What do teachers attend to in curriculum materials?

In this paper, we describe an emerging methodology using eye tracking to explore teachers’ curricular attending as they interact with curriculum materials to design a lesson in order to learn what teachers pay attention to and how this attention shifts during planning. We propose affordances of this new method, remark on some of its limitations, and propose future directions

Enjoyable Vocabulary Teaching and Learning with Cultural Differences

Language learners have to learn sufficient quantity of words to communicate by using the target language, but learning vocabulary is not easy at all. It is essential that learners motivate themselves and pay a lot of attention to the words. This can be done by comparing cultural differences in a context or using the words in sentences, the meanings of which reveal different application of cultural values. For culture is what shapes our behaviour in life, they represent the way we are. So that utterances, statements, sentences which have something to do with our culture or foreign cultures are very likely to attract our attention and motivate us. In fact, by speaking about cultural differences, we give life to vocabulary in class settings. Students are able to learn the meanings of words by actually living them. So that it is not only learning some words but also dealing with different understandings and applications of life as well. These differences can be acted out, discussed, written, or drawn. In any case, students find themselves in an atmosphere where learning is not dull and boring, but pleasant and enjoyable.vocabulary, cultural differences, multiculturalism, ELT methods, EFL, ESL.

Adapted design of multimedia-facilitated language learning program for children with autism

The aim of this pilot study is to help researchers construct an appropriate multimedia-supported learning program for students who have autism. The results of this pilot study assisted the multimedia learn program designers to pay attention to the need of the development of a clear and simple layout, multiple level of content presentation, and simple but direct audio instructions. The core conclusion is the significance of the need for caring individual differences of these students during the learn process.published_or_final_versio

A Comparative Study on the Design of Reading Teaching Activities for Novice and Experienced Primary School English Teachers: Based on the “View of English Learning Activities”

From the perspective of English learning activities, based on the three dimensions of the classification framework: learning and understanding activities, application and practice activities, transfer and innovation activities, this paper compares and analyzes the design of teaching activities in reading class between a novice teacher and an experienced teacher. Based on research results, this paper puts forward the following suggestions: 1. Teachers should pay attention to different types of activities and balance the proportion of different activities. 2. Teachers should focus on the use of transfer and innovation activities, and pay attention to the cultivation of students’ thinking quality. 3. Novice teachers should learn more from experienced teachers and attach importance to the connection and progression of activities

THE INFLUENCE OF FRIEDMAN'S METHODOLOGICAL ESSAY

Many leading methodologists have described the central role that Milton Friedman''s 1953 essay (henceforth referred to as F53) has played in methodological discussions. (See for instance Daniel Hammond, 1998; Kevin Hoover; 2001; Roger Backhouse 2002.) However, it does not necessarily follow that it has had a great influence on the practice of economics, because practicing economists pay little attention to free-standing discussions of methodology; at best they learn their methodology by seeing it put to work on substantive problems.1 Arguably, Friedman and Schwartz''s (1963) A Monetary History of the United States, has had more influence on the methodology of practicing economist than did F53. The most pervasive methodological influence in macroeconomics in the last thirty years has been the insistence of new classical economists on reducing macroeconomics to microeconomics, and in this they paid no attention to philosophical debates about reductionism