This document provides guidance for teachers on key teaching practices, including giving clear directions, modeling, monitoring student work, being sensitive to student needs, using the board effectively, using visual aids, cueing students, eliciting responses from students, checking comprehension, correcting errors effectively, and providing feedback. The document discusses techniques for each practice and emphasizes the importance of clear communication, understanding students' abilities and needs, actively involving students, and avoiding embarrassment when correcting errors.
The teacher plays many important roles in educating students. They act as a model, motivator, and second parent. In the classroom, a teacher can take on roles like an observer, controller, prompter, tutor, organizer, assessor, participant, or resource. Each role serves a different purpose, such as observing student work, controlling class activities, motivating students, tutoring small groups, organizing lessons, assessing student performance, participating with students, or providing classroom resources.
The document discusses the eclectic language teaching method. It defines basic concepts like approach, method, and technique. It provides an overview of the eclectic method, noting that it allows teachers to incorporate best practices from different methods. The eclectic method has advantages like varied tasks, interaction, engagement and fast results. It also provides flexibility and breaks up monotony. Effective teaching methods should be simple, balance spoken and written skills, overcome accuracy vs fluency conflicts, reflect students' mother tongue, integrate technology, adapt to class conditions, and maximize meaningful contact with the foreign language.
The natural approach is a language teaching method based on how people acquire first and second languages naturally. It focuses on developing basic communication skills through meaningful interactions in the target language. Benefits include students interacting at their own level without being forced to respond immediately. However, critics argue it ignores essential course design factors and simply borrows techniques from other methods without unique methods of its own.
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The document discusses the communicative approach to language teaching. It emphasizes using language interactively and for real communication. The goal is to develop students' communicative competence through activities that simulate real-life situations. Teachers act as facilitators, while students do most of the communicating. Lessons focus on functional language use rather than just form.
Structural Approach and Communicative Approach in Language TeachingPriyanka Nain
The slides talk about the difference between method and approach first then there is a description of Structural Approach, its features and demerits. Then we have slides that describes Communicative Approach, its features,role of teacher in this approach and demerits. As a whole the slides present difference between these two approaches.
Classroom tests and assessments play a central role in student learning by identifying students' prior knowledge, weaknesses, and strengths to help set learning goals and motivate learning. Effective classroom tests are valid, reliable, and fair, and they provide timely feedback to both students and teachers to check instructional effectiveness, provide learning opportunities, and assess teaching strategy effectiveness.
Bilingual Teaching - Language Across the CurriculumSuresh Babu
The document discusses the bilingual teaching method, which uses both the mother tongue and target language in teaching. It was developed by C.J Dodson in 1967. The method works by using similarities and differences between the two languages to help students understand words and sentences in the target language. It has advantages like saving teacher time and being less costly. However, it also has disadvantages, such as not being suitable for multi-lingual groups and potentially causing confusion or defective pronunciation when over-relying on the mother tongue.
The teacher plays many important roles in educating students. They act as a model, motivator, and second parent. In the classroom, a teacher can take on roles like an observer, controller, prompter, tutor, organizer, assessor, participant, or resource. Each role serves a different purpose, such as observing student work, controlling class activities, motivating students, tutoring small groups, organizing lessons, assessing student performance, participating with students, or providing classroom resources.
The document discusses the eclectic language teaching method. It defines basic concepts like approach, method, and technique. It provides an overview of the eclectic method, noting that it allows teachers to incorporate best practices from different methods. The eclectic method has advantages like varied tasks, interaction, engagement and fast results. It also provides flexibility and breaks up monotony. Effective teaching methods should be simple, balance spoken and written skills, overcome accuracy vs fluency conflicts, reflect students' mother tongue, integrate technology, adapt to class conditions, and maximize meaningful contact with the foreign language.
The natural approach is a language teaching method based on how people acquire first and second languages naturally. It focuses on developing basic communication skills through meaningful interactions in the target language. Benefits include students interacting at their own level without being forced to respond immediately. However, critics argue it ignores essential course design factors and simply borrows techniques from other methods without unique methods of its own.
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The document discusses the communicative approach to language teaching. It emphasizes using language interactively and for real communication. The goal is to develop students' communicative competence through activities that simulate real-life situations. Teachers act as facilitators, while students do most of the communicating. Lessons focus on functional language use rather than just form.
Structural Approach and Communicative Approach in Language TeachingPriyanka Nain
The slides talk about the difference between method and approach first then there is a description of Structural Approach, its features and demerits. Then we have slides that describes Communicative Approach, its features,role of teacher in this approach and demerits. As a whole the slides present difference between these two approaches.
Classroom tests and assessments play a central role in student learning by identifying students' prior knowledge, weaknesses, and strengths to help set learning goals and motivate learning. Effective classroom tests are valid, reliable, and fair, and they provide timely feedback to both students and teachers to check instructional effectiveness, provide learning opportunities, and assess teaching strategy effectiveness.
Bilingual Teaching - Language Across the CurriculumSuresh Babu
The document discusses the bilingual teaching method, which uses both the mother tongue and target language in teaching. It was developed by C.J Dodson in 1967. The method works by using similarities and differences between the two languages to help students understand words and sentences in the target language. It has advantages like saving teacher time and being less costly. However, it also has disadvantages, such as not being suitable for multi-lingual groups and potentially causing confusion or defective pronunciation when over-relying on the mother tongue.
This document discusses the four main types of assessment: prognostic, diagnostic, formative, and summative. Prognostic assessment predicts future performance. Diagnostic assessment identifies strengths and weaknesses before instruction. Formative assessment provides feedback during instruction. Summative assessment evaluates learning at the end of a course and determines if objectives were achieved. Each type of assessment serves a different purpose in evaluating and supporting student learning.
A language laboratory is a computer room setup to improve foreign language learning through speaking and listening practice. It contains individual soundproof booths for students, each connected to a console room for the instructor. The instructor can monitor and communicate with students to evaluate their speaking skills and provide feedback as students practice pronunciation by listening to recordings and repeating aloud. While language labs provide benefits like individualized self-paced learning and exposure to native speech, they also have limitations such as not developing reading/writing skills and being difficult to implement in rural areas.
Topic: Principles of Assessment
Student Name: Syed Faizan Ali
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Here in This Presentation i m presented Types of Classroom Interaction ,Objectives,
Characteristics of Classroom Interaction,
Structuring of Classroom Interaction etc .
The document discusses different approaches, methods, and techniques for teaching English. It defines approach, method, and technique, giving the example of how the communicative approach is implemented through the interactive method using various classroom techniques. It then describes the structural approach, its objectives and limitations. Several examples are provided to illustrate grammatical structures. The document also discusses the functional approach and natural approach, providing their key principles and implications for teachers and students. It gives examples of how a natural approach lesson would be implemented.
Here are some suggestions for activation techniques that would be appropriate for the given teacher objectives:
For objectives a) comprehension check, d) grammar check, and g) new vocabulary, teacher-led questioning techniques like IRF would be suitable to assess understanding.
For objectives b) familiarization with text and e) writing, individual or pair work giving students time to read/write independently with teacher monitoring would allow practice and reduce mistakes.
For objectives c) oral fluency and f) grammar practice, group or pair work with communication tasks that require using the target language skill would promote active use and reinforcement of those skills.
Norm referenced and Criterion Referenced TestDrSindhuAlmas
The document discusses criterion-referenced tests (CRT) and norm-referenced tests (NRT). CRTs measure student performance against a predetermined standard or criteria, such as achieving a certain score. NRTs compare student performance to other students in a norming group. CRTs are used to assess student mastery of specific standards and guide instruction, while NRTs rank students and are used for grouping, admissions, and identifying learning disabilities. The key difference is that CRTs measure performance against a fixed standard, while NRTs measure performance relative to other students.
A common language is one of the most important features of a community. Language is a means of communication that conveys culture and traditions. It is a social phenomenon that allows people to interact and cooperate. Language is symbolic, systematic, vocal, non-instinctive, and conventional. It is acquired through social learning rather than innate instincts. A first language is acquired naturally as a child, while additional languages are learned later in life, requiring more effort. Understanding students' language backgrounds is important for effective education.
The structural approach to teaching English focuses on teaching language structures like sentence patterns, phrases, idioms, and routines. It involves selecting and grading structures systematically and practicing them through drills. The approach aims to establish mastery over 275 essential structures and 3000 root words. It emphasizes oral skills and condemns formal grammar teaching. Some advantages are developing the habit of speaking English and automatically learning some grammar. Limitations include being mechanical, not considering learner capacity, and not providing guidance on presentation or exercises.
Understanding the language background of the students - Home language vs Scho...Suresh Babu
Understanding the Language background of the students: Home language vs School Language; First or second language Learners and the language used in teaching the subject - issues and Challenges.
The Silent Way teaching methodology developed by Caleb Gattegno in the 1960s emphasizes learner independence and autonomy. It is based on the premise that the teacher should be silent as much as possible to encourage student language production. Pronunciation is fundamental, and specialized teaching materials like Cuisenaire rods are used to help students learn without translation or repetition. While the full Silent Way is rarely used, its focus on learner-centeredness and pronunciation continues to influence language teaching.
This document summarizes the grammar translation method, a traditional approach to teaching foreign languages. It discusses the principles and characteristics of the grammar translation method, how it is used in teaching, its advantages and criticisms. The document also summarizes several studies that have compared the grammar translation method to other approaches or investigated its effectiveness. Overall, the document provides an overview of the grammar translation method through defining it, outlining its key aspects, and reviewing recent research on its use and efficacy in language teaching.
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
This document discusses different types of evaluation:
1) Placement, formative, summative, and diagnostic evaluations are distinguished based on when they are used in the learning process. Placement evaluates entry-level knowledge, formative provides ongoing feedback, summative assesses mastery at the end, and diagnostic identifies specific learning difficulties.
2) Evaluations can also be norm-referenced, comparing performance to peers, or criterion-referenced, assessing whether criteria are met without comparisons. Criterion-referenced tests describe specific behaviors while norm-referenced rank performance within a group.
3) The key difference between criterion-referenced and norm-referenced tests is that criterion-refer
The document discusses the analytical and synthetic methods of teaching. The analytical method breaks down concepts into smaller parts, proceeding from the unknown to the known. It encourages original thinking but is time-consuming. The synthetic method combines known facts to derive new conclusions, proceeding from known to unknown. It is more efficient but encourages rote learning. Both methods have merits and limitations, so the best approach is to use a combination of analytical and synthetic methods to effectively teach mathematical concepts.
The communicative language teaching approach focuses on having students use language for meaningful purposes through real-world situations. It developed out of dissatisfaction with audiolingual and grammar-translation methods that did not teach practical language use. Under this approach, teachers create situations requiring communication, rather than repetitive drills, and act as facilitators rather than leaders. Lessons center on topics and functions useful for real life, using dialogs, tasks, songs and games to encourage natural language practice and development of communicative competence.
Stephen Krashen developed five hypotheses about second language acquisition:
1. The Acquisition-Learning Hypothesis distinguishes natural language acquisition from conscious learning. Acquisition is unconscious while learning involves formal instruction and conscious learning of rules.
2. The Monitor Hypothesis states that acquired competence initiates utterances while learned competence acts as an editor. Over-reliance on editing can hinder language production.
3. The Natural Order Hypothesis posits that certain grammatical structures are acquired earlier than others in a predictable order regardless of factors like age or language.
4. The Input Hypothesis claims we acquire language by understanding input that is slightly beyond our current level of competence.
5.
This document provides information about the structural approach to teaching English, including definitions, key principles, characteristics, merits, and demerits. It defines the structural approach as the scientific study of fundamental English language structures, their analysis and logical arrangement. Some main points of the structural approach are selecting and grading structures based on usefulness and teachability, emphasizing speech and habit formation, using activity-based and oral drill methods, and teaching grammar informally within reading lessons.
The Direct Method is an approach to teaching foreign languages that uses the target language exclusively and avoids translation or explaining grammar rules. It was developed in the 1860s based on observations of how children acquire their first language. Key principles include using real-world examples and demonstrations rather than explanations, emphasizing oral skills and questions/answers, and avoiding grammar explanations. Techniques include reading aloud, conversations, dictation, and map tasks. While it aims to mimic natural language acquisition, critics argue it is difficult to implement fully and may not be suitable for large classes.
Discussion involves two-way communication between participants.
In the classroom situation a teacher and students all participate in discussion.
During discussion, the teacher spends some time listening while the students spend sometimes talking.
The discussion is, therefore, a more active learning experience for the students than the lecture.
This document discusses several key issues for effective classroom teaching:
- Classroom dynamics, learning styles, motivation, and learner autonomy affect student learning and should be considered when planning lessons.
- Teachers must facilitate student-centered interaction and evaluate students' progress, while maintaining an appropriate pace in lessons.
- Microskills like questioning, instructions, feedback and correcting errors impact learning when used strategically during lessons. Considering these skills can help maximize students' language development.
This document discusses the four main types of assessment: prognostic, diagnostic, formative, and summative. Prognostic assessment predicts future performance. Diagnostic assessment identifies strengths and weaknesses before instruction. Formative assessment provides feedback during instruction. Summative assessment evaluates learning at the end of a course and determines if objectives were achieved. Each type of assessment serves a different purpose in evaluating and supporting student learning.
A language laboratory is a computer room setup to improve foreign language learning through speaking and listening practice. It contains individual soundproof booths for students, each connected to a console room for the instructor. The instructor can monitor and communicate with students to evaluate their speaking skills and provide feedback as students practice pronunciation by listening to recordings and repeating aloud. While language labs provide benefits like individualized self-paced learning and exposure to native speech, they also have limitations such as not developing reading/writing skills and being difficult to implement in rural areas.
Topic: Principles of Assessment
Student Name: Syed Faizan Ali
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Here in This Presentation i m presented Types of Classroom Interaction ,Objectives,
Characteristics of Classroom Interaction,
Structuring of Classroom Interaction etc .
The document discusses different approaches, methods, and techniques for teaching English. It defines approach, method, and technique, giving the example of how the communicative approach is implemented through the interactive method using various classroom techniques. It then describes the structural approach, its objectives and limitations. Several examples are provided to illustrate grammatical structures. The document also discusses the functional approach and natural approach, providing their key principles and implications for teachers and students. It gives examples of how a natural approach lesson would be implemented.
Here are some suggestions for activation techniques that would be appropriate for the given teacher objectives:
For objectives a) comprehension check, d) grammar check, and g) new vocabulary, teacher-led questioning techniques like IRF would be suitable to assess understanding.
For objectives b) familiarization with text and e) writing, individual or pair work giving students time to read/write independently with teacher monitoring would allow practice and reduce mistakes.
For objectives c) oral fluency and f) grammar practice, group or pair work with communication tasks that require using the target language skill would promote active use and reinforcement of those skills.
Norm referenced and Criterion Referenced TestDrSindhuAlmas
The document discusses criterion-referenced tests (CRT) and norm-referenced tests (NRT). CRTs measure student performance against a predetermined standard or criteria, such as achieving a certain score. NRTs compare student performance to other students in a norming group. CRTs are used to assess student mastery of specific standards and guide instruction, while NRTs rank students and are used for grouping, admissions, and identifying learning disabilities. The key difference is that CRTs measure performance against a fixed standard, while NRTs measure performance relative to other students.
A common language is one of the most important features of a community. Language is a means of communication that conveys culture and traditions. It is a social phenomenon that allows people to interact and cooperate. Language is symbolic, systematic, vocal, non-instinctive, and conventional. It is acquired through social learning rather than innate instincts. A first language is acquired naturally as a child, while additional languages are learned later in life, requiring more effort. Understanding students' language backgrounds is important for effective education.
The structural approach to teaching English focuses on teaching language structures like sentence patterns, phrases, idioms, and routines. It involves selecting and grading structures systematically and practicing them through drills. The approach aims to establish mastery over 275 essential structures and 3000 root words. It emphasizes oral skills and condemns formal grammar teaching. Some advantages are developing the habit of speaking English and automatically learning some grammar. Limitations include being mechanical, not considering learner capacity, and not providing guidance on presentation or exercises.
Understanding the language background of the students - Home language vs Scho...Suresh Babu
Understanding the Language background of the students: Home language vs School Language; First or second language Learners and the language used in teaching the subject - issues and Challenges.
The Silent Way teaching methodology developed by Caleb Gattegno in the 1960s emphasizes learner independence and autonomy. It is based on the premise that the teacher should be silent as much as possible to encourage student language production. Pronunciation is fundamental, and specialized teaching materials like Cuisenaire rods are used to help students learn without translation or repetition. While the full Silent Way is rarely used, its focus on learner-centeredness and pronunciation continues to influence language teaching.
This document summarizes the grammar translation method, a traditional approach to teaching foreign languages. It discusses the principles and characteristics of the grammar translation method, how it is used in teaching, its advantages and criticisms. The document also summarizes several studies that have compared the grammar translation method to other approaches or investigated its effectiveness. Overall, the document provides an overview of the grammar translation method through defining it, outlining its key aspects, and reviewing recent research on its use and efficacy in language teaching.
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
This document discusses different types of evaluation:
1) Placement, formative, summative, and diagnostic evaluations are distinguished based on when they are used in the learning process. Placement evaluates entry-level knowledge, formative provides ongoing feedback, summative assesses mastery at the end, and diagnostic identifies specific learning difficulties.
2) Evaluations can also be norm-referenced, comparing performance to peers, or criterion-referenced, assessing whether criteria are met without comparisons. Criterion-referenced tests describe specific behaviors while norm-referenced rank performance within a group.
3) The key difference between criterion-referenced and norm-referenced tests is that criterion-refer
The document discusses the analytical and synthetic methods of teaching. The analytical method breaks down concepts into smaller parts, proceeding from the unknown to the known. It encourages original thinking but is time-consuming. The synthetic method combines known facts to derive new conclusions, proceeding from known to unknown. It is more efficient but encourages rote learning. Both methods have merits and limitations, so the best approach is to use a combination of analytical and synthetic methods to effectively teach mathematical concepts.
The communicative language teaching approach focuses on having students use language for meaningful purposes through real-world situations. It developed out of dissatisfaction with audiolingual and grammar-translation methods that did not teach practical language use. Under this approach, teachers create situations requiring communication, rather than repetitive drills, and act as facilitators rather than leaders. Lessons center on topics and functions useful for real life, using dialogs, tasks, songs and games to encourage natural language practice and development of communicative competence.
Stephen Krashen developed five hypotheses about second language acquisition:
1. The Acquisition-Learning Hypothesis distinguishes natural language acquisition from conscious learning. Acquisition is unconscious while learning involves formal instruction and conscious learning of rules.
2. The Monitor Hypothesis states that acquired competence initiates utterances while learned competence acts as an editor. Over-reliance on editing can hinder language production.
3. The Natural Order Hypothesis posits that certain grammatical structures are acquired earlier than others in a predictable order regardless of factors like age or language.
4. The Input Hypothesis claims we acquire language by understanding input that is slightly beyond our current level of competence.
5.
This document provides information about the structural approach to teaching English, including definitions, key principles, characteristics, merits, and demerits. It defines the structural approach as the scientific study of fundamental English language structures, their analysis and logical arrangement. Some main points of the structural approach are selecting and grading structures based on usefulness and teachability, emphasizing speech and habit formation, using activity-based and oral drill methods, and teaching grammar informally within reading lessons.
The Direct Method is an approach to teaching foreign languages that uses the target language exclusively and avoids translation or explaining grammar rules. It was developed in the 1860s based on observations of how children acquire their first language. Key principles include using real-world examples and demonstrations rather than explanations, emphasizing oral skills and questions/answers, and avoiding grammar explanations. Techniques include reading aloud, conversations, dictation, and map tasks. While it aims to mimic natural language acquisition, critics argue it is difficult to implement fully and may not be suitable for large classes.
Discussion involves two-way communication between participants.
In the classroom situation a teacher and students all participate in discussion.
During discussion, the teacher spends some time listening while the students spend sometimes talking.
The discussion is, therefore, a more active learning experience for the students than the lecture.
This document discusses several key issues for effective classroom teaching:
- Classroom dynamics, learning styles, motivation, and learner autonomy affect student learning and should be considered when planning lessons.
- Teachers must facilitate student-centered interaction and evaluate students' progress, while maintaining an appropriate pace in lessons.
- Microskills like questioning, instructions, feedback and correcting errors impact learning when used strategically during lessons. Considering these skills can help maximize students' language development.
The document discusses feedback and correction in language learning. It covers:
- Defining feedback and its components of assessment and correction. Feedback should include both right and wrong with support.
- Types of assessment including formative, summative, and tests. Ways to gather information like teacher, peer, and self-assessment.
- Correcting oral errors by repeating, echoing, or reformulating. Written feedback uses symbols, comments, or reformulation.
- The goal of feedback is learning, so it should be supportive and avoid negative effects like embarrassment or lowered motivation. Focus on the language not the learner to encourage improvement.
This document discusses various teaching methods and learning techniques that can be used in the classroom, including lecture, demonstration, discussion, role-playing, mind mapping, projects, case studies, visualization, stories, and energizers. It provides details on how to effectively implement each technique, with the overall goal of engaging students in active learning and helping them to retain the material. The key is for educators to use a variety of methods appropriate for the content and learners.
The document provides guidance for tutors on their roles and responsibilities. It discusses establishing rapport with students, listening skills, verbal and non-verbal communication techniques, addressing different learning styles, and helping students develop effective study skills. Specific topics covered include demonstrating empathy, asking clarifying questions, avoiding ineffective communication, and reflecting on students' perspectives. The overall goal is to help students become confident, independent learners.
The document provides guidance for teaching assistants on teaching principles, learning styles, developing instruction, ethics, and handling challenging situations. It discusses pedagogy vs andragogy, adult learning principles, learning preferences using VARK, creating learning objectives and activities, evaluation methods, and ethics. Examples of challenging situations are presented as case studies for discussion.
The document discusses the importance of effectively formulating instructions when teaching students. It notes that the way instructions are presented is crucial for successful learning. Some key points teachers should consider when giving instructions include determining the important information to convey, the order it should be presented, necessary materials, and whether students will work individually or in groups. Instructions should be short, easy to understand, precise, and demonstrated by the teacher. Teachers must prepare carefully and account for students' language proficiency levels to ensure instructions are clear. Checking for student understanding is also important to ensure they comprehend the instructions fully. Unclear instructions can lead to students not understanding or only catching parts of what needs to be done.
School libraries serving special needs studentsLisa Perez
1) The document provides guidance for librarians on including students with special needs such as autism, emotional-behavioral disorders, intellectual disabilities, and learning disabilities in mainstream classrooms.
2) It recommends nine strategies: using visual schedules and cues, clear communication, reinforcement, choice-making, addressing sensory needs, peer and paraprofessional support, collaboration, and accountability measures.
3) The strategies are meant to help librarians implement accommodations from students' IEPs and meet the varied needs of all students in an inclusive setting.
Importance of feedback in teaching and learning languagesMahdi Bouguerine
The document discusses various types of mistakes students make, sources of errors, and effective feedback strategies. It describes how teachers can provide feedback to help students overcome mistakes through techniques like self-assessment, peer feedback, and addressing errors during accuracy or fluency work. The goal of feedback is to help students improve their language skills without damaging their confidence or motivation.
This document provides guidance for instructors on best practices for classroom performance and course instruction. It emphasizes the importance of:
1) Clearly setting expectations and objectives for students during the first class.
2) Maintaining a balance of being personable while setting appropriate boundaries with students.
3) Thoroughly planning lessons with clear objectives, engaging materials and activities, and opportunities for student feedback and comprehension checks.
4) Fostering an interactive learning environment through questioning, humor, and encouraging student participation and success.
This document discusses effective teaching strategies and provides options for classroom activities and situations. It emphasizes maximizing student interaction through open-ended questions, group work, and encouraging cooperation over competition. The document also discusses balancing language skills and systems in classroom activities and using coursebooks as a resource rather than a strict curriculum.
The document discusses effective teaching strategies and characteristics. It provides tips for maximizing student interaction, such as asking open-ended questions, allowing thinking time, and encouraging cooperation over competition. The document also addresses correcting student errors, the role of vocabulary and listening activities in the classroom, and balancing accuracy and fluency.
The document discusses micro teaching, which examines teacher education programs. Micro teaching involves student teachers practicing teaching skills like movement, gestures, voice modulation, focusing student attention, questioning students, and providing feedback, by teaching short lessons to small groups. Key skills discussed include changing speech patterns, redirecting questions, prompting students with hints, seeking more information from students, and relating answers to other topics. The goal is for student teachers to practice and improve specific observable teaching techniques.
This document discusses the differences between learner independence and learner autonomy and provides suggestions for how teachers can promote learner autonomy in the classroom. It explains that learner autonomy means that students take responsibility for their own learning by deciding what they need to do and how they learn best, whereas independence is just being able to work alone. Some strategies suggested are setting S.M.A.R.T. goals, giving students choices in tasks, demonstrating learning activities that can be done at home, and encouraging students to set their own tasks and rewards.
This document contains examples of activities and assignments for students on various principles of teaching. It includes student responses to prompts about symbols representing intelligence types, describing favorite teachers, drawing ideal learning environments, explaining learning principles, using graphic organizers, classroom management, motivating students, questioning techniques, individualized and group-based teaching methods. The activities allow students to demonstrate their understanding of key concepts in teaching and analyze examples from their own experiences.
This document provides guidance on effective feedback and error correction techniques for teachers. It discusses the importance of feedback for student learning while avoiding negative impacts to students. Key points covered include:
- The difference between feedback and error correction
- Challenges with providing feedback, such as students perceiving it as judgment
- Principles for effective feedback, like focusing on learning rather than feelings
- Techniques for softening feedback and correcting errors, including immediate vs delayed correction and explicit vs implicit methods
- Factors to consider when deciding whether and how to correct errors, such as the error type and disruption potential
The document encourages practicing these feedback strategies and provides examples and activities for teachers to apply the guidance
Decolonizing Universal Design for LearningFrederic Fovet
UDL has gained in popularity over the last decade both in the K-12 and the post-secondary sectors. The usefulness of UDL to create inclusive learning experiences for the full array of diverse learners has been well documented in the literature, and there is now increasing scholarship examining the process of integrating UDL strategically across organisations. One concern, however, remains under-reported and under-researched. Much of the scholarship on UDL ironically remains while and Eurocentric. Even if UDL, as a discourse, considers the decolonization of the curriculum, it is abundantly clear that the research and advocacy related to UDL originates almost exclusively from the Global North and from a Euro-Caucasian authorship. It is argued that it is high time for the way UDL has been monopolized by Global North scholars and practitioners to be challenged. Voices discussing and framing UDL, from the Global South and Indigenous communities, must be amplified and showcased in order to rectify this glaring imbalance and contradiction.
This session represents an opportunity for the author to reflect on a volume he has just finished editing entitled Decolonizing UDL and to highlight and share insights into the key innovations, promising practices, and calls for change, originating from the Global South and Indigenous Communities, that have woven the canvas of this book. The session seeks to create a space for critical dialogue, for the challenging of existing power dynamics within the UDL scholarship, and for the emergence of transformative voices from underrepresented communities. The workshop will use the UDL principles scrupulously to engage participants in diverse ways (challenging single story approaches to the narrative that surrounds UDL implementation) , as well as offer multiple means of action and expression for them to gain ownership over the key themes and concerns of the session (by encouraging a broad range of interventions, contributions, and stances).
Artificial Intelligence (AI) has revolutionized the creation of images and videos, enabling the generation of highly realistic and imaginative visual content. Utilizing advanced techniques like Generative Adversarial Networks (GANs) and neural style transfer, AI can transform simple sketches into detailed artwork or blend various styles into unique visual masterpieces. GANs, in particular, function by pitting two neural networks against each other, resulting in the production of remarkably lifelike images. AI's ability to analyze and learn from vast datasets allows it to create visuals that not only mimic human creativity but also push the boundaries of artistic expression, making it a powerful tool in digital media and entertainment industries.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Creativity for Innovation and SpeechmakingMattVassar1
Tapping into the creative side of your brain to come up with truly innovative approaches. These strategies are based on original research from Stanford University lecturer Matt Vassar, where he discusses how you can use them to come up with truly innovative solutions, regardless of whether you're using to come up with a creative and memorable angle for a business pitch--or if you're coming up with business or technical innovations.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Cross-Cultural Leadership and CommunicationMattVassar1
Business is done in many different ways across the world. How you connect with colleagues and communicate feedback constructively differs tremendously depending on where a person comes from. Drawing on the culture map from the cultural anthropologist, Erin Meyer, this class discusses how best to manage effectively across the invisible lines of culture.
The Science of Learning: implications for modern teachingDerek Wenmoth
Keynote presentation to the Educational Leaders hui Kōkiritia Marautanga held in Auckland on 26 June 2024. Provides a high level overview of the history and development of the science of learning, and implications for the design of learning in our modern schools and classrooms.
8+8+8 Rule Of Time Management For Better ProductivityRuchiRathor2
This is a great way to be more productive but a few things to
Keep in mind:
- The 8+8+8 rule offers a general guideline. You may need to adjust the schedule depending on your individual needs and commitments.
- Some days may require more work or less sleep, demanding flexibility in your approach.
- The key is to be mindful of your time allocation and strive for a healthy balance across the three categories.
2. At the end of this sesión I will be able to…
Give clear directions
Model
Monitor effectively
Be sensitive to students needs
Use the board effectively
Use visual aids
Cue effectively
Elicit effectively
Check comprehension
Error correct effectively
3. • What is the main responsibility of an ESL
Teacher?
• How would you describe yourself as a
Teacher?
• What would you say are your strenghts
and weaknesses as an ESL Teacher?
4. Giving clear directions/modeling if necessary.
When beginning a new activity, students need to have a clear understanding of
what to do and what is expected of them. Don’t assume that because you’ve read
the directions students automatically understand what to do. Reinforce written
directions by explaining exactly what students have to do and why. Communicate
your expectations clearly before they begin working. Ask if students have any
questions before moving on. Once students have started working on the task, it
will be very difficult for you to get their attention to explain further.
For beginners, keep directions simple and use non-verbal communication (body
language). In higher levels, you can adjust the language of instructions
accordingly. Finally, a key to giving good directions and explanations rests on the
teacher really understanding and assimilating the purpose and procedure of each
activity chosen.
5. Modeling
Modeling means personally demonstrating the behavior you want students
to perform. For example, if you want students to practice an aspect of
pronunciation, such as intonation in questions, you simply demonstrate the
correct intonation so that they can hear how it should sound. If you want
students to exhibit a certain kind of behavior, such as working back-to-back
with a partner, you can bring a volunteer to the front of the class and
demonstrate how you want the activity to be conducted by sitting back-to-
back with the volunteer. Modeling is a very economical way to facilitate
activities when verbal explanation breaks down.
6. Monitoring
Monitoring refers to the act of circulating during individual, pair and group work activities to
check that students are on task and to facilitate their learning.
This is your chance to:
give individualized attention.
assess levels of accuracy and fluency (informally).
answer questions .
give praise, encouragement and support.
keep the students in the target language
tactfully regulate participation in a discussion where you find some students are dominant
and others silent.
generally, be present and involved in the learning process so as to decide how to proceed
with the lesson.
7. Sensitive to students’ needs.
It is the difference between perceiving that someone needs help and
stopping to help them, or “carrying on regardless.” There is nothing more
important in any class than student learning. If learning is impeded for any
reason, it is the teacher’s responsibility first to notice that there is a
problem, then to respond accordingly, even if it means deviating from the
planned trajectory of the class. There is no point in following a lesson plan
that one or more students are unable to complete due to confusion,
boredom, or lack of understanding. The timing and pace of any class
should be determined not by a lesson plan but the needs of each group of
learners.
8. Students rarely communicate how they are feeling verbally. They
might say they understood something even if they did not, out of
politeness or unwillingness to lose face. In these cases, teachers
have to become aware of how students communicate their
feelings non-verbally. For example, students might shrug their
shoulders, roll their eyes, or start whispering to their partners.
9. Board use
The board might be one of the teacher’s best allies in the classroom
if used appropriately, or become students’ worst nightmare if not.
Use the board to illustrate new vocabulary, spelling, show structures,
drawing or displaying pictures, etc. There should be two main areas
on the board :
• Permanent information. It helps students build up their notes (new
structures, vocabulary, patterns, etc.).
• Erasable information. Does not contribute to students’ notes, such
as scores from a competition or examples that help set the scene.
The following chart of “Dos and Don’ts” will help you develop good
board usage habits:
10.
11. Teacher uses visual aids
Visual aids are pictures that help learners understand or help
the teacher convey meaning or set the scene in an introductory
activity. Visuals should be small enough for one person to hold
and large enough to be seen easily by all students in the class.
Mountain Freckles
12. Cueing effectively
Cueing (also called prompting) is when we help learners think of
ideas, or remember a word or phrase, by giving a visual or verbal
prompt (cue). For example, with a storytelling activity we can use
a picture to help students begin, or if a learner can’t remember a
word we can give them the first sound, such as “com” for
“competition.” Cueing does not mean leaving every sentence
unfinished, hoping that students will finish it. Teachers who cue
effectively plan to use appropriate visual and verbal cues at
appropriate times in the lesson to encourage the formation of
ideas and stimulate the independent creation of language.
13. Eliciting effectively
Eliciting is similar to “fishing” for information about topics or
language from our learners rather than simply supplying it to them.
Examples of eliciting are asking students to tell us what they see in
a picture, or asking them to give us general information, such as
what a certain animal eats. Like prompting, eliciting stimulates the
formation of ideas and language. By contributing to the content of
the lesson in this way, students take an active rather than passive
role in the learning process.
14. Checking comprehension
There are many ways to check comprehension. Sometimes a simple
“Does everyone understand?” after giving directions to an activity is
sufficient to raise questions. To check comprehension of new material,
we can use concept questions such as: “Can anyone give me a
sentence using this word?” Asking students to do something that
demonstrates their understanding, such as paraphrasing in their own
words, or providing further illustrations of their own, will also help you
assess their level of comprehension. Students often won’t communicate
confusion verbally. You must learn how to “read” students’ non-verbal
communication (facial expressions and body language)..
15. Error correcting effectively
In all error correction situations, you must be extremely careful not to
embarrass, humiliate, or otherwise put students “on the spot.” But at the same
time, realize that students want and expect this important feedback on their
performance and progress.
Two features of appropriate error correction are 1) knowing when an error has
occurred and 2) deciding if and how to correct it.
As a general rule, when students are engaged in an activity to enhance fluency,
it is better not to interrupt communication on the spot for error correction.
However, when the purpose of the activity is accuracy, you should correct to
avoid the repetition or reinforcement of the error.
16. Here are some error correction techniques:
Teacher correction
Oral correction
Self-correction
Written correction
Peer-correction
17. Providing appropriate and
effective feedback
Feedback is the information you give students in response to their
performance on a particular task. It can be objective (from an
assessment) or subjective (your personal opinion). Feedback that
provides the right solution is typically required after reviews.
When giving objective feedback, you need to make sure that students
have answered correctly or, if they haven’t, that they understand why
not. Do not just simply read the right answers. Have students peer-
review, elicit answers, and spend time explaining why wrong answers
are wrong and right answers are right. The “sandwich” method is
helpful. This simply means that you “sandwich” your negative feedback
between two examples of positive feedback.
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