Language for Life Online Course (PD340) PL hours: 8

(1 customer review)

AUD $245.00

This popular 8 hour professional development grammar workshop is for teachers, homeschool parents, psychologists, and speech therapists, and is aimed at teachers of children ages 9 and upwards.

Do online courses in your own time over a three month period. Live help and support available during the course. Collaborative forums to foster discussion and support.

I want to teach grammar: where do I start?

Every English poet should master the rules of grammar before he attempts to break them.

Robert Graves

At my practice, Lifelong Literacy, we have always had enormous fun with lessons about word power. The fact that my students have returned week after week makes me think that they have had fun learning it.

As usual, tailor-making programmes for hundreds of students began to grow into something else. All the facts were distilled and became a useful program. I’ve called it Language For Life.

Our Language for Life Online course has been popular with educators worldwide since 2014.

Here’s what some of the graduates have been saying:

“This is a great course. I found it was a useful tool to remind myself of the different parts of speech, and it provided me with confidence to teach this to my students. I found the marking of the universals and the parts of speech within a passage of writing a great tool to build an understanding of grammar and look forward to teaching that more explicitly. I really enjoyed this course. Thank you.”

P.T. – Primary teacher

“I really enjoyed the structure of this course and can appreciate how this would help teachers to tackle morphology with their students. I will be referring back to the resources in my work with teachers to support student learning.”

E.M. – Speech Pathologist

 

“I found the course very useful and informative.  Some of this course was great revision but I also found I learnt new skills.  The way it was set out displayed the steps needed to slowly build an understanding of grammar.  I have already begun to implement these with my grade during remote learning and look forward to using it face to face.  This course was very valuable. Thank you.”

B.P. – Primary teacher

 

“I agree with B.P. This has been informative. It highlighted to me the complexity facing us both from an instructional and learning perspective. This needs to be something we continue to reflect on ensure we are providing our students with the appropriate building blocks to enhance their understanding as they progress through the school.”

A.S. –  Primary teacher

 

“This is a great course. I found it was a useful tool to remind myself of the different parts of speech, and it provided me with confidence to teach this to my students. The worksheets and scripts are fabulous – easy way to start introducing these concepts to students and I’m sure will help me to develop my own confidence in this area.”

S.S. Primary teacher

We have overhauled the entire format and made it even easier to navigate the course modules and to download the materials.

Come and join us on this self-paced online course.

By the end of this eight-hour course, you should:

  • be able to define the six main parts of speech and show how they relate to one another in sentences,
  • know how to teach all the parts of a dictionary to students,
  • have an understanding of prefixes, bases and suffixes.

COURSE FORMAT:

It is completely self-paced but will be moderated in real time by Lyn and the Lifelong Literacy team.

COURSE MATERIALS:

  • a 40 page worksheet resource,
  • a cumulative guide to implementing each lesson, with scripts and teacher notes
  • access to the full suite of Language for Life course materials for three months from your first sign-in.

…or we can come to you!

To book live Language for Life workshop for your school, please contact us. We can organise face to face or Zoom-based in-services for your team.

IMPORTANT NOTE ON COURSE ACCESS

Course access is for three months from first login. First login is not the day you bought the course, first log in is when you went to Open Learning (our learning management system) and clicked on the link that took you to the actual course. That’s when your time starts to count down. Three months from that moment, your access will cease. Theoretically, you could buy the course and keep it on the back-burner for years without losing your access. But the moment you become an active user on Open Learning, is the moment your clock starts ticking. We are charged per user, so we have to time-limit your access. If you find that you need to extend your access, you can purchase extensions, month by month, for AUD$20 using this link.

Start date/s

June 5th 2013

Course duration

5 weeks

Course contact hours

6 hours

1 review for Language for Life Online Course (PD340) PL hours: 8

  1. Richard A. Hudson

    Grammar for life‘ is the perfect name for a book on grammar, and this book lives up to its name. Grammar is the key to how we use language in life, and the better the grammar, the better the life. Grammar is what makes language creative, allowing the highest form of intelligence.

    Creative syntax combines words in novel ways and creative morphology combines word-blocks to make new words. Creative grammar permits the highest forms of verbal art: poetry, science, jokes, wise advice – as well as lies, nonsense and rabble-rousing.

    Grammar is probably the most important mental ability we have, and the one that distinguishes us most sharply from other animals. But, like any other ability, it doesn’t come to us fully developed by Mother Nature. What grows naturally is just a small part of what adults need to function properly in the modern world. If you can’t combine words or make new words comfortably, then life is limited.

    How then can we help the next generation to the sophisticated grammar that modern society demands? This is where schools come in, and indeed the teaching of grammar has been one of the traditional functions of schools from the earliest days of literate society in the Middle East.

    In foreign languages, schools can teach children everything they need to know, at least at elementary levels; but in the native language, there’s simply too much of it for schools to teach, item by item. Instead, schools can help by teaching children to talk about grammar, to think about it, and to notice it.

    Armed with this mental skill, the skill of thinking about grammar, children can then learn much more easily from the language around them (and especially from their reading).

    Unfortunately, all the English-speaking countries rejected the teaching of grammar in the middle of the twentieth century, and are only just now starting to recognise its value again.

    So what can school teachers do about grammar, a subject that they themselves were never taught? This question is being asked throughout the Anglophone world, and in every country the answer is the same: teachers need imaginative and sensitive support from those who do know about grammar.

    They don’t need a course in grammar; what they need is material which they themselves understand and which they can use immediately with a class. As every teacher knows, there’s nothing like teaching something to deepen your own understanding of it. And of course at the same time, you’re introducing the next generation to the fascinating world of grammar. What a privilege!

    I congratulate Lyn Stone on building an excellent bridge between modern grammar and the primary classroom. The easy explanations, modelled analyses and classroom material should make it highly accessible to school teachers whose expertise lies elsewhere.

    Particularly important, in my opinion, are the very simple diagrams that she offers for showing how the words in a sentence fit together to make a single unified meaning; syntax without diagrams is like geography without maps.

    Both teachers and pupils will appreciate these simple tools for exploring sentence structure; and maybe, in the long run, the children will even have these little diagrams in their minds in their more creative moments.

    Richard A. Hudson, Emeritus Professor of Linguistics at University College London

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