on the different channels!!)
For further information, call Telemeser: 03 7655015.
If there are any questions/problems tomorrow, I can be reached at the Meteh
Habechinot in the afternnoon.
In the morning, I can be reached at 02 5603587.
Wishing your pupils lots of good luck tomorrow,
Judy
------------------------------
From: "Smith, Leslie" <LE-@pd.state.gov>
Subject: [etni] Doors to Diplomacy 2004 Web Site Competition
Date: Wed, 14 Jan 2004 16:42:11 +0200
The U. S. Department of State is sponsoring the "Doors to Diplomacy"
educational challenge - to encourage middle school and high school =
students
around the world to produce web projects that teach others about the
importance of international affairs and diplomacy. Each student team =
member
of the winning =93Doors to Diplomacy=94 Award team receive a $2,000 =
scholarship,
and the winning coaches=92 schools each receive a $500 cash award. The =
State
Department sponsors a trip to Washington, DC where the winners receive =
a
private tour of the State Department facilities, meet with key =
officials,
and participate in a special award presentation ceremony. To learn more
about this competition turn to http://globalschoolhouse.org/doors/
------------------------------
Date: Wed, 14 Jan 2004 08:25:59 -0800 (PST)
From: Rivka Lewenstein <rle-@yahoo.com>
Subject: [etni] Mini-Projects
Hi,
Today, my 10th grade 5-point students gave oral presentations as part of
their mini-project on body language. Because it was a mini-project, and not
a "real project" according to all of the NBA requirements, I felt that I
could do pretty much whatever I wanted with it, which made it a lot of fun.
The topic was body language (yes, we're also using Kaleidoscope), and
because I happened to have a whole book on body language at home, and this
is a small class, I just divided the chapters among the students, about 20
pages per pair. They had to read the material and come up with a list of at
least ten gestures demonstrating at least three types of behaviors (openess,
nervousness etc.). After putting that into writing, they had to incorportate
those gestures into skits, allow their friends to guess what behaviors they
were demonstrating, and then give a summary of everything they had learned.
It was absolutely delightful to watch their skits, and another teacher whom
they had invited and I were in stiches most of the time, as the students had
put a lot of humor and fun into their skits. Actually, it was so successful
that I would like them to do it again, this time for the whole grade, as
well as the principal who was sorry to have missed it.
My point? Exactly what Galia said in her letter of two days ago:
<SNIP>One last comment - I'm not sure that grandious projects educate and
stimulate our students more than shorter, less comprehensive but just as
interesting "mini-projects" or task based projects (or whatever name you
want to give them) do.
RESEARCH projects can be left for the Hebrew subjects. At least for
now. <SNIP>
As I said, I didn't do this project according to the NBA, as the students
used only one source rather than the four required for five point students,
although I do have checklists, rubrics and a reflection. I didn't bother
with a cover or a bibliography. We still have one more stage to go (some
more writing), but so far I can tell you that my students are enjoying this
project immensely, and they ARE learning from it - no doubt about it. Yes,
last year's students also learned plenty from their much longer research
project, and they enjoyed that as well, but is it always necessary?
All the best,
Rivka
---------------------------------
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------------------------------
Date: Wed, 14 Jan 2004 19:31:07 +0200
From: Ruth & Elchanan Lipshitz <ilch-@netvision.net.il>
Subject: [etni] Film to view
Dear Listmates, I am working with some adult women and we have read a series
of articles on the discipline of young children. Was wondering if there
might be some short type of film or video that I could show that would
relate to this topic. Am open to suggestions. Thanks Ruth Lipshitz e mail
address: ilchanan@ netvision.net.il
------------------------------
Date: Tue, 13 Jan 2004 21:25:01 +0200
From: DVORA KIDORF <DKID-@NETVISION.NET.IL>
Subject: [etni] Project on body language
I would like to be in touch with anyone who did a project on body
language.I am interested in doing this with a class that has no access to
the internet so if anyone could direct me to sources that they could use,I
would be grateful.Many thanks Dvora Kidorf
------------------------------
Date: Wed, 14 Jan 2004 21:23:16 +0200
From: Gail Mann <ga-@etni.org>
Subject: [etni] Re: Mini-Projects
Hi Rivka
Your project sounds terrific and it sounds like a "real" NBA project
to me.
The NBA handbook says the following on page 22:
The number of resources is dependent on the length, level and nature
of each resource. Teachers should use their discretion when
determining the number of resources required. Please note that
resources can be either written, (e.g. articles) or oral, (e.g.
interviews). Teachers should take into consideration the length of
the resources.
In addition, on page 21 it says:
The length of the project (the written and oral presentation) depends
on:
· the year when the pupils are doing
the project (10th, 11th or 12th grade)
· whether the pupils are doing the
project individually, in pairs or in groups
· the nature of the project.
Teachers should therefore decide on the length of the project based on
the level of the class and the topic of the project.
These two points were included in order to allow for flexibility in
the minimal requirements for project work.
I also do not see the word "research" in the Project Work section of
the NBA handbook.
My point?
Projects are not necessarily research projects.
The project requirements are flexible and designed to suit individual
teachers and classes needs.
Yes - your project is a real NBA project
And YES - NBA projects are supposed to be fun
Anyone in doubt of whether their project is a "real NBA project" -
please feel free to ask your regional inspector or NBA lecturer (or
email me if this is a problem).
Gail
----- Original Message -----
From: Rivka Lewenstein
To: et-@freelists.org
Hi,
Today, my 10th grade 5-point students gave oral presentations as part
of their mini-project on body language. Because it was a mini-project,
and not a "real project" according to all of the NBA requirements, I
felt that I could do pretty much whatever I wanted with it, which made
it a lot of fun.
The topic was body language (yes, we're also using Kaleidoscope), and
because I happened to have a whole book on body language at home, and
this is a small class, I just divided the chapters among the students,
about 20 pages per pair. They had to read the material and come up
with a list of at least ten gestures demonstrating at least three
types of behaviors (openess, nervousness etc.). After putting that
into writing, they had to incorportate those gestures into skits,
allow their friends to guess what behaviors they were demonstrating,
and then give a summary of everything they had learned. It was
absolutely delightful to watch their skits, and another teacher whom
they had invited and I were in stiches most of the time, as the
students had put a lot of humor and fun into their skits. Actually, it
was so successful that I would like them to do it again, this time for
the whole grade, as well as the principal who was sorry to have missed
it.
My point? Exactly what Galia said in her letter of two days ago:
<SNIP>One last comment - I'm not sure that grandious projects educate
and
stimulate our students more than shorter, less comprehensive but just
as
interesting "mini-projects" or task based projects (or whatever name
you
want to give them) do.
RESEARCH projects can be left for the Hebrew subjects. At least for
now. <SNIP>
As I said, I didn't do this project according to the NBA, as the
students used only one source rather than the four required for five
point students, although I do have checklists, rubrics and a
reflection. I didn't bother with a cover or a bibliography. We still
have one more stage to go (some more writing), but so far I can tell
you that my students are enjoying this project immensely, and they ARE
learning from it - no doubt about it. Yes, last year's students also
learned plenty from their much longer research project, and they
enjoyed that as well, but is it always necessary?
All the best,
Rivka
------------------------------
From: "sonja Berkowitz" <berk-@zahav.net.il>
Subject: [etni] movies
Date: Wed, 14 Jan 2004 21:38:54 +0200
Hi everyone.
I have a question not concerning English teaching.
I have been told about a move called "Deceived" staring Goldie Hawn. Anyone
know how it is called in Hebrew? (The video stores need Hebrew names, not
English ones!)
Thanks for the help.
Sonja Berkowitz
------------------------------
Date: Wed, 14 Jan 2004 14:27:52 -0700
From: as-@etni.org
Subject: [etni] [FWD: summer bagrut]
| | -------- Original Message --------
Subject: summer bagrut
From: "veronica foldes" <verd-@hotmail.com>
Date: Wed, January 14, 2004 2:01 pm
To: as-@etni.org
I have a strong 10th grade N.E.S. class. I would like them to do module E
|
this summer, F in the winter of 11th grade and G in the summer of 11th
grade. I would also like my (strong) 5 point 11th grade class to start the
first module(E) this summer. Is that possible as of now?
| |
Perplexed Veronica
The new MSN 8: smart spam protection and 2 months FREE*
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------------------------------
End of etni Digest V2 #15
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