NAVINDER KAUR DHIRAJ SINGH
Dato Jaafar Secondary School, Johor Bahru, Malaysia
About
A secondary school teacher and an enthusiastic ER practitioner. Recently been involved in e-flipbooks, by students for students. The e-poster for the flipbooks: https://heyzine.com/flip-book/912cc87a99.htmlSessions
All levels A MOOC to share about how to teach via ER more
Sat, Aug 6, 18:00-18:20 Asia/Tokyo
The Extensive Reading Foundation (ERF) has created a wide array of resources, and houses and publicizes resources created by others. This presentation reports on one of these ERF resources: the ER-MOOC (https://er-mooc.org). The MOOC is a course that engages educators in thinking about major aspects of Extensive Reading Approach. Those who register and complete the course receive an official certificate of completion from the Extensive Reading Foundation. The course was facilitated by Helene Demirci and Tom Robb, with help from many other contributors. It consists of 13 modules on topics such as “getting started with extensive reading,” tracking and assessing students’ reading,” and “introduction to websites for extensive reading and listening.” To help educators complete the course, 13 weekly 50-minute sessions are held online, one for each module in the MOOC. Five people from five different countries who participated in these sessions will share about the MOOC and the sessions.
School Combining Extensive Reading and Environmental Protection more
Sun, Aug 7, 16:30-16:50 Asia/Tokyo
This presentation describes a project that involved senior high school students in Malaysia in an English class where they did extensive reading in preparation for educating younger students about actions everyone could take to reduce climate change. In groups of 4-5, guided by cooperative learning principles, students chose their own environmental topics, researched them (mostly online), and prepared posters and other materials. The technique Gallery Tour was used in which the groups of older students stationed themselves and their materials around the classroom, and the younger students visiting from another class circulated among the various host groups who explained their ideas and fielded questions and comments. Extensive reading was involved in the initial preparation of the materials, in their refinement, and in responding to the questions and other feedback from the visiting class.