eLearnwithDANA learning platform is UNDER CONSTRUCTION
Generate customized docs in seconds, like magic, but real. 🧾
💻🏫A.I FOR TEACHERS
goblin.tools is a collection of small, simple, single-task tools, mostly designed to help neurodivergent people with tasks they find overwhelming or difficult.
Brisk Teaching 30+ tools for teachers
Lingotech Text and activity generator that can be target to specific language skills
Teachers using Diffit
Resources for any topic or lesson
Adapt existing materials for any reader
Export and share as student activities
Parlay round table discussions. Ready-made discussion prompts created by teachers from the global Parlay community.
In one click, create interactive quizzes, reading comprehension passages, questions and multi-part quizzes from any website with this Quizizz AI Chrome Extension!
Quiz and question generation from anywhere. Generate content from any publicly accessible websites, links, news articles, educational content, or YouTube videos (with closed captions or transcripts).
This library of teacher and learner resources is in the process of being designed. My aim is to support student and teachers' access to, and participation in, online and blended ESL learning.
The ESLwithDANA website is a work in progress, it has been created, constructed, deconstructed, and reconstructured by me.
As an eLearner, I have absolutely loved engaging with digital tools and educational technologies. The opportunity to study WEB DEVELOPMENT electives at Uni has proven fundamental. Helping others digitalise their teaching and learning inspired this eLearnwithDANA practical platform.
A wide range of easily accessible materials will be available for all current, previous, and future students.
Supporting documentation will be updated regularly so that families have the latest information available.
These resources will enable flexibility, agency, and accountability. Students will be able to choose their content, control their learning experiences, and engage with Ms. Dana.
This design concept is adapted from my experiences as a PRIVATE TUTOR. The learning FRAMEWORK is personalised to ensure students successfully reach their personalised learning goals.
QUICK
LINKS 🔗
The Common European Framework of Reference
The CEFR organises language proficiency in six levels, A1 to C2, which can be regrouped into three broad levels: Basic User, Independent User and Proficient User, and that can be further subdivided according to the needs of the local context. The levels are defined through ‘can-do’ descriptors.
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🔖Hemingway - Readability is a huge issue with online content. Readability supports reader experience helps search engines.
Assistive technology for reading
Assistive technology for writing
Assistive technology for listening comprehension
Adaptive tools — like highlighters, organizers, and timers — are a common type of AT. A great example of a simple AT tool is a pencil grip
Text-to-speech. makes a MASSIVE difference for students who have trouble focusing or with reading.
🔖Web Content Accessibility Guidelines (opens in new tab)
These docs support teachers in the explicit teaching and assessment of students’ thinking. The suite of resources includes cognitive verb overviews, cognitive verb year-level overviews and categories of common cognitive verbs. The cognitive verbs are categorised using Marzano and Kendall’s (2007) four levels of cognitive process: retrieval, comprehension, analysis and knowledge utilisation.
Cognitive verbs in the P–10 Australian Curriculum: Prep (Foundation) (PDF, 312.3 KB)
Cognitive verbs in the P–10 Australian Curriculum: Year 1 (PDF, 317.8 KB)
Cognitive verbs in the P–10 Australian Curriculum: Year 2 (PDF, 323.3 KB)
Cognitive verbs in the P–10 Australian Curriculum: Year 3 (PDF, 350.0 KB)
Cognitive verbs in the P–10 Australian Curriculum: Year 4 (PDF, 342.5 KB)
Cognitive verbs in the P–10 Australian Curriculum: Year 5 (PDF, 370.8 KB)
Cognitive verbs in the P–10 Australian Curriculum: Year 6 (PDF, 194.3 KB)
Cognitive verbs in the P–10 Australian Curriculum: Year 7 (PDF, 404.1 KB)
Cognitive verbs in the P–10 Australian Curriculum: Year 8 (PDF, 386.7 KB)
Cognitive verbs in the P–10 Australian Curriculum: Year 9 (PDF, 382.3 KB)
Cognitive verbs in the P–10 Australian Curriculum: Year 10 (PDF, 389.3 KB)
describe - give an account of characteristics or features
Here is a link to the co-operative learning guru: Kagan Co-operative Learning
In true co-operative learning classrooms, you sit a high and a medium/high next to each other and opposite them you sit a medium/low (opposite the high) and a low next to the medium/high. Then redo seating every six weeks using the same dynamics.
Rachael Roberts considers how we can adapt the learning experience to all learners through differentiation, and how doing this creates a positive learning environment for all learners. She shows the importance of pair and group work to provide learners with the support they need in a differentiated class. She gives ideas for differentiation in teacher-led activities and practical techniques and strategies for working on receptive and productive skills – reading, listening, speaking and writing.
This course is for those working or intending to work with Indigenous Australian people. Indigenous Australian Cultural Studies (IACS) offers both Indigenous and non-Indigenous students the opportunity to gain an understanding of the cultural diversity and ways of Indigenous Australians, communities and organisations.
It examines the cultural, social, economic and political contexts and issues confronting Indigenous Australian people. The dynamic and complex environment in which Indigenous Australian people are positioned is considered through an Indigenous Australian perspective.
All the units in this major are underpinned by principles of social justice and are informed by emergent Indigenous Australians critical theory. They are highly recommended to students interested in a professional career working alongside Indigenous Australians.