Proyecto final tt ii by Angelo Jimenez

Teaching Techniques II Portafolio Licenciada María Elena Álvarez Ángel Rafael Jimenez Alvarado 5076-14-19114

Index 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Introduction Pg.3 Lesson planning Pg. 4 COOPERATIVE LEARNING & STUDENT ENGAGEMENT Pg. 66 Syllabus Writing Pg. 81 Approach, Methods, Techniques Pg. 139 The Revised Bloom’s Taxonomy: An Overview Pg. 151 Teaching Strategies And methodologies For Teaching & Learning Pg. 198 Bloom’s Revised Taxonomy Pg. 254 Teaching Speaking and Pronunciation Pg.312 Teaching Listening and Vocabulary Pg. 330 Teaching Reading and Writing Pg. 359 How to Teach a Young introvert Pg. 385 Homewoks Pg. 392 Other documents Pg. 404 Conclusion Pg. 419

Introduction In the following portafolio you will find all the documents, presentations, video links that helped us through the semester that we are about to finish. Every document itâ&#x20AC;&#x2122;s a different pace that I walk as an educator, these documents are full of tips, ideas, instructions, information, thoughts that will help me to enrich my knowledge, and to became a better educator. All these documents thought me how to motivate, how to encourage, how to make an exiting class, how to manage my students, how to plan an every day class, and now I am in the obligation to put it into practice in my classroom and I am 100% sure that next year my students will be learning a lot more. Enjoy the journey of Teaching Techniques II, 2014..

Presentation Outline 1.

Introduction

Purpose of a lesson plan

Four Major Elements of a lesson plan

Six common mistakes in writing lesson

plans 5.

Lesson plan the easy way

Characteristics of a good lesson plan

â&#x20AC;ŚCourse Outline 7.

Advantages of lesson plan

8. Writing lesson plans 9. 8. 9.

How to plan Measurement, Assessment & Evaluation in Education Practice lesson planning (Hall display)

OBJECTIVES OF THE DAY Objectives:

By the end of the session the participants will be able to: • Explain the process of lesson planning • Prepare a lesson plan as per the text book. • Demonstrate their understanding of the skills enhanced through the use of the lesson plans.

…objectives • Learn a skill that will help to define you as a teacher. • Understand the concept of thinking of a lesson plan as a way of communicating • Help new or inexperienced teachers organize content, materials, and methods. • An objective is a description of what a student does that forms the basis for making an inference about learning.

Purpose of a lesson plan: To • • • • •

structure the lesson organize its contents/materials determine method of its delivery assess students’ learning evaluate its application/effectiveness

FOUR MAJOR ELEMENTS • • • •

Educational Objectives Content and Appropriate Teaching Activities Preparation of all the Material Monitoring & Assessing Learning

: Six Common Mistakes In Writing Lesson Plans (AND WHAT TO DO ABOUT THEM)

Tutorâ&#x20AC;&#x2122;s input: Six common mistakes in LPs

1. Poorly written objectives lead to faulty inferences. 2. The lesson assessment is not connected with the behavior indicated in the objective. 3. Prerequisites are not specified or are inconsistent with the lesson requirements. 4. The materials specified in the lesson are irrelevant to those described learning activities. 5. Teacherâ&#x20AC;&#x2122;s instructions are inefficient 6. Students activities do not contribute effectively to the lesson objective

Lesson Plan the Easy Way The clearer the structure of a lesson and the more precise the directions on what is to be accomplished, the higher the achievement rate.

FIVE LEVELS OF PLANNING 1. Daily planning … (Teacher) 2. Weekly planning… (Teachers-individually as well as in groups) 3. Unit planning … (Teachers’ Group /Co – ordination) 4. Term planning … 5. Yearly planning …

â&#x20AC;Ś Lesson Plan The Easy Way Characteristics A Good Lesson Plan is a. based upon previous knowledge. b. caters to the age level of students. c. uses motivational techniques d. includes necessary materials e. is student centered, flexible, complete, interesting & activity based f. has proportionate time allocation g. includes evaluation process h. includes all the essential elements of a lesson plan

… Lesson Plan The Easy Way Advantages of lesson plan • • • • • •

makes the work regular & organized it induces confidence. it saves time promotes learning. it makes conscious for the achievement of objectives. improves results

… Lesson Plan The Easy Way Writing Lesson Plans The writing of lesson plan has three important Functions:

• identifies what you expect the students to be able to do by the end of the lesson • defines what you intend to do to make that possible • keeps you focused on target. • acts as a record of what the class has done.

… Lesson Plan The Easy Way WRITING LESSON PLANS Components of a lesson plan: • Topic • Resources • Objectives • Methodology • Activity • Homework

EDUCATIONAL OBJECTIVES …….are the learning outcomes of a lesson i.e. what the students should be able to know or do at the end of the lesson that they could not do at the beginning!

… EDUCATIONAL OBJECTIVES • Specify the new skills that the students will gain as a result of the lesson • Focus on student’s (not teacher’s) attainment • Determine the degree or criterion for satisfactory attainment of the objectives.

… EDUCATIONAL OBJECTIVES Setting Objectives What will the learner be able to: • Know (concept…cognitive) • Do (skill… psychomotor) • Feel (behavior, attitude, appreciation or ideas…affective) Each defined objective is matched with: • Teaching Method • Learning Activities • Type of Assessment Note: Relevance is the essential quality of the educational objectives

Activity # 2 :EDUCATIONAL OBJECTIVES Objectives should be SMART: • Specific • Measurable • Attainable • Realistic • Time bound

Write SMART Objectives for: English & Urdu: Comprehension Creative writing Grammar Literature – summary , RTC. Mathematics Science Social studies Library

ROLE OF LEARNING MATERIALS • • • • •

Defines Instructional Objectives Sets Tasks to Attain Objectives Informs Learners of Tasks they have to Perform Provides Guidance and Practice Provides Feedback on Retention of acquired Skills • Makes the teaching effective. • Supplies concrete basis for conceptual thinking. • Makes learning permanent

Teaching Materials / Resources

A. COURSE BOOKS B. SUPPLEMENTARY MATERIALS: 1. Teacher’s book 2. Work book

C. SUPPORTING MATERIAL:

1. Audio Materials 2. Visual materials 3. Audio-visual materials. 4. Multi media

Audio Visual Aids Supporting Materials

TEACHERS PUPILS

B/W BOARDS CARDS

PICTURE FLASH CARDS

ENVIRONMENT

PICTURES

FLASH

MANUFACTURED VISUAL AIDS

REALIA *

WORD ADAPTABLE FLASH CARDS FLASH CARDS

MODERN CLASS ROOM (MULTI-MEDIA)

POSTERS

COMPUTERS OPAQUE PROJECTORS

CHARTS LEARNER

OVERHEAD PROJECTORS TAPE RECORDERS

TELEVISION AND VIDEOS OTHER VISUAL MATERIALS

WRITING LESSON PLANS Methodology - Specify Timings of each of these steps: (40/80 minutes) • Settling time • Introduction • Previous Knowledge • Presentation – Brainstorming / Discussion / teacher’s Input • Practice (Students output) – CW. Oral / Written • Home Work • Assessment – Test / worksheets

METHOD Any teaching Item has three stages

Presentation Practice

Production

Method Presentation of the Items involves • Preparing class • making sure the concept is absolutely clear to student • giving the model example of the item • Practice the Teaching Item involves: • repetition/ drilling • Dialogue / discussion • Worksheets

…METHODS Production of the Teaching items: Involves: • Role play • Games / dialogue etc • Practicing the item • Assessment

…WRITING LESSON PLANS Activities: Daily – Life application of the concept Type & nature of activities: – individual / group work – reading – project / art work / model making – role play – presentations – charts / maps – practical work etc.

ROLE OF ACTIVITIES • • • • • • • • •

source of motivation making learning interesting decrease the anxiety of learner concrete base for abstract learning develop confidence (individually, group work) develop creativity flexible and friendly environment provides students an approach towards learning capture the attention and involve the students in learning situation

Activity Explain the following components of lesson plans â&#x20AC;&#x201C; Group Work: I. Content II. Prerequisites III. Instructional Objective IV. Instructional Procedures V . Materials and Equipment VI. Assessment/Evaluation VII. Follow-up Activities VIII. Self-Assessment

TUTORâ&#x20AC;&#x2122;S INPUT I. Content: This is a statement that relates to the subject-matter content. The content may be a concept or a skill. Phrase this as follows: I want my students to: (be able to [name the skill) OR (I want my students to understand a description of the concept).

…TUTOR’S INPUT II. Prerequisites: Indicate what the student must already know or be able to do in order to be successful with this lesson.

…TUTOR’S INPUT III. Instructional Objective: Indicate what is to be learned this must be a complete objective. Write this objective in terms of what an individual student will do, not what a group will do.

â&#x20AC;ŚTUTORâ&#x20AC;&#x2122;S INPUT IV. Instructional Procedures: Description of what you will do in teaching the lesson, and, as appropriate, includes a description of how you will introduce the lesson to the students, what actual instructional techniques you will use, and how you will bring closure to the lesson. Include what specific things students will actually do during the lesson. In most cases, you will provide some sort of summary for the students.

â&#x20AC;ŚTUTORâ&#x20AC;&#x2122;S INPUT V. Materials and Equipment: List all materials and equipment to be used by

both the teacher and learner and how they will be used. VI. Assessment/Evaluation: Describe how you will determine the extent to which students have attained the instructional objective. Be sure this part is directly connected to the behavior called for in the instructional objective.

â&#x20AC;ŚTUTORâ&#x20AC;&#x2122;S INPUT VII. Follow-up Activities: Indicate how other activities/materials will be used to reinforce and extend this lesson. Include homework, assignments, and projects.

â&#x20AC;ŚTUTORâ&#x20AC;&#x2122;S INPUT VIII. Self-Assessment (to be completed after the lesson is presented):

Address the major components of the lesson plan, focusing on both the strengths, and areas of needed improvement. Determine here how you plan to collect information that will be useful for planning future lessons. A good idea is to analyze the difference between what you wanted (the objective) and what was attained (the results of the assessment).

Activity

Complete the Educational Circle 05 minutes

Complete the educational circle

TUTORS INPUT: THE EDUCATIONAL CIRCLE

Activity Instructions: Topic: Preparing Lesson Planning (Maths, Science, Urdu, Social studies, English) Duration of activity: 30 minutes Materials required: Flip charts, chart paper, markers 1. Tell the participants that they will prepare lesson plans based upon what they have so far learned. 2. Divide the participants into groups. Every group will work on preparing lesson plans. 3. Allocate topics from the textbooks for each subject.

â&#x20AC;Ś Instructions 4. Allow the participants to prepare lesson plans as per their topics. 5. Each group presents their lesson. 6. Once the groups have made their presentations exchange the lesson plans between groups for analysis, comments and revision if required. 7. Invite groups to share their analysis and comments. 8. Repeat the above steps for each subject.

Aim: Before Planning a Lesson Questions you need to ask are: • What are the inputs? • What is the output? • What do I expect the student to be able to do by the end of the time available? – What will I do in order to make that possible? – How will I break up the time into main stages? – What will be the main stages be linked? – What materials/aids will I need to achieve these aims?

â&#x20AC;Ś Activity Process

Input

Process

Output

… Activity Devise a 40/80 minute lesson based on the method PPP – don’t forget to set the objective The following headings may assist you: Components of a lesson plan • • • • • • • •

Topic Objective Resource Methodology Activities Homework Assessment Evaluation (Self analysis – PPIR an MCF)

â&#x20AC;Ś Activity: Preparing a lesson plan

Gallery Display Feedback and discussion on lessons prepared

MEASUREMENT ASSESSMENT AND EVALUATION IN EDUCATION

Who is going to Assess Me?

Weekly Evaluation Intrinsic feed back (self analysis) based on • How do I plan a lesson? • How do I follow a curriculum? • How can I become an excellent classroom manager? • How do I make the best use of the text book and other audio-visual aids? • What do I do when things go wrong? • How do I know if my lesson is successful? What is the evidence? under planned / over planned, realistic targets % of student achievement?

Self Evaluation • Through Student’s output • Intrinsic feedback (self analysis) • Extrinsic feedback ( head /seniors) • Informal ( parents) STUDENTS’ EVALUATION MUST BE BASED ON…

Student Evaluation : Bloomâ&#x20AC;&#x2122;s Taxonomy Six levels of Cognitive Domain

Evaluation

Synthesis Analysis Application Comprehension Knowledge

A Focus on Higher level thinking skills

Writing an Objective based Assessment Whenever a teacher guides instruction toward a specific learning objective, it is safe to assume that there will be, at some appropriate point, an appraisal made to determine whether the students have met or achieved the intent of the objective

RULE OF THUMB Be sure to provide students with the opportunity to practice what you will be assessing them on.

I cannot change the direction of the wind, I can adjust my wings to sail in its direction but â&#x20AC;Ś.

Touching Education

Thank You

Daily Lesson Plan Date/Day: 15th Jan 07-Mon Class/Sec: VI -Red Period: 1st - 2nd (80 min) Subject :Eng-LangTopic :Comprehension Objective: St.will be able to fully understand / comprehend the passage and be able to Ans.Q correctly. Resources : Und.& Comm. Bk 1---Thirsty World pg-83,map of the world Methodology : (2 min ) settling down / announcing of the day’s work. (2 min ) Model reading .

(30 min) St. read.+pronun.+meanings+understanding key words (5 min ) Ex. A 1 pg.84 meaning in context (On the Books)

(10 min) B Choose the best ans. (5 min)

Read Q, & underline key words

(20 min) Pg. 85 ans. 3 any important Q.(Q. will not written in the copies )

HW Pg. 84……Ex B No.1,2,3 & 4

Daily Lesson Plan Date/Day : 17th Jan 07-Wed. Period : 3rd ( 40 min )

Class/Sec : VII-Blue Subject : Science Topic : Light

Objective:

Student to understand light as a form of energy Its impact on our daily lives How it travels Understand about shadows

Resources : Text bk 2 Expl.Sc pgs 155 to 159 ,Teachers guide A/V aids,charts,board. Methodology : (5 min) Change over of teacher and settling down of St. (5 min) Introduce light. Practical examples torch, switch on the light ,shut & open eyes introduce 6 new topic related words with explanation (ref. syllabus) (10 min) Conduct a simple experiment to show shadows, introduce luminous ,non- luminous objects explanation and examples from daily life. Class can be taken outside if possible for practical observations . Demonstration of opaque,transparent,translucent objects. (15 min) Begin work from Work Book pg.28 interaction of class

Daily Lesson Plan Date/Day:18th Jan 07- Thur Class/Sec : VII-Blue Period: 5th (40 min) Subject :Geography Topic : Longitude and Latitude Objective: St. to be able to identify lines of Long.& Lat. To know how to locate any place on earth Local / International Time Resources :Text book I pgs 64-67, Teachers Guide,Globe,World Map, Charts, Board Methodology :(3 min) Change over of teachers and settling down of SS (3 min) Introduction of the new topic.

(18 min) Demonstration of the globe & wall map Long.& Lat , equator , poles , tropics cancer & Capricorn. GMT , International Date Line , Time Zone. division of lines in degrees on map to show locations. special ref.Pakistan , moon sighting , Jet Lag explanation and oral feedback. (16 min) Work Sheet â&#x20AC;&#x201C;relevant work ..recap

Revise

Activity #8 â&#x20AC;˘ In the light of lesson you have planned give a brief evaluation plan to assess student achievement and then evaluate your lesson plan. â&#x20AC;˘ Homework

COOPERATIVE LEARNING & STUDENT ENGAGEMENT

Presenters: Kimberly Koger Danyse Streets

What is Group Work? Students form a group. (usually 4)  Each person has a “job”. (reporter, materials collector, captain, recorder, etc.)  Students are only concerned with “their job”,and do not participate the entire time. (easy for them to hide)  All students are not engaged  Learning is not equal (one person may do all or most of the work) 

WHAT IS COOPERATIVE LEARNING? What does cooperative learning look like?

Students are working in teams that display:  P- Positive Interdependence (on the same side, same goals)  I- Individual Accountability (student’s can’t hide)  E- Equal participation (equal status)  S- Simultaneous Interaction (engagement)

From Traditional to Cooperative Learning “A good class • “Learning involves healthy noise.” is a quiet class.” “Keep your eyes on your own paper.”

• “Help your partner solve it.”

“Sit quietly.”

• “Get up and look at what others did.”

I know..You hate it already! We’ve already heard every line in the book….. How can I cover the curriculum if I allow time for student discussion, team building, and silly sports energizers during my class?  Where does cooperative learning fit into my lesson plan?  What do I do with students who are frequently absent or pulled out?  Some students refuse to work with others. What should I do?  Aren’t we just using high achievers to work with low achievers? 

ANSWERS TO FREQUENTLY ASKED QUESTIONS….. How can I cover the curriculum?  Stop

talking on a regular basis and let the students do the talking.  We retain a great deal of what we say rather than what we hear.  It is through discourse and interaction of different ideas that students construct meaning.

ANSWERS TO FREQUENTLY ASKED QUESTIONSâ&#x20AC;Ś.. Where does cooperative learning fit into my lesson plan? By incorporating a few simple and quick learning structures into each lesson.

What do I do with students who are frequently absent or pulled out? Spread around the most frequently pulled out or absent students. When the students leave form groups of four of remaining students. Teammates are responsible for explaining what was missed. Set up homework buddies and have a place set up for students to get there work when they return without interrupting the teacher.

ANSWERS TO FREQUENTLY ASKED QUESTIONS….. Some students refuse to work with others. What should I do?  You cannot make a student cooperate, but you can certainly make the learning attractive enough.  Sooner or later the “refuser” will want to join the group.  *This is a goof chance to use “team building” structures to build social skills.

ANSWERS TO FREQUENTLY ASKED QUESTIONS….. Aren’t we just using high achievers to work with low achievers?  No!

Research says high achievers do as well or better in cooperative learning classrooms as they do in traditional classrooms

 High

achievers get a chance to tutor at times, therefore they are “explaining”. Every teacher knows as we teach, we learn.

How can I start incorporating Cooperative Learning in my classroom? A few easy structures to start with: . * Remember to give students a gambit to say their partner 

Mix-Pair-Share (use with music, students are up and moving)

 

Timed Pair Share (teacher sets time limits Rally Robin (used for naming things, student’s are in pairs)



Round Robin (each students shares, set equal

time for each student ex. 30 seconds)  Think –Write Round Robin (each student shares, set equal time for each student)

Round Robin Ideas…… Teambuilding • • • • • • • • •

Fun after school activities Favorite TV Programs Ways to spend money What are some things know one knows about you? Favorite Food Favorite Vacation Spot Favorite Sport Favorite Video Games Favorite Weekend Activity

Content • • • • • • • •

Naming parts of a ell Multiplication Tables Give examples of : Cause and effect Compare and Contrast Name adjectives Summarizing the lesson Questions to begin the lesson • Why were the Timcuan people important to early Florida civilization?

Team Building vs. Class Building Team Building

Class Building

Fun

Students are standing

NonAcademic

Academic or fun

Easy enough for the lowest student

Interacting with others



http://www.youtube.com/watch?v=HEh8Z 0sbiRE

http://www.youtube.com/watch?v=S0s_qxJ Duas http://www.youtube.com/watch?v=SiCSKg3 2AMk

Task and Transfer  Choose

one of the Kagan Cooperative Learning Strategies learned to today and incorporate it in your lessons for the next week.  Email your buddy and tell them how you used your strategy.  CC: Danyse Streets as well. She will be collecting data to track our integration of cooperative learning.

ENGAGING STUDENTS SMART Board Demo  Intro to Wiki spaces  Interactive White Board & Smart Board tools 



Task and Transfer:

Accept the wiki spaces invite.  Browse the technology integration websites your  Write a comment in the discussion board about your teaching experience use the new technology.  Due by: April 2, 2010 

Syllabus Writing

Principles of Syllabus Construction A syllabus is a tool  It exists to serve a purpose  You have to define that purpose  I suggest that there are two large purposes  The syllabus should make a PROMISE  The syllabus should provide a PLAN 

The Syllabus as Contract 



The syllabus should serve as a contract between you and your students It should say to the students This is what you must do This is when it must be done This is how it will be graded This is how your grade for the semester will be determined

The Syllabus as Contract The syllabus should also say to your students This is what I will do This is when I will do it In other words, the syllabus makes clear to the students what their obligations are to you, and what your obligations are to them 

The Syllabus as Contract The syllabus should present this information in a way that is  Simple  Clear  Unambiguous  Straightforward, and  Easily found 

The Syllabus as Contract Reasons to make this promise  First, it is the kind and humane thing to  Second, it implies an attitude. It says, I have planned this carefully and I expect that you will plan your participation in this course carefully, too. 

The Syllabus as Contract Objections  We can’t perfectly predict what will happen down the road  You may be absent  Students may be more or less advanced than you thought  Lectures may take longer or shorter than you predicted 

The Syllabus as Contract These are not mere concerns  They are predictions: teachers know that these things happen  Is it possible to write a syllabus that is clear and specific, and still have flexibility?  Yes, if you have a PLAN 

The Syllabus as the Explanation of the Plan  What

is a “plan”?  We use the word in a wide variety of ways, depending on the context  What is the context here?  What is meant by a teaching and learning plan?

The Syllabus as the Explanation of the Plan 



First, a word or two about what does not qualify as a plan: Plowing through the textbook one chapter after another is not a plan Picking out the three chapters that you really like and concentrating on them is not a plan Deciding at the end of class what will be done in the next class is not a plan

The Syllabus as the Explanation of the Plan 



 o

o o

A plan requires a PURPOSE, a clear and specific goal The question is, What do I want to accomplish in this course? This requires Careful thought Precise definition Imaginative organization

Careful Thought  Who

are my students?

 What

is their background in this area?

 What

are the most important elements of this course for these students?

Precise Definition  What

are the main goals of this course?

 Why

are these goals important?

 What

are the main ideas that I want to thread throughout the course?

Imaginative Organization ď Ž How

do I arrange the materials and activities of the course so that the students have the best chance of achieving the goals of the course: ď&#x192;&#x2DC; How do I order the readings? ď&#x192;&#x2DC; How do I incorporate other sources, like videos, speakers, trips, etc.?

Imaginative Organization How do I inter-relate the materials and activities of the course so that everything we do is aimed at achieving the stated goals of the course?  Reading and Writing  Discussing  Group work  Research  Observation 

The Necessity of Reflection To organize imaginatively, you must have clear goals for the course  Choose materials, activities, teaching methods, evaluation methods, etc., that are appropriate to the goals of the course  Create a rhythm for the course that encourages achieving the goals of the course  Choose attendance policies, etc., that are appropriate 

The Necessity of Reflection 



To determine the goals of the course takes time, but it will be the most valuable time you spend on your course Ask yourself Who are my students?  What do they need from this course?  What do I think is the purpose of this course?  How can I best organize to achieve these goals? 

The PLAN Allows for the PROMISE 

Reflecting on the purpose of the course, and organizing everything in a way that will help achieve that purpose, will help you stick to the contract AND be flexible First, because this process helps you edit down the material, choosing what is necessary, what is important, and what can be ignored  Second, because the content of any particular class is not discrete but a part of an organic whole 

The PLAN Allows for the PROMISE  But

most important, going through this process forces you to be realistic  About who your students are  About what their capabilities are  About what their interests are  About what their needs are

The PLAN Allows for the PROMISE   

Syllabi do not exist in a vacuum A syllabus exists in a context In this case, the most important element of the context is the nature of the students Their intelligence  Their motivation  Their background  Their interest 

The PLAN Allows for the PROMISE  The

PLAN should be appropriate to the students  The reading  The writing  The methods of instruction  The methods of evaluation

The PLAN Allows for the PROMISE ď Ž

ď Ž

If you will define purpose and goals in light of a full and rich understanding of who your students are, you can write a syllabus that will not have to be changed as you go along. A syllabus that manifests a PLAN and makes a PROMISE encourages both good teaching and good learning

Encouraging Teaching and Learning 

 



It encourages good teaching by forcing you to think carefully about what you want to accomplish forcing you to think carefully about how to inter-relate the materials and activities of the course forcing you to think carefully about how most effectively to organize the materials, activities, and evaluation procedures of the class

Encouraging Teaching and Learning 



It encourages learning by informing the students about the purpose and goals of the course, so that they have a context in which to put the materials and activities of the course informing the students about exactly what they are required to do, and when, and how demonstrating to the students that there is coherence and meaning to the course

Self-Diagnosis for Your Syllabus 



Ask yourself this question: Does my syllabus provide students with all the information they need to navigate this course, or will students have to guess, or ask me questions along the way, or make mistakes, because the syllabus was not clear or not complete? If you can answer “yes,” you have an effective syllabus.

Specific Elements of the Syllabus  Basic

Course Information

 Course

Number and Course Title  x Semester Credits  Semester, Year, Day, Time  Classroom

Specific Elements of the Syllabus   

  

Instructor: Name Office: Location Phone: Number E-mail: Address Office hours: Days and times If you have a disability that requires an accommodation, please contact me immediately.

Specific Elements of the Syllabus  Course

Description

 Catalogue

Course Description  Course Plan and Rationale  Course Goals

Specific Elements of the Syllabus 

Assignments and Grades



Required Readings and Learning Resources Recommended Reading and Resources Graded Assignments Grading Policy Course Schedule



  

Syllabus Writing

The Syllabus as Contract 



The Syllabus as Contract The syllabus should present this information in a way that is  Simple  Clear  Unambiguous  Straightforward, and  Easily found 

The Syllabus as the Explanation of the Plan  What

is a “plan”?  We use the word in a wide variety of ways, depending on the context  What is the context here?  What is meant by a teaching and learning plan?

The Syllabus as the Explanation of the Plan 



The Syllabus as the Explanation of the Plan 



 o

o o

A plan requires a PURPOSE, a clear and specific goal The question is, What do I want to accomplish in this course? This requires Careful thought Precise definition Imaginative organization

Careful Thought  Who

are my students?

 What

is their background in this area?

 What

are the most important elements of this course for these students?

Precise Definition  What

are the main goals of this course?

 Why

are these goals important?

 What

are the main ideas that I want to thread throughout the course?

Imaginative Organization ď Ž How

The Necessity of Reflection 



The PLAN Allows for the PROMISE 

The PLAN Allows for the PROMISE  But

The PLAN Allows for the PROMISE   

The PLAN Allows for the PROMISE  The

PLAN should be appropriate to the students  The reading  The writing  The methods of instruction  The methods of evaluation

The PLAN Allows for the PROMISE ď Ž

ď Ž

Encouraging Teaching and Learning 

 



Encouraging Teaching and Learning 



Self-Diagnosis for Your Syllabus 



Specific Elements of the Syllabus  Basic

Course Information

 Course

Number and Course Title  x Semester Credits  Semester, Year, Day, Time  Classroom

Specific Elements of the Syllabus   

  

Instructor: Name Office: Location Phone: Number E-mail: Address Office hours: Days and times If you have a disability that requires an accommodation, please contact me immediately.

Specific Elements of the Syllabus  Course

Description

 Catalogue

Course Description  Course Plan and Rationale  Course Goals

Specific Elements of the Syllabus 

Assignments and Grades



Required Readings and Learning Resources Recommended Reading and Resources Graded Assignments Grading Policy Course Schedule

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Approach, Methods, Techniques

Edward Anthony There are three hierarchical elements â&#x20AC;&#x201C; approach, method, technique Explanation: Approach = set of assumptions dealing with the nature of language, learning and teaching Method = an overall plan for systematic presentation of language based upon a selected approach Techniques = the specific activities manifested in the classroom that are consistent with a method and therefore in harmony with an approach as well -

Theodor Rogers, Jack Richards - Proposed a reformation of the concept of method Method = their method is more referred to â&#x20AC;&#x153;methodologyâ&#x20AC;&#x153; = a generalized set of classroom specifications for accomplishing linguistic objectives. The subordinate themes are: approach, design, procedures

Elements and subelements of method â&#x20AC;&#x201C; Richards and Rogers Approach

Design

Procedure

1. theory of native 1. the general and the classroom language specific objectives techniques+procedures 2. a theory of the nature 2. syllabus and behaviours of language learning 3. types of learning and observed when teaching activities the method is used 4. learnerÂ´s role 5. teacherÂ´s role 6. the role of instrumental materials

Definitions that reflect current usage:

Methodology = the study of pedagogical practices in general (how to teach) Approach = theoretical positions and beliefs about the nature of language, the nature of language learning Method = a generalized set of classroom specifications for accomplishing linguistic objectives Syllabus = design for carrying out a particular language program Technique = any of a wide variety of exercises, activities or devices used in the language classroom for realising lesson objectives

Repka´s model Approach Planning Programming – syllabus (specification of objective)

Method operation selection of tasks – dynamization of techniques

Stern – 3 theories 1. Theory of teaching foreign language 2. Approaches and methods 3. Proved hypotheses concerning approaches and methods

TECHNIQUE - Any of a wide variety of exercises, activities, or devices used in the language classroom for realizing lesson objectives - Technique is also referred to a task, procedure, activity and exercise ACTIVITY - Anything that learners actually do in the classroom - Some sort of performance on the part of learners PROCEDURE - The actual moment â&#x20AC;&#x201C; to moment techniques, practices and behaviours that operate in teaching language - Includes techniques

Categorizing techniques 1. From manipulation to communication ◊ manipulative = totally controlled by the teacher and require a predicted response from the students (choral repetition, drills, dictation and reading aloud) ◊ communicative = students´ responses are open-ended and unpredictable (story-telling, brainstorming, role – plays, games) Drill ◊ mechanical drill = only one correct response from a student = no connection with the reality ◊ meaningful drill = may have a predicted response, but is connected to some form of reality ◊ quasi-communicative practice = if the exercise is communicative is no longer a drill

2. Controlled to free techniques Controlled = teacher centered = manipulative = structured = predicted responses responses = pre-planned objectives objectives

Free =student centered = communicative = open-ended = unpredicted = negotiated

Taxonomy of techniques Controlled techniques - warm up - setting - organizational - content explanation - role-play demonstration - reading aloud - question-answer, display - drill - translation - dictation - copying - identification - review - testing

Semi controlled techniques - Brainstorming - Story-telling - Dialogue - Narration - Information transfer - Information exchange - Wrap up - Preparation Free techniques - Role play - Games - Report - Problem solving - Drama - Simulation - Interview - Discussion - composition

Supporting materials Textbooks - Selecting a textbook is a complex task, different things must be taken into consideration: a) goals of the course b) background of students (age, education, native language, motivation) c) approach d) language skills (listening, speaking, reading, writing) e) general content (proficiency level, authenticity) f) quality of practice material (exercises, explanation, review) g) sequencing h) vocabulary i) sociolinguistic factors (variety of English, cultural content) j) format k) supplementary material (workbook, tapes, tests, posters) l) teacherÂ´s guide (answer keys, alternative exercises)

Other written texts - among other written texts available for use is an unlimited supply of realworld textual material such as signs, schedules, calendars, advertisements, menus, notes... Audio-visual aids 1.Commercially produced â&#x20AC;&#x201C; audio cassettes with: listening exercises lectures stories - video tape and films: documentation instruction - slides, photographs, posters 2.Creative your own â&#x20AC;&#x201C; tapes of conversations of people known to the students - posters, charts, magazine pictures 3. Realia Objects â&#x20AC;&#x201C; food items, cosmetics, tools and other materials Computer assisted language learning (CALL) - tutorial programs (covering grammar, vocabulary, revising, editing) - text building programs - process writing (drafting, revising, editing) - games - testing

The Revised Bloomâ&#x20AC;&#x2122;s Taxonomy: An Overview

Shared by: Lorain Anderson University of South Carolina

A Fundamental Truth We donâ&#x20AC;&#x2122;t see the world as it is; we see the world through the lens through which we look at it.

Bloom’s Taxonomy as a Framework A taxonomy of educational objectives “could do much to bring order out of chaos in the field of education. It could furnish the conceptual framework around which our descriptions of educational programs and experiences could be oriented. It could furnish a framework for the development of educational theories and research. It could furnish the scheme needed for training our teachers and for orienting them to the varied possibilities of education” (Bloom, 1949)

Who were the taxonomists? • Post World War II • Students received course credit by passing the examinations (credit-byexamination) • Quite obviously, the exams had to be based on course objectives (validity) and of sufficient length to be reliable. • University Examiners • Responsible for designing or helping to design end-of-course examinations

They Needed a Set of Categories that Cut-Across Subject Areas “Although the objectives … may be specified in an almost unlimited number of ways, the student behaviors involved in these objectives can be represented by a relatively small number of classes. Therefore, the taxonomy is designed to be a classification of the student behaviors which represent the intended outcomes of the educational process” (p. 18).

Looking Through a New Lens

Evaluation

Synthesis Analysis Application Comprehension

Knowledge

The Original Bloom’s “Bloom’sTaxonomy Taxonomy

Without the Lens The student will recall the names of the parts of a flower.

With the Lens The student will recall the names of the parts of a flower. This is a knowledge objective.

Objectives were used to form categories; then categories were used to classify objectives.

80 % of the objectives fell into the Knowledge category

The Revision • Began in November 1996 • Led by David Krathwohl • Involved cognitive psychologists, curriculum theorists, teacher educators, and measurement and assessment specialists. • Group met twice a year for four years. • Draft completed in 2000; text published in 2001. • Two books – soft cover for teachers and other “practitioners” and hard cover for academicians.

In education, objectives are statements of what we want students to learn as a result of the instruction we provide. Standards are simply mandated objectives.

The Common Format of Objectives Subject

Verb

Object O

The SUBJECT is the Learner or the Student. The student (will) The student (should) The students (might)

Quite often, the subject is implicit or understood.

The verbs provide clues as to the cognitive process category intended by the person or persons writing the standard. Adopted from the original Bloomâ&#x20AC;&#x2122;s taxonomy of educational objectives, there are six cognitive process categories.

Bloom • Evaluation

Revised Bloom • Create

• Synthesis

• Evaluate

• Analysis

• Analyze

• Application

• Apply

• Comprehension

• Understand

• Knowledge

• Remember

Each of the six cognitive process categories was divided into specific cognitive processes. Nineteen (19) specific cognitive processes were identified.

Cognitive Processes • Remember • Understand

• • • • • • • • •

Recognizing Recalling Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining

Cognitive Processes (continued) • Apply • Analyze

• Evaluate • Create

• • • • • • • • • •

Executing Implementing Differentiating Organizing Attributing Checking Critiquing Generating Planning Producing

THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION 1. REMEMBER Recognizing Recalling

2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining

3. APPLY Executing Implementing

4. ANALYZE Differentiating Organizing Attributing

5. EVALUATE Checking Critiquing

6. CREATE Generating Planning Producing

Unlike the verbs, the objects of the standards are subject-specific (e.g., math, science, social studies). The objects specify the CONTENT of the standard. For several reasons, CONTENT was replaced by KNOWLEDGE.

What are Differences Between Content and Knowledge? â&#x20AC;˘ Content is subject-matter specific. If you focused on content, then, you would need as many taxonomies as there are subject matters (e.g., one for science, one for history, etc.). â&#x20AC;˘ Content exists outside the student. A major problem, then, is how to get the content inside the student. When content gets inside the student, it becomes knowledge. This transformation of content to knowledge takes place through the cognitive processes used by the student.

Four Types of Knowledge • • • •

Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge

HOT ARTICHOKE DIP (Serves 10 to 14) 2 14-oz cans artichoke hearts 16 oz. mayonnaise 1 c. grated Parmesan cheese Garlic salt (optional) ==================================== 1. Drain artichoke hearts. 2. Mash artichokes with fork. 3. Mix with mayonnaise, cheese, and garlic salt. 4. Bake at 350 degrees for 15 minutes or until cheese is melted. 5. Serve with crackers or party rye.

THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION

KNOWLEDGE

DIMENSION

FACTUAL KNOWLEDGE

CONCEPTU AL KNOWLED PROCEDURA GE L KNOWLEDGE METACOGNIT IVE KNOWLEDGE

1. REMEMBER Recognizing Recalling

2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining

3. APPLY Executing Implementing

4. ANALYZE Differentiating Organizing Attributing

5. EVALUATE Checking Critiquing

6. CREATE Generating Planning Producing

THE TAXONOMY TABLE

1. REMEMBER Recognizing Recalling

2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining

3. APPLY Executing Implementing

4. ANALYZE Differentiating Organizing Attributing

5. EVALUATE Checking Critiquing

6. CREATE Generating Planning Producing

A. Factual Knowledge

B. Conceptual Knowledge

C. Procedural Knowledge

D. Metacognitive Knowledge

How it Works

Explain the political alliances and policies that impacted the United States in the latter part of the 20th Century, including NATO, the UN, and OPEC

Verb = Explain Object = the political alliances and policies that impacted the United States in the latter part of the 20th Century including NATO, the UN, and OPEC [Extraneous information]

Verb = Explain = Understand Object = the political alliances and policies that impacted the United States in the latter part of the 20th Century = Conceptual Knowledge

Summarize the provisions of the 13th, 14th, and 15th Amendments to the Constitution, including how the amendments protected the rights of African Americans and sought to enhance their political, social, and economic opportunities

Verb = Summarize Object = Provisions of the 13th, 14th, and 15th Amendments to the Constitution Including how the amendments protected the rights of African Americans and sought to enhance their political, social, and economic opportunities [Extraneous information]

Verb = Summarize = Understand Object = Provisions of the 13th, 14th, and 15th Amendments to the Constitution = Factual Knowledge

THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION

KNOWLEDGE

DIMENSION

FACTUAL KNOWLEDGE

CONCEPTU AL KNOWLED PROCEDURA GE L KNOWLEDGE METACOGNIT IVE KNOWLEDGE

1. REMEMBER Recognizing Recalling

2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining

Standard 2 Standard 1

3. APPLY Executing Implementing

4. ANALYZE Differentiating Organizing Attributing

5. EVALUATE Checking Critiquing

6. CREATE Generating Planning Producing

The SVO format of standards in combination with the twodimensional structure of the Taxonomy Table allows us to classify standards so we better understand their intent and meaning in terms of student learning.

Additional Benefits • Increase curriculum alignment • Improve validity of assessments • Improve quality of instruction

Curriculum Alignment Assessments

Objectives

Curriculum Alignment

Instructional Activities/ Materials

Why is Alignment Important? • Increases validity of assessment • Increases students’ opportunity to learn • Provides more accurate estimates of teaching effectiveness • Permits better instructional decisions to be made

Traditional Alignment • What content is included in the objective? • What content is included on the assessment(s)? • Is the content included in the objective and/or on the assessment included in the instructional materials? • If the content is the same, there is a high level of alignment.

Objectiv es

Assessme nts

ALIGNMENT USING THE TAXONOMY TABLE

Instruction al Activities Remember

Factual Conceptual

Procedural MetaCognitive

Understand

Apply

Analyze

Evaluate

Create

THE ANATOMY OF AN ASSESSMENT TASK INTRODUCTORY MATERIAL (1) Written

(2) Pictorial

(3) Realia

STEM (1) Question

(2) Incomplete Statement

(3) Directive

RESPONSE (1) Short-Answer * Supply (Fill in the blank) * Select (Multiple-choice, Matching, True-False)

(2) Extended Response * Written * Performance

Remember Factual Knowledge • No Introductory Material • Stem as Question or Incomplete Statement • Supply (Recall) or Select (Recognize) Format

Apply Procedural Knowledge

• Introductory Material is Present • Stem as Directive • Extended Response Format

Teaching Students to "Remember Factual Knowledge"

1. Focus studentsâ&#x20AC;&#x2122; attention on important facts and terms, using, among other things, study guides, colors, and verbal markers. 2. Structure the information to be remembered (e.g., outlines, diagrams, pictures). 3. Use repetition, incorporating songs and rhythmic activities (e.g., clapping, chanting, cheering). 4. Use mnemonic devices & acronyms; teach memory strategies (e.g., rehearsal, elaboration, making connections with familiar places and things). 5. Use distributed practice.

Teaching Students to "Understand Conceptual Knowledge“ 1. 2. 3.

4. 5.

Emphasize defining features or key characteristics; ask "what makes X, X?" Give examples, non-examples, and “near” examples. Teach concepts in relation to one another; show connections and relationships using visual representations and graphic organizers. Use metaphors and similes. Use “hands-on” activities and manipulatives; build models.

Why the Revised Taxonomy? • Historical link (1949 to the present) • Two dimensions match the structure of all objectives: subject-verb-object. • Complete “crossing” of rows with columns makes knowledge and cognitive processes equally important • The use of verbs is critical since the verbs represent the cognitive processes that students use on or with the content so that learning occurs

TEACHING STRATEGIES AND METHODOLOGIES FOR TEACHING & LEARNING

Presented by Denise Tarlinton

The mind is not a vessel to be filled, but a fire to be ignited. (Plutarch)

Overview • Bloom’s Taxonomy and higher-order thinking • Take a walk down memory lane • Investigate the Revised Taxonomy – New terms – New emphasis • Explore each of the six levels • See how questioning plays an important role within the framework (oral language) • Use the taxonomy to plan a unit • Look at an integrated approach • Begin planning with a SMART Bloom’s Unit Planning Matrix

Productive Pedagogies A guide to Productive Pedagogies: Classroom reflection manual lists three degrees of incorporation of Higher-order thinking skills in a “Continuum of practice”: • Students are engaged only in lower-order thinking; i.e. they receive, or recite, or participate in routine practice. In no activities during the lesson do students go beyond simple reproduction of knowledge. • Students are primarily engaged in routine lower-order thinking for a good share of the lesson. There is at least one significant question or activity in which some students perform some higher-order thinking. • Almost all students, almost all of the time are engaged in higherorder thinking. (Department of Education, Queensland, 2002, p. 1)

What is Higher-order thinking? A guide to Productive Pedagogies: Classroom reflection manual states that:

Higher-order thinking by students involves the transformation of information and ideas. This transformation occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation. Manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning. When students engage in the construction of knowledge, an element of uncertainty is introduced into the instructional process and the outcomes are not always predictable; in other words, the teacher is not certain what the students will produce. In helping students become producers of knowledge, the teacherâ&#x20AC;&#x2122;s main instructional task is to create activities or environments that allow them opportunities to engage in higher-order thinking. (Department of Education, Queensland, 2002, p. 1)

Bloom’s Revised Taxonomy • Taxonomy of Cognitive Objectives • 1950s- developed by Benjamin Bloom • Means of expressing qualitatively different kinds of thinking • Been adapted for classroom use as a planning tool • Continues to be one of the most universally applied models • Provides a way to organise thinking skills into six levels, from the most basic to the more complex levels of thinking • 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy • As a result, a number of changes were made (Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)

Original Terms

New Terms

• Evaluation

•Creating

• Synthesis

•Evaluating

• Analysis

•Analysing

• Application

•Applying

• Comprehension

•Understanding

• Knowledge

•Remembering

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Change in Terms • The names of six major categories were changed from noun to verb forms. • As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns. • The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganised. • The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead. • Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category. http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html

Change in Emphasis • The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment. • The revision is aimed at a broader audience. Bloom’s Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels. • The revision emphasizes explanation and description of subcategories. http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html

BLOOMâ&#x20AC;&#x2122;S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing

Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding

A turtle makes progress when it sticks its neck out. (Anon)

Remembering The learner is able to recall, restate and remember learned information. – – – – – – – –

Recognising Listing Describing Identifying Retrieving Naming Locating Finding

Can you recall information?

Remembering cont’ • • • • • • • • • • • • • • • • •

List Memorise Relate Show Locate Distinguish Give example Reproduce Quote Repeat Label Recall Know Group Read Write Outline

• • • • • • • • • • • •

Listen Group Choose Recite Review Quote Record Match Select Underline Cite Sort

Recall or recognition of specific information

Products include: • Quiz

• Label

• Definition

• List

• Fact

• Workbook

• Worksheet

• Reproduction

• Test

•Vocabulary

Classroom Roles for Remembering Teacher roles

Student roles

• • • • • •

• • • • • • • • •

Directs Tells Shows Examines Questions Evaluates

Responds Absorbs Remembers Recognises Memorises Defines Describes Retells Passive recipient

Remembering: Potential Activities and Products • • • • • • • •

Make a list of the main events of the story. Make a time line of events. Make a facts chart. Write a list of any pieces of information you can remember. What animals were in the story? Make a chart showing… Make an acrostic. Recite a poem.

Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. – – – – – – – –

Interpreting Exemplifying Summarising Inferring Paraphrasing Classifying Comparing Explaining

Can you explain ideas or concepts?

Understanding cont’ • Restate • • • • • • • • • •

• Describe • Report Identify • Recognise Discuss • Review Retell • Observe Research • Outline Annotate • Account for Translate • Interpret Give examples of • Give main Paraphrase idea Reorganise • Estimate Associate • Define

Understanding of given information

Products include: • Recitation

• Example

• Summary

• Quiz

• Collection

• List

• Explanation

• Label

• Show and tell

• Outline

Classroom Roles for Understanding Teacher roles

Student roles

• • • • • •

• • • • • • • •

Demonstrates Listens Questions Compares Contrasts Examines

Explains Describes Outlines Restates Translates Demonstrates Interprets Active participant

• • • • • • • • • • • • • • • • •

Understanding: Potential Activities and Products Cut out, or draw pictures to show a particular event. Illustrate what you think the main idea may have been. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your own words. Write a summary report of the event Prepare a flow chart to illustrate the sequence of events. Make a colouring book. Cut out, or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your own words. Write a summary report of the event Prepare a flow chart to illustrate the sequence of events. Cut out, or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story.

Applying The learner makes use of information in a context different from the one in which it was learned.

– Implementing – Carrying out – Using – Executing Can you use the information in another familiar situation?

Applying cont’ • Translate • Manipulate • Exhibit • Illustrate • Calculate • Interpret • Make • Practice • Apply • Operate • Interview

• • • • • • • • • • • • •

Paint Change Using strategies, Compute concepts, principles and theories in new Sequence situations Show Solve Collect Demonstrate Products include: Dramatise • Photograph • Presentation Construct • Illustration • Interview Use • Simulation • Performance Adapt • Sculpture • Diary Draw • Demonstration • Journal

Classroom Roles for Applying Teacher roles

Student roles

• • • • • •

• Solves problems • Demonstrates use of knowledge • Calculates • Compiles • Completes • Illustrates • Constructs • Active recipient

Shows Facilitates Observes Evaluates Organises Questions

Applying: Potential Activities and Products • • • •

• • • • • • •

Construct a model to demonstrate how it works Make a diorama to illustrate an event Make a scrapbook about the areas of study. Make a papier-mache map / clay model to include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make up a puzzle or a game about the topic. Write a textbook about this topic for others. Dress a doll in national costume. Make a clay model… Paint a mural using the same materials. Design a marketing strategy for your product using a known strategy as a model.

Analysing The learner breaks learned information into its parts to best understand that information. – – – – – – – –

Comparing Organising Deconstructing Attributing Outlining Finding Structuring Integrating

Can you break information into parts to explore understandings and relationships?

Analysing cont’ • • • • • • • • • • • • • • •

Distinguish Question Appraise Experiment Inspect Examine Probe Separate Inquire Arrange Investigate Sift Research Calculate Criticize

• • • • • • • • • • • • • • •

Compare Contrast Survey Detect Group Order Sequence Test Debate Analyse Diagram Relate Dissect Categorise Discriminate

Breaking information down into its component elements

Products include: • Graph

• Survey

• Spreadsheet

• Database

• Checklist

• Mobile

• Chart

• Abstract

• Outline

• Report

Classroom Roles for Analysing Teacher roles

Student roles

• • • • • • • •

• • • • • • • • • • • •

Probes Guides Observes Evaluates Acts as a resource Questions Organises Dissects

Discusses Uncovers Argues Debates Thinks deeply Tests Examines Questions Calculates Investigates Inquires Active participant

Analysing: Potential Activities and Products • • • • • • • • •

Design a questionnaire to gather information. Write a commercial to sell a new product Make a flow chart to show the critical stages. Construct a graph to illustrate selected information. Make a family tree showing relationships. Devise a play about the study area. Write a biography of a person studied. Prepare a report about the area of study. Conduct an investigation to produce information to support a view. • Review a work of art in terms of form, colour and texture.

Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. – – – – – – – –

Checking Hypothesising Critiquing Experimenting Judging Testing Detecting Monitoring

Can you justify a decision or course of action?

Evaluating cont’ • • • • • • • • • • • • • • • •

Judge Rate Validate Predict Assess Score Revise Infer Determine Prioritise Tell why Compare Evaluate Defend Select Measure

• • • • • • • • • • • • • • •

Choose Conclude Judging the value of Deduce ideas, materials and methods by developing Debate and applying standards Justify and criteria. Recommend Discriminate Appraise Value Products include: Probe • Debate Argue • Investigation Decide • Panel • Verdict Criticise • Report • Conclusion Rank • Evaluation •Persuasive Reject speech

Classroom Roles for Evaluating Teacher roles

Student roles

• Clarifies • Accepts • Guides

• • • • • • • • • • •

Judges Disputes Compares Critiques Questions Argues Assesses Decides Selects Justifies Active participant

Evaluating: Potential Activities and Products • Prepare a list of criteria to judge… • Conduct a debate about an issue of special interest. • Make a booklet about five rules you see as important. Convince others. • Form a panel to discuss views. • Write a letter to. ..advising on changes needed. • Write a half-yearly report. • Prepare a case to present your view about...

Creating The learner creates new ideas and information using what has been previously learned. – – – – – – –

Designing Constructing Planning Producing Inventing Devising Making

Can you generate new products, ideas, or ways of viewing things?

Creating cont’ • • • • • • • • • • • • • • •

Compose Assemble Organise Invent Compile Forecast Devise Propose Construct Plan Prepare Develop Originate Imagine Generate

• Formulate

• Improve

Putting together ideas or elements to develop a original idea or engage in creative thinking.

• Act • Predict

• Produce • Blend • Set up • Devise • Concoct • Compile

Products include: • Film

• Song

• Story

• Newspaper

• Project

• Media product

• Plan

• Advertisement

• New game

• Painting

Classroom Roles for Creating Teacher roles

Student roles

• • • • •

• • • • • • • •

Facilitates Extends Reflects Analyses Evaluates

Designs Formulates Plans Takes risks Modifies Creates Proposes Active participant

Creating: Potential Activities and Products • Invent a machine to do a specific task. • Design a building to house your study. • Create a new product. Give it a name and plan a marketing campaign. • Write about your feelings in relation to... • Write a TV show play, puppet show, role play, song or pantomime about.. • Design a record, book or magazine cover for... • Sell an idea • Devise a way to... • Make up a new language and use it in an example.

Practical Bloom’s • • • •

Suitable for use with the entire class Emphasis on certain levels for different children Extend children’s thinking skills through emphasis on higher levels of the taxonomy (analysis, evaluation, creation) Possible approaches with a class could be: – All children work through the remembering and understanding stages and then select at least one activity from each other level – All children work through first two levels and then select activities from any other level – Some children work at lower level while others work at higher levels – All children select activities from any level – Some activities are tagged “essential” while others are “optional” – A thinking process singled out for particular attention eg. Comparing, (done with all children, small group or individual) – Some children work through the lower levels and then design their own activities at the higher levels – All children write their own activities from the taxonomy (Black, 1988, p. 23).

Sample Unit : Space Remembering

Cut out “space” pictures from a magazine. Make a display or a collage. List space words (Alphabet Key). List the names of the planets in our universe. List all the things an astronaut would need for a space journey.

Understanding

Make your desk into a spaceship, Make an astronaut for a puppet play. Use it to tell what an astronaut does. Make a model of the planets.

Applying

Keep a diary of your space adventure (5 days). What sort of instruments would you need to make space music? Make a list of questions you would like to ask an astronaut.

Analysing

Make an application form for a person applying for the job of an astronaut. Compare Galileo’s telescope to a modern telescope. Distinguish between the Russian and American space programs.

Evaluating

Compare the benefits of living on Earth and the moon. You can take three people with you to the moon. Choose and give reasons. Choose a planet you would like to live on- explain why.

Creating

Write a newspaper report for the following headline: “Spaceship out of control”. Design a space suit. Create a game called “Space Snap”. Prepare a menu for your spaceship crew. Design an advertising program for trips to the moon.

Sample Unit : Travel Remembering

How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect “transport” pictures from magazines- make a poster with info.

Understanding

How do you get from school to home? Explain the method of travel and draw a map. Write a play about a form of modern transport. Explain how you felt the first time you rode a bicycle. Make your desk into a form of transport.

Applying

Explain why some vehicles are large and others small. Write a story about the uses of both. Read a story about “The Little Red Engine” and make up a play about it. Survey 10 other children to see what bikes they ride. Display on a chart or graph.

Analysing

Make a jigsaw puzzle of children using bikes safely. What problems are there with modern forms of transport and their uses- write a report. Compare boats to planes.

Evaluating

What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rate transport from slow to fast etc..

Creating

Invent a vehicle. Draw or construct it after careful planning. What sort of transport will there be in twenty years time? Discuss, write about it and report to the class. Write a song about traveling in different forms of transport.

A good teacher makes you think even when you donâ&#x20AC;&#x2122;t want to. (Fisher, 1998, Teaching Thinking)

Blooming Questions • Questioning should be used purposefully to achieve well-defines goals. • Bloom's Taxonomy is a classification of thinking organised by level of complexity. It gives teachers and students an opportunity to learn and practice a range of thinking and provides a simple structure for many different kinds of questions and thinking. • The taxonomy involves all categories of questions. • Typically a teacher would vary the level of questions within a single lesson.

Lower and Higher Order Questions • Lower level questions are those at the remembering, understanding and lower level application levels of the taxonomy. • Usually questions at the lower levels are appropriate for: • Evaluating students’ preparation and comprehension • Diagnosing students’ strengths and weaknesses • Reviewing and/or summarising content www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm

Lower and Higher Order Questions

• Higher level questions are those requiring complex application, analysis, evaluation or creation skills. • Questions at higher levels of the taxonomy are usually most appropriate for: • Encouraging students to think more deeply and critically • Problem solving • Encouraging discussions • Stimulating students to seek information on their own www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm

Questions for Remembering • • • • • • • • •

What happened after...? How many...? What is...? Who was it that...? Can you name ...? Find the meaning of… Describe what happened after… Who spoke to...? Which is true or false...? (Pohl, Learning to Think, Thinking to Learn, p. 12)

Questions for Understanding • • • • • • • • •

Can you write in your own words? How would you explain…? Can you write a brief outline...? What do you think could have happened next...? Who do you think...? What was the main idea...? Can you clarify…? Can you illustrate…? Does everyone act in the way that …….. does? (Pohl, Learning to Think, Thinking to Learn, p. 12)

Questions for Applying • Do you know of another instance where…? • Can you group by characteristics such as…? • Which factors would you change if…? • What questions would you ask of…? • From the information given, can you develop a set of instructions about…? (Pohl, Learning to Think, Thinking to Learn, p. 13)

Question for Analysing • • • • • • • • • • •

Which events could not have happened? If. ..happened, what might the ending have been? How is...similar to...? What do you see as other possible outcomes? Why did...changes occur? Can you explain what must have happened when...? What are some or the problems of...? Can you distinguish between...? What were some of the motives behind..? What was the turning point? What was the problem with...? (Pohl, Learning to Think, Thinking to Learn, p. 13)

Questions for Evaluating • • • • • • • • • • • • • •

Is there a better solution to...? Judge the value of... What do you think about...? Can you defend your position about...? Do you think...is a good or bad thing? How would you have handled...? What changes to.. would you recommend? Do you believe...? How would you feel if. ..? How effective are. ..? What are the consequences..? What influence will....have on our lives? What are the pros and cons of....? Why is ....of value? What are the alternatives? Who will gain & who will loose? (Pohl, Learning to Think, Thinking to Learn, p. 14)

Questions for Creating • Can you design a...to...? • Can you see a possible solution to...? • If you had access to all resources, how would you deal with...? • Why don't you devise your own way to...? • What would happen if ...? • How many ways can you...? • Can you create new and unusual uses for...? • Can you develop a proposal which would...? (Pohl, Learning to Think, Thinking to Learn, p. 14)

Now it’s your turn… • Use the Bloom’s Matrix and these notes to plan a number of activities or questions for each level of the taxonomy. • You may choose to use this term’s context or unit, or focus on next term’s. • Work with your teaching partner. • I will copy these for our Thinking Skills Folder so everyone can share our BRILLIANT ideas. HAVE FUN!

How does it all fit together?

Bloomâ&#x20AC;&#x2122;s Revised Taxonomy

Creating

Evaluating Analysing

Applying

Green Hat, Construction Key, SCAMPER, Ridiculous Key, Combination Key, Invention Key Brick Wall Key, Decision Making Matrix, PMI, Prioritising. Yellow Hat, Black Hat, Venn Diagram, Commonality Key, Picture Key, Y Chart, Combination Key. Blue Hat, Brainstorming, Different uses Key, Reverse Listing Key, Flow Chart.

Graphic Organisers, Variations Key, Reverse Understanding Listing, PMI, Webs (Inspiration).

Remembering White Hat, Alphabet Key, Graphic Organisers, Acrostic, Listing, Brainstorming, Question Key.

An integrated approach: Blooms and SMARTS • Planning across six levels of thinking (Bloom) and eight different ways of knowing and understanding the world (Gardner’s SMARTS). • Assist in achieving a balanced program of activities that cater for all students’ abilities and interests. • Comprehensive planning. • Every space on the matrix doesn’t have to be filled. NOW IT’S YOUR TURN!

This world is but a canvas for our imaginations.

(Henry David Thoreau)

Bloom on the Internet • Bloom's(1956) Revised Taxonomy http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html An excellent introduction and explanation of the revised Taxonomy by Michael Pole on the oz-TeacherNet site written for the QSITE Higher order Thinking Skills Online Course 2000. Pohl explains the terms and provides a comprehensive overview of the sub-categories, along with some suggested question starters that aim to evoke thinking specific to each level of the taxonomy. Suggested potential activities and student products are also listed. • Bloom’s Revised Taxonomy http://coe.sdsu.edu/eet/articles/bloomrev/index.htm Another useful site for teachers with useful explanations and examples of questions from the College of Education at San Diego State University. • Taxonomy of Technology Integration http://education.ed.pacificu.edu/aacu/workshop/reconcept2B.html This site compiled by the Berglund Center for Internet Studies at Pacific University, makes a valiant effort towards linking ICT (information and communication technologies) to learning via Bloom's Revised Taxonomy of Educational Objectives (Anderson, et. al., 2001). The taxonomy presented on this site is designed to represent the varying cognitive processes that can be facilitated by the integration of ICT into the teaching and learning process. • Critical and Creative Thinking - Bloom's Taxonomy http://eduscapes.com/tap/topic69.htm Part of Eduscape.com, this site includes a definitive overview of critical and creative thinking as well as how Bloom’s domains of learning can be reflected in technology-rich projects. Many other links to Internet resources to support Bloom’s Taxonomy, as well as research and papers on Thinking Skills. Well worth a look.

Bloom on the Internet • • • • • • • • • • • • • • • • • • • • • • • • •

http://www.tedi.uq.edu.au/Assess/Assessment/bloomtax.html http://www.acps.k12.va.us/hammond/readstrat/BloomsTaxonomy2.html

http://www.teachers.ash.org.au/researchskills/dalton.htm http://www.officeport.com/edu/blooms.htm http://www.quia.com/fc/90134.html http://www.utexas.edu/student/utlc/handouts/1414.html Model questions and keywords http://schools.sd68.bc.ca/webquests/blooms.htm http://www.coun.uvic.ca/learn/program/hndouts/bloom.html http://caribou.cc.trincoll.edu/depts_educ/Resources/Bloom.htm http://www.kent.wednet.edu/KSD/MA/resources/blooms/teachers_blooms.html http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/questype.htm http://www.nexus.edu.au/teachstud/gat/painter.htm Questioning Techniques that includes reference to Bloom’s Taxonomy. http://scs.une.edu.au/TalentEd/EdSupport/Snugglepot.htm

Print Resources • Clements, D.; C. Gilliland and P. Holko. (1992). Thinking in Themes: An Approach Through the Learning Centre. Melbourne: Oxford University Press. • Crawford, Jean (ed.) (1991). Achieveing Excellence: Units of Work for levels P-8. Carlton South, Vic.: Education Shop, Ministry of Education and Training, Victoria. • Crosby, N. and E. Martin. (1981). Don’t Teach! Let Me Learn. Book 3. Cheltenham, Vic.: Hawker Brownlow. • Dalton, Joan. (1986). Extending Children’s Special Abilities: Strategies for Primary Classrooms. Victoria: Department of School Education, Victoria. • Forte, Imogene and S. Schurr. (1997). The All-New Science Mind Stretchers: Interdisciplinary Units to Teach Science Concepts and Strengthen Thinking Skills. Cheltenham, Vic.: Hawker Brownlow. • Fogarty, R. (1997). Problem-based learning and other curriculum models for the multiple intelligences classroom. Arlington Heights, IL: IRI/Skylight Training and Publishing, Inc. • Frangenheim, E. (1998). Reflections on Classroom Thinking Strategies. Loganholme: Rodin Educational Consultancy.

Print Resources • Knight, BA., S. Bailey, W. Wearne and D. Brown. (1999). Blooms Multiple Intelligences Themes and Activities. • McGrath, H and T. Noble. (1995). Seven Ways at Once: Units of Work Based on the Seven Intelligences. Book 1. South Melbourne: Longman. • Pohl, M. (2000). Teaching Complex Thinking: Critical, Creative, Caring. Cheltenham, Vic.: Hawker Brownlow. • Pohl, Michael. (1997). Teaching Thinking Skills in the Primary Years: A Whole School Approach. Cheltenham, Vic.: Hawker Brownlow Education. • Pohl, Michael. (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow. • Ryan, Maureen. (1996). The Gifted and Talented Children’s Course: Resolving Issues, Book 13- 7-8 Year Olds. Greenwood, WA: Ready-Ed Publications.

He who learns but does not think is lost

(Chinese Proverb)

Teaching Speaking and Teaching Pronunciation

Teaching Pronunciation: Pronunciation involves far more than individual sounds. Word stress, sentence stress, intonation. Make sure you have these 3 parts in every pronunciation lesson, and you are sure to see success or, shall we say, hear it. 1. Imitation: Use a recording from television, radio or the internet for variety. 2. Explanation: Reviewing the parts of the mouth can help your students clearly understand how to make appropriate English sounds. Print off and give your students a diagram of the mouth. Review the obvious terms for lips, teeth and tongue. 3. Practice: After imitating the sound and learning the correct biology for producing it, now is the time to practice the use of that sound or sound pattern.

You can also teach the natural rhythm of English through songs and poetry. Try reading a limerick with your class, or have them write their own.

Here are some ideas for focusing on specific pronunciation features.

• Voicing: Voiced sounds will make the throat vibrate. • Mouth Position: Have students use a mirror to see their mouth, lips, and tongue while they imitate you. • Intonation: This will take the students' attention off of the meaning of a word or sentence. • Linking: To help learners link words, try starting at the end of a sentence and have them repeat a phrase, adding more of the sentence as they can master it. For example, 'gowaway,' then 'aymeegowaway,' and finally 'Willaymeegowaway' without any pauses between words. • Specific Sounds  Minimal pairs, or words: such as 'bit/bat' that differ by only one sound, are useful for helping students distinguish similar sounds. They can be used to illustrate voicing ('curl/girl') or commonly confused sounds ('play/pray'). Remember that it's the sound and not the spelling you are focusing on.  Tongue twisters: are useful for practicing specific target sounds, plus they're fun. Make sure the vocabulary isn't too difficult.

Definition of Phonetics and Phonology ď ś Phonetics:

Phonetics is the study of sound in speech. Focuses on how speech is physically created and received, including study of the human vocal and auditory tracts, acoustics, and neurology. ď ś Phonology: Phonology is the study (and use) of sound patterns to create meaning. relies on phonetic information for its practice, but focuses on how patterns in both speech and non-verbal communication create meaning, and how such patterns are interpreted. Phonology includes comparative linguistic studies of how cognates, sounds, and meaning are transmitted among and between human communities and languages. Phonetics and Phonology are related, dependent fields for studying aspects of language.

Communication and Contextualisation The different categories of communication are: • Spoken or Verbal Communication: face-to-face • Non-Verbal Communication: body language • Written Communication • Visualizations Communication is simply the act of transferring information Contextualise it is means to put the story into context as in to explain what the story is about simple as that. To put in order of events.

â&#x20AC;˘ Pronunciation and perception can make to repetitive practice of rhythm and sound more natural and meaningful through the use of poetry and songs. â&#x20AC;˘ Pronunciation teaching is experiencing a new resurgence. It has been improved incorporating more meaningful and communicative practice in connected speech rather than practice with isolated sounds. Teachers should avoid abstract material and apply rules on more authentic activities.

Videos I.

http://www.youtube.com/watch?v=aOxfcHusbqc&index =6&list=PLxKk5M1EjyBqM6mBgkTCSPAp6mtaIjoMg II. http://www.youtube.com/watch?v=f5RekixAMoM Adrian Underhill on Successful Pronunciation 1 (Macmillan) _________________________________________ You can watch video at home.  http://www.youtube.com/watch?v=jF9qTJD25Ig  http://www.youtube.com/watch?v=BPmjGHdK5v8 (Teaching Pronunciation: Seven Essential Concepts | The New School)

Speaking is a skill. To learn to speak you have to practice a lot. A skill can be â&#x20AC;&#x153;imitated and practicedâ&#x20AC;?. It is a process. It must be: Spontaneous Time-Constraint (answer in real time).

â&#x20AC;&#x153;More than knowing the grammar rules , we must know how native speakers use the language in Context.â&#x20AC;? Stress and intonation

Sounds (phonology)

Facial expressions

Language Characteristics GesturesBody language

Pauses and fillers Formal or Informal

Students need a lot of exposure to the target language. They should know the idiomatic expressions and understand the culture. Accuracy

Fluency

-Pronunciation -Intonation -Spelling -Vocabulary -Stress and -Grammar

-Spontaneous -Short answers -Improvised -Fluent -Mistakes

We need to have a balance with accuracy and fluency practices. Contextualize practice. Personalize practice (Talk about their feelings and likes) Maximize meaningful interactions. Provide enough language input. Correct errors at the end.

Factors affecting Adult Learners’ speaking skills AGE

Students who begin learning in early childhood through natural exposure achieve higher proficiency than those who begin as adults.

Aural Medium

Speaking is closely related to listening.

Sociocultural Factors

Language is a form of social action, it has rules of what, when, how to say and what is appropriate. Culture also affects nonverbal communication.

Affective Factors

• Emotions • Empathy • Attitude

Speaking Proficiency

Self-esteem Anxiety Motivation

1.Grammatical Competence (grammar-vocabulary-mechanics) 2.Discourse Competence (formal-informal- emphasis-turn taking) 3.Sociolinguistic Competence (appropriate comments, how to respond) 4.Strategic Competence (Know how keep or finish a conversation)

Interaction as the Key to Improving Studentsâ&#x20AC;&#x2122; Speaking abilities It is essential for students to interact using the language, teachers must tailor the instructions carefully. Small Talk: Students must know how to open a conversation, at the beginning they can start having short conversations but they can improve little by little, until they will be able to have a discussion for example. Interactive activities: 1. Teachers must create a need or reason to speak. 2.Extensive exposure to authentic language (audio-videos). 3. A lot of rehearsal during the class with real world situations. 4. Listen to radio reports and retell to a friend. 5.Soap operas, films, documentaries, so they can observe the different intonations, stresses and language usages.

Designing Speaking Tasks Proficiency Level:

We must consider: Too easy or too difficult will demotivate students.

A successful Speaking class must have: • Maximum foreign talk.

• Even participation “Equal.” • High Motivation. • Right Language Level. • Teachers must include a variety of Speaking Activities in their plans (free practice). • Interactions SS-SS or S=S • Different activities for different Learning Styles.

Suggestions for teachers •Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.

•Ask eliciting questions such as "What do you mean? How did you reach that conclusion?" in order to prompt students to speak more.

•Try to involve each student in every •Provide written feedback like "Your speaking activity; for this aim, practice presentation was really great. It was a different ways of student participation. good job. I really appreciated your efforts in preparing the materials and •Reduce teacher speaking time in class efficient use of your voice…“ while increasing student speaking time. Step back and observe students. •Do not correct students' pronunciation mistakes very often while they are •Indicate positive signs when speaking. Correction should not commenting on a student's response. distract student from his or her speech. •Provide vocabulary and circulate around the class.

Letâ&#x20AC;&#x2122;s see this video: http://www.youtube.com/watch?v=sljZ1kPK1Dk

Info Gap activities Takes place between students. They are excellent activities as they force the students to ask each other questions; these activities help make the language classroom experience more meaningful and authentic. These activities help move the students from working in a more structured environment into a more communicative environment; they are hopefully Example: â&#x20AC;˘ Shopping Information Gap: What did he buy? How much Was it? And How did he pay for it?

HOW TO TEACH LISTENING Dulce Vargas Daetz Lourdes Catalรกn

LISTENING 

Listening is the ability to identify and understand what others are saying.

What does listening involve ? Identifying information. Searching memories. Relating that information to those memories.  Filling it in the proper spot.  Creating a new place for it.   

WHY TEACH LISTENING? Students hear different accents and varieties.  Listening helps students to acquire language subconsciously.  Listening is a receptive skill.  Education.  Mass communication. 

PRINCIPLES OF TEACHING LISTENING COMPREHENSION Let students understand how foreigners speak English and build students sensitivities.  All teachers can do is give them some guidelines provide an opportunity for meaningful practice and trust they will learn these things for themselves. ( Buck,1995) 

HOW TO PREPARE STUDENTS FOR LISTENING TASKS? Make it relevant to students ( interesting)  Provide background knowledge.  Pre-Listening exercise to activate content.  Use a variety of activities. 

LISTENING ACTIVITIES TO OVERCOME THE DIFFICULTIES  

       

Giving them charts/categories Asking questions ahead of time. Showing pictures/charts. Discussing the topic first. Describing the context. Role playing the situation. Providing key word list. Brainstorming(situations/pros/cons) Predicting Doing follow-ups that allows them to connect directly with their lives.

WHAT A DIFFICULT TASK…



Teaching listening skills is one of the most difficult tasks for any ESL teacher.

Sometimes students feel frustrated because they find listening difficult… Why?

DIFFICULTIES  

       

Students are trying to understand every word. Students go back trying to understand what a previous word meant. Students just don’t know the most important words. Students don’t recognize the words they know. Students have problems with different accents. Students get tired. Students have mental block. Students are distracted. Students cannot cope without images. Students have hearing problems.

TIPS

Pre-Listening 



Encourage your students to do their best. Make sure students know what they are listening for before you start listening.



Give questions to check students comprehension.



Check for any words that your students may not know.



Check for any words that your students may not know.



Short listening.



Stop the recording.

TIPS WHILE - LISTENING 

Try to play the recording once for overall comprehension and then for specific details.



Take notes ( dates, places, people).



Repeat the recording especially in the difficult parts.

TIPS AFTER / POST- LISTENING 

Compare their notes in small groups.



Encourage debates and answer questions.



Write a summary of the main points and then compare. Make a list of any new vocabulary.

Important Teachers have to try to use as many different sources of listening material as they can.

Here are some suggestions : ď&#x201A;˘

advertisements, news programs, poetry, songs, extracts from plays, speeches, lectures, telephone conversations, informal dialogues.

IDEAS TO MAKE THE BEST LISTENING ACTIVITIES EVER

2 3 4

Reduce distractions and noise during the listening segment. make sure the equipment produces acceptable sound quality.

Read or play the text a total of 2-3 times. Play a video clip with the sound off and ask students to make predictions about it. Give students a listening task to do between classes.

OTHER LISTENING ACTIVITIES 



Follow-up activities -More listening -Writing activities -Role-playing Use activities to wake up ss -Jazz chants -Jokes -Puzzles -Poems

HOW TO TEACH VOCABULARY Dulce Vargas Daetz Lourdes Catalรกn

Teaching Tips Step 1 : Presenting new words  Step 2 : Helping ss remember new words.  Step 3: Making sure ss make the new words their own.  Online resourses. 

Step 1 Presenting new words Using visual images.  Using gestures & actions.  Showing lexicial relations.  Words in context.  Guessing Predicting  Other techniques. 

Using visual images Realia  Pictures  Masking  Drawing  scales 

Using gestures & actions Mime  Gesture  Facial expression  action 

Showing lexical relations Synonyms  Antonyms  Collocatio n  Prefixes & suffixes 

Words in context Dialogues  Role play  Drama  Stories  Songs  Rhymes & poems  videos 

Guessing / predicting 

Stories, characters, etc.

Other techniques Using a dictionary.  Explaining  Describing  Defining the context  translating 

Step 2 Helping students remember new words Using memorizing games & activities.  Using review games.  Learning with friends. 

Review Games

Using memorizing games & activities Giving directions  Picture dictation  Matching words  Labeling words  Searching words  Sequencing words  Guessing words  Eliminating words.  Classifying words. 

Wordsearch games  Picture labeling  Crosswords  Bingo  Dominoes  Puzzles  Charts or survey for their peers. 

Socio-affectively Students can : Practice words with a classmates or in a group.  Teach a word to a member of the family or peer.  Make and play word game with friends.  Peer test. 

Step 3 Making sure students make the new words their own Vocabulary records system. ď&#x201A;˘ Personalizing the new words ď&#x201A;˘

Vocabulary record system- 1 Vocabulary books In a alphabetical order.  By topic or situation.  By grammatical groups.  By color sets.  By story features. 

Vocabulary record system- 2 Personal dictionary ( word notebook) Marking word stress.  Adding pictures.  Putting and L1 translation.  Putting the word into context.  Adding a synonym.  Mapping a word family. 

Personalize the new words

Keeping a learning log ( blogs).  Keeping a diary ( blogs )  Creative writing by using newly learned words or phrases.  Looking for recently learned words in storybooks, the internet, the newspapers, etc. and noticing how they are used. 

Meta-cognitively , learners learn how to Self-test.  Look for patterns in words.  Plan & organize a vocabulary record keeping system.  Learn words in their preferred ways .  Reflect on learning and reviewing regularly.  Monitor vocabulary learning. 

THANK YOU FOR YOUR ATTENTION

Teaching Reading ﾃ］gel Rafael Jimenez Alvarado Janeth Esmeralda Morales

Pre-Reading Predict involves thinking ahead while reading and anticipating information and events in the text.

Introduce components such as cause and effect, compare and contrast, personification, main idea, sequencing, and others.

Activate prior Knowledge is important because it

helps students make connections to the new information they will be learning.

Engage is a merger of motivation and thoughtfulness. Engaged readers seek to understand; they enjoy learning and they believe in their reading abilities.

Reading Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. Why Read?  Improve Vocabulary  Improve language acquisition  Improve reading ability  Improve spelling, grammar, and writing.  Improve reading comprehension

Teachers VS. Students  Teachers allow students to practice the full repertoire of reading strategies by using authentic reading tasks. They encourage students to read to learn.  Teachers have students practice reading strategies in class and ask them to practice outside of class in their reading assignments.

 Teachers encourage students to evaluate their comprehension and self-report their use of strategies.  Teachers develop students' awareness of the reading process and reading strategies by asking students to think and talk about how they read in their native language.  Teachers encourage the development of reading skills and the use of reading strategies by using the target language.

Reading Strategies: Before, During, and After Reading Before reading: Plan for the reading task â&#x20AC;˘ Set a purpose or decide in advance what to read for

â&#x20AC;˘Decide if more linguistic or background knowledge is needed â&#x20AC;˘Determine whether to enter the text from the top down (attend to the overall meaning) or from the bottom up (focus on the words and phrases)

During and after reading: Monitor comprehension •Verify predictions and check for inaccurate

guesses •Decide what is and is not important to understand •Reread to check comprehension •Ask for help

After reading: Evaluate comprehension and strategy use •Evaluate comprehension in a particular task or area •Evaluate overall progress in reading and in particular types of reading tasks •Decide if the strategies used were

appropriate for the purpose and for the task •Modify strategies if necessary

Types of lecture Extensive and Intensive Extensive reading (Joyful Reading, reading for pleasure): is a way of language learning,

including foreign language, learning, through large amounts of reading. As well as facilitating acquisition and learning of vocabulary, it is believed to increase motivation through positive affective benefits. Proponents such as Krashen (1989) claim that reading alone will increase encounters with unknown words, bringing learning opportunities, by inferencing.

Intensive Reading: Reading for academic purposes.

Intensive Reading, which is slow, careful reading of a small amount of difficult text – it is when one is "focused on the language rather than the text“. You’d be reading something with a great deal of vocabulary and/or grammar that is beyond your current reading ability. If your instructor is kind, maybe the vocabulary and grammar that is new to you will be glossed page by page. If not, you’ll be spending more time looking up a dictionary than reading.

Authentic Materials and Approaches ď&#x192;&#x2DC; The reading material must be authentic: It must be the kind of material that students will need and want to be able to read when traveling, studying abroad, or using the language in other contexts outside the classroom. ď&#x192;&#x2DC; The reading purpose must be authentic: Students must be reading for reasons that make sense and have relevance to them. "Because the teacher assigned it" is not an authentic reason for reading a text. ď&#x192;&#x2DC; The reading approach must be authentic: Students should read the text in a way that matches the reading purpose, the type of text, and the way people normally read. This means that reading aloud will take place only in situations where it would take place outside the classroom, such as reading for pleasure. The majority of students' reading should be done silently.

Teaching Writing Teaching how to write effectively is one of the most important life-long skills educators impart to their students. When teaching writing, educators must be sure to select resources and support materials that not only aid them in teaching how to write, but that will also be the most effective in helping their students learn to write.

Video http://www.youtube.com/watch?71Y2ulyjM4g

What does writing involve? Through writing, people share what they know, debate issues, promote their beliefs, and advocate change. Whether you are drafting a letter to your senator about student loan funding or posting an online notice to recruit players for your intramural volleyball team, writing gives you a public voice.

Why Write? Why Teach Writing? Adults communicate in writing on a daily basis through notes to childrenâ&#x20AC;&#x2122;s teachers, work activity logs and forms, e-mails to family and coworkers, online service forms, shopping lists, and so on.

Here are four main reasons for teaching writing to our students 1. VARIETY 2. REINFORCEMENT

3. EXAMINATION PRACTICE 4. STUDENT NEEDS

The writing process and process writing STAGES

Planning ( prewriting ) is any activity in the classroom that encourages students to write .It stimulates thought for getting started. it fact, it moves students away from having to face a blank page toward generating tentative ideas and gathering information for writing. Stage Group brainstorming, Clustering , Rapid free writing.

Drafting : Once sufficient ideas are gathered at the planning stage, the first attempt at writing that is, drafting may proceed quickly. Revising: When students revise, they review their texts on the basis of the feedback given in the responding stage.

Editing: At this stage, students are engaged in tidying up their texts as they prepare the final draft for evolution by the teacher.

The four steps of the writing process are. prewriting, writing, revising, and proofreading PreWriting - Whatever type of writing a student is attempting, the prewriting stage can be the most important. This is when students gather their information, and begin to organize it into a cohesive unit. This process can include reading, taking notes, brainstorming, and categorizing information

ď ˝ Writing -The actual writing stage is essentially just an extension of the prewriting process. The student transfers the information they have gathered and organized into a traditional format. This may take the shape of a simple paragraph, a one-page essay, or a multi-page report. ď ˝ Revising , or editing is usually the least favorite stage of the writing process, especially for beginning writers. Critiquing oneâ&#x20AC;&#x2122;s own writing can easily create tension and frustration. But as you support your young writers, remind them that even the most celebrated authors spend the majority of their time on this stage of the writing process.

Proofreading - This is a chance for the writer to scan his or her paper for mistakes in grammar, punctuation, and spelling. Although it can be tempting for parents to perform this stage of the writing process for the child, it is important that they gain proofreading skills for themselves as this improves a studentâ&#x20AC;&#x2122;s writing over time.

30 Ideas for Teaching Writing  1. Use the shared events of students' lives to inspire writing.  2. Establish an email dialogue between students from different schools who are reading the same book.  3. Use writing to improve relations among students.  4. Help student writers draw rich chunks of writing from endless sprawl.  5. Work with words relevant to students' lives to help them build vocabulary.  6. Help students analyze text by asking them to imagine dialogue between authors.  7. Spotlight language and use group brainstorming to help students create poetry.  8. Ask students to reflect on and write about their writing.  9. Ease into writing workshops by presenting yourself as a model.  10. Get students to focus on their writing by holding off on grading.  11. Use casual talk about students' lives to generate writing.  12. Give students a chance to write to an audience for real purpose.  13. Practice and play with revision techniques.  14. Pair students with adult reading/writing buddies.  15. Teach "tension" to move students beyond fluency.

 16. Encourage descriptive writing by focusing on the sounds of words.  17. Require written response to peers' writing.  18. Make writing reflection tangible.  19. Make grammar instruction dynamic.  20. Ask students to experiment with sentence length.  21. Help students ask questions about their writing.  22. Challenge students to find active verbs.  23. Require students to make a persuasive written argument in support of a final grade.  24. Ground writing in social issues important to students.  25. Encourage the "framing device" as an aid to cohesion in writing.  26. Use real world examples to reinforce writing conventions.  27. Think like a football coach.  28. Allow classroom writing to take a page from yearbook writing.  29. Use home language on the road to Standard English.  30. Introduce multi-genre writing in the context of community service.

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