Presentacin tefl to do14


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Presentacin tefl to do14

  1. 1. Importance It provides students with opportunities to practice, review, and apply Knowledge. Homework is an effective means of extending student learning beyond the school day.
  2. 2. Homework should include: Concrete, nonlinguistic examples such as pictures, visual organizers, graphics, etc. Opportunities for students to ask questions and discuss assignments orally. Native language support through bilingual tutors, instructions, or materials. Peer support for note taking and homework. Modified or additional instructions. Tips and strategies for learning.
  3. 3.  The amount of homework assigned to students should increase as they progress from elementary school through high school. Parental involvement in homework should be minimal. The purpose of homework should be identified and articulated. Feedback should be provided on homework assignments.
  4. 4.  Establish and communicate a homework policy. Design homework assignments that clearly articulate the purpose and outcome. Feedback should be varied.
  5. 5.
  6. 6. This stage isfocuses onvocabulary. Hereteacher providestudent some wordselection or keywords becausestudents need tolearn vocabulary ofa topic before theycan make sense ofthe content.
  7. 7. Students can make gains inEnglish proficiency ifclassmates model correctgrammar for them. Oneway to do this is allow ELLstudents to examinehomework completed byEnglish- dominant students.
  8. 8. Students can also benefitfrom explanations givenby English- dominantstudents on how toexpend or combinesentence on a homeworkassignment.
  9. 9. Students can share their ideas with Englishdominant students, whichwill help to broaden their knowledge base andimprove homeworkassignment.
  10. 10. Social StudiesTo recognize a varietyof influences on consumers and howthese influences affect decisionsabout purchases.
  11. 11.  Students can practice words for items they studied during class by finding or drawing another example from home. For example, when the class talks about Nike shoes, students learn some parts of the shoe. For homework they can draw a shoe and label the parts. Also teacher can asses vocabulary with statements such as “Show me the toe” or “Point to the shoelaces”
  12. 12. EXAMPLEStudents can practice with vocabulary . Theyshould be working on vocabulary forsight, taste, touch, sound, taste, and smell. So ashomework they can select four items from homeand practice writing their new vocabulary in achart. EXAMPLE Students can select items from home and complete a chart. It gives them an example. Students can draw something that they saw on TV and describe why it was convincing.
  13. 13.  Deepen students’ understanding of content and proficiency of skills Teachers can carefully point out errors and common difficulties Attain automaticity Enough time to engage in practice.
  14. 14. There are two generalizations in this area. 1.- Mastering a skill or a process entails focused practice. 2.-During practice, students should adapt and shape what they have learned.
  15. 15.  Ask students to chart their speed and accuracy. Design practice that focuses on specific elements of a complex skill or process. Plan time for students to increase their conceptual understanding of skills or processes.
  16. 16. SUBJECT: MathsContent Object: To add and substract usingpictures or stories.
  17. 17. PREPRODUCTIONHere students can draw or find pictures to representtheir math facts.Teacher asks nonverbally .
  18. 18.  Students can share their stories math facts through stories. Theteacher can help students to expalin theri stories with YES- NoQuestions. Example, “ I see four apples. You eat one. Now there isonly three left”
  19. 19. Students present their stories with simple sentences about theirmath facts. The teacher expand their English adding something towhat they say (adjectives of phases)
  20. 20. Students can tell a story about their math facts with native – likefluency. The teacher can encorage students to use academic languageby probing with statements such as, “Tell the story as if you were theteacher”
  21. 21. Not all homework or practice need to be the same because somestudents reach a certen percent of proficient more quickly thanothers. Some of this practice can be assigned as homework.Also, it’s important to be clear about the purpose of homework:practice, review,or preview. As a teacher you have take intoaccount that it’s better for the students to review something thatthey have already learned. Be sure that they can understand thehomework assignments.