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What is Engineering Mind-set thinking?

Engineering Mind-set Thinking is a way of thinking that combines the problem solving/design process with the life-skills that fosters dealing with others as in a team. It provides the culture, measurements, feedback, planning skills, tools and values of engineering without the high level knowledge of math and science (Content Knowledge). Mastering this way of thinking is important for all students, regardless of their career objectives.

You can integrate Engineering mind-set thinking into an existing curriculum by including project-based, experiential focus on all social skills that connect people & society to create a better design and problem-solving solution. It's the culture & tools for thinking. Away of thinking for an entire organization. 

The process is not only about solving problems but also about interfacing with people and the community to communicate background information about the problem. In the business world this means having empathy with your customer. The mindset is breaking the problem into manageable chucks to better understand the problem, taking a system view (inputs & outputs) of the problem and seeing the right issues are addressed for the needs of the community. It's being a leader of your learning environment and taking ownership and responsibility of the project. Engineering mindset also means seeing problems as opportunities and the fun in solving those problems.

Adapted from: https://cdn.websiteeditor.net/06ca7b6b3119475dafa9b75f534f6827/files/uploaded/ Engineering-Mind-set-summary-13.pdf Accessed on April 5, 2021.

(Available at: https://elearninginfographics.com/4-signs-you-have-real-flipped-classroom-infographic/ th Accessed on September 25 , 2020)

How teachers are trying to reach English language learners during pandemic

(Apr 29, 2020 4:23 pm – by Jo Napolitano, The Hechinger Report) 

Administrators at Dorchester School District Two in suburban Summerville, South Carolina, were well aware of the digital divide when they decided to give students both paper and online resources after shuttering schools because of coronavirus. But even their best efforts have some educators worried, especially those who teach English to speakers of other languages (ESOL).

Katie Crook, Newington Elementary School’s only ESOL teacher, didn’t hear back from many of the parents she texted early on. Many of her students, she said, were born in the United States and live in Spanish-speaking homes. So she tried a decidedly old-school means of communication: letter writing.

Crook began each note with a joyful “Hello!” before telling students how much she missed them. “I am so sad that school is closed and we can’t work together right now,” she wrote. “If you want, you can write me back and tell me how you are and what you have been up to. Love, Mrs. Crook.” The veteran teacher included a self-addressed stamped envelope along with every card.

“Their lives have been totally turned upside down. There is so much goodness in school that they are missing out on. I want them to know their teachers love them and miss them and are really excited about when they get to see them again,” she said. 

Crook received her first response April 9, and she was so thrilled by the correspondence that she tore it open right away. The letter, written on a blank piece of computer paper, was just a few sentences long — it began with, “Hi Mrs. Crook, I miss you to (sic)” — but was more than enough to prove her effort was worth it.

Among the more than 55 million students forced to stay home because of coronavirus-related school closures are at least 4.9 million English-language learners (ELLs). These students made up 9.6 percent of all school-age children in the fall of 2016, the last year for which such data is available. The number has likely risen, according to experts. 

By law, schools must ensure ELLs “can participate meaningfully and equally in educational programs,” according to the U.S. Department of Justice, Civil Rights Division, and the U.S. Department of Education’s Office of Civil Rights. And they must communicate with families in a language they understand. 

Schools often fell short of these requirements, even before the current crisis. 

Tim Boals, executive director of WIDA, a group that provides educational resources for multilingual learners, worries the shutdowns will result in an even greater marginalization of those students. “I think schools are struggling now to serve all their kids, so there is no doubt in my mind that this is an issue,” he said. (…)

(Adapted from: https://www.pbs.org/newshour/education/how-teachers-are-trying-to-reach-english-language-learners-during-pandemic. Accessed on September th 30 , 2020)

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BOOK REVIEW: HOW TO TEACH ENGLISH BY

JEREMY HARMER

Right at the top of the recommended reading list for Eton Institute’s TESOL (Teaching English to Speakers of Other Languages) program is “How to Teach English” by Jeremy Harmer. Alisa W., TESOL graduate from Eton Institute, shares with us a review of the book and how it helped her own personal TESOL journey.

Prior to the training course I took to learn how to be an EFL teacher, I had no formal teacher training, I had a limited exposure to different styles of teaching, and I had never even done basic self-reflection about why I preferred some instructors over others (I always assumed it was their personality that I enjoyed). If the CEFR gave teacher ratings, I would be at the A1.1 level. I read ‘How to Teach English’ by Jeremy Harmer as part of my TESOL training course, and it was perfect for my level. It is by no means a replacement to a full teaching course, but it is a valuable supplement to those who are learning and a good refresher for those who have been out of practice for a while. It provides contemporary teaching practices and keeps its descriptions pithy and hands-on.

While some of the sections are a bit obvious or too shallow to be useful, the book is so well organized that it is easy to find what you need and skip over what you don’t. Each chapter is divided into main sections (also listed in the table of contents), and subdivided again, bolds important words, and features a list at the end of the chapter that allows you to briefly review what you just read.

As with any well-designed reference book, the glossary, index, and appendices in the back are good sources for extending your self-education as a teacher.

The book comes with a DVD that has clips from real classes so you can observe good teaching practice in the comfort of your pyjamas and the support of a bowl of chips. The DVD wouldn’t play on my MacBook, so I can’t tell you if it is helpful or not. Another feature that is nice-to-have-but-I-didn’t-use is the “Task Files” at the back. After completing a chapter, you can quiz yourself by completing info tables, answering multiple-choice questions, matching definitions, and the like.

Adaptado de: ETON INSTITUTE. Disponível em: https://etoninstitute.com/blog/book-review-how-toteach-english-by-jeremy-harmer. Acesso em 27 mar. 2021.