Effective Language Teaching

1,346 views

Published on

Published in: Education, Technology
1 Comment
5 Likes
Statistics
Notes
  • Wow, it is interesting to know that there are 5 main characteristics for effective teachers. These elements will be something we keep in mind when hiring new tutors.
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
No Downloads
Views
Total views
1,346
On SlideShare
0
From Embeds
0
Number of Embeds
24
Actions
Shares
0
Downloads
0
Comments
1
Likes
5
Embeds 0
No embeds

No notes for slide

Effective Language Teaching

  1. 1. Effective Language Teaching Training sessionTraining session Effective Language Teaching Training sessionTraining session Prepared & presented By Asma Al-Sayegh
  2. 2. OutlineOutline What Effective Teaching isWhat Effective Teaching is Bloom’s TaxonomyBloom’s Taxonomy Behavioural ObjectiveBehavioural Objective Learner Styles & Multiple IntelligencesLearner Styles & Multiple Intelligences Good Classroom ManagementGood Classroom Management Questioning SkillsQuestioning Skills Motivating StudentsMotivating Students Teaching language skillsTeaching language skills Asma AlAsma Al--SayeghSayegh
  3. 3. Questions for ReflectionQuestions for Reflection With one of your best teachers in mindWith one of your best teachers in mind think back of:think back of: What made her an effective teacher?What made her an effective teacher?What made her an effective teacher?What made her an effective teacher? How would you describe her practices?How would you describe her practices? Asma AlAsma Al--SayeghSayegh
  4. 4. Your Best Teachers …. Demonstrated real care and sympathy. Enthusiastic about their subject. Knew the subject well. Were approachable, friendly.Were approachable, friendly. Had a sense of humor, amusing. Concerned for their students' progress. Used a variety of teaching strategies. Asma Al-Sayegh
  5. 5. Effective teaching • Over 1,200 studies have been conducted on effective teaching. • Five major characteristics have been• Five major characteristics have been identified. Asma Al-Sayegh
  6. 6. Most ImportantMost Important CharacteristicsCharacteristics 1.1. EnthusiasmEnthusiasm 2.2. ClarityClarity2.2. ClarityClarity 3.3. InteractionInteraction 4.4. BusinessBusiness--likelike 5.5. OrganizedOrganized Asma AlAsma Al--SayeghSayegh
  7. 7. What is an instructional objective?What is an instructional objective? It is a statement that describes anIt is a statement that describes an intendedintended learning outcomelearning outcome..intendedintended learning outcomelearning outcome.. It shouldIt should containcontain three parts.three parts. Asma AlAsma Al--SayeghSayegh
  8. 8. 1. Performance 2. Condition The three parts are…. 2. Condition 3. Standard Asma Al-Sayegh
  9. 9. Example The students will be able to identify seven items used in a kitchen using a word search puzzle. Performance : identify1. Performance : identify 2. Condition : using a word search puzzle 3. Standard : seven items Asma Al-Sayegh
  10. 10. How to construct instructional objectives? 1- Describe the behaviour (performance) that students are expected to do. 2- Describe the circumstances (condition) under2- Describe the circumstances (condition) under which a student is able to do the task. 3- Describe how well (standard) the student must perform the task, in order for the performance to be acceptable. Asma Al-Sayegh
  11. 11. Verbs to useVerbs to use List, Name, Identify, Show, Define, Recognize, Recall, Analyze, Solve, Illustrate, Use, Interpret, Relate, Manipulate, Apply, Design, Write, Report, Evaluate, Choose, Judge, Criticize, Justify, Modify, Organize, Deduce, Contrast, Compare, Distinguish, Discuss, Plan, Devise, State, Summarize, Explain, Interpret, Describe, Compare, Paraphrase, Differentiate, Demonstrate, Classify, Label Asma AlAsma Al--SayeghSayegh
  12. 12. practisepractise exploreexplore have a good grasp ofhave a good grasp of knowknow appreciateappreciate be aware ofbe aware of Verbs to avoidVerbs to avoid have a good grasp ofhave a good grasp of realizerealize acceptaccept understand,understand, etc.etc. be aware ofbe aware of considerconsider enjoyenjoy learnlearn Asma AlAsma Al--SayeghSayegh
  13. 13. A- Audience B- Behaviour ABCDs of Writing Objectives B- Behaviour C- Condition D- Degree Asma Al-Sayegh
  14. 14. Learning objectives should be SMART: Specific, Measurable, Acceptable, Realistic Summary Key points to remember Specific, Measurable, Acceptable, Realistic to achieve, and Time-bound. Asma Al-Sayegh
  15. 15. If you fail to plan, you plan to fail. Asma AlAsma Al--SayeghSayegh
  16. 16. Asma AlAsma Al--SayeghSayegh
  17. 17. Lesson StepsLesson StepsLesson StepsLesson StepsLesson StepsLesson StepsLesson StepsLesson Steps 1. Checking homework & Reviewing 2. Introduction 3. Stating the lesson Objectives 4. Recall of Required Prior knowledge 2-10% 2-4% 2-4% 2-5%4. Recall of Required Prior knowledge 5. Presentation of the new content 6. Evaluation 7. Closure 2-5% 15-20% 10-15% 1-3% Asma AlAsma Al--SayeghSayegh
  18. 18. Remember ... A lesson without clear objectives is like….. a trip without a destination; You don’t know where you are going You have no means to determine how to get thereYou have no means to determine how to get there You don’t know when you have arrived Asma Al-Sayegh
  19. 19. Bloom's taxonomy wasBloom's taxonomy was originally created Benjaminoriginally created Benjamin Bloom for classifying levels ofBloom for classifying levels of The Domains of LearningThe Domains of LearningBloom's TaxonomyBloom's Taxonomy Bloom for classifying levels ofBloom for classifying levels of intellectual learning. Bloom'sintellectual learning. Bloom's taxonomy contains threetaxonomy contains three overlapping domainsoverlapping domains Asma AlAsma Al--SayeghSayegh
  20. 20. The Domains of LearningThe Domains of Learning CognitiveCognitive deals with thinking and intellectual skills.deals with thinking and intellectual skills. AffectiveAffectiveAffectiveAffective deals with feelings, attitudes and valuesdeals with feelings, attitudes and values PsychomotorPsychomotor deals with motor skills.deals with motor skills. Asma AlAsma Al--SayeghSayegh
  21. 21. Synthesis Evaluation Bloom’s TaxonomyBloom’s Taxonomy Application Analysis Knowledge Comprehension Asma AlAsma Al--SayeghSayegh
  22. 22. KnowledgeKnowledge Remembering previouslyRemembering previously learned information.learned information.learned information.learned information. Asma AlAsma Al--SayeghSayegh
  23. 23. ComprehensionComprehension Understanding the meaning ofUnderstanding the meaning of information.information.information.information. Asma AlAsma Al--SayeghSayegh
  24. 24. ApplicationApplication Applying what was learned in oneApplying what was learned in one situation to a new situation.situation to a new situation.situation to a new situation.situation to a new situation. Asma AlAsma Al--SayeghSayegh
  25. 25. AnalysisAnalysis Breaking down ideas into simpler partsBreaking down ideas into simpler parts and seeing how the parts relate andand seeing how the parts relate andand seeing how the parts relate andand seeing how the parts relate and are organized.are organized. Asma AlAsma Al--SayeghSayegh
  26. 26. SynthesisSynthesis Putting parts together to form aPutting parts together to form a whole, with emphasis on creating awhole, with emphasis on creating awhole, with emphasis on creating awhole, with emphasis on creating a new meaning or structure.new meaning or structure. Asma AlAsma Al--SayeghSayegh
  27. 27. EvaluationEvaluation Making judgments or decisionsMaking judgments or decisions based on internal evidence orbased on internal evidence orbased on internal evidence orbased on internal evidence or external criteria.external criteria. Asma AlAsma Al--SayeghSayegh
  28. 28. Words to Ponder We must include the higher levels into lessons and tests to create thinkers asto create as opposed to parrots who simply recall information. Asma Al-Sayegh
  29. 29. POEM FOR THOUGHTPOEM FOR THOUGHT Different kids, different needs,Different kids, different needs, One knows a letter, one hardly reads.One knows a letter, one hardly reads. One from a home where all good things grow.One from a home where all good things grow. One from a place of pain no child should know.One from a place of pain no child should know. Some love a story, some love a rhyme,Some love a story, some love a rhyme,Some love a story, some love a rhyme,Some love a story, some love a rhyme, Some need to hurry, some need more time.Some need to hurry, some need more time. Some let me see, some try to hide,Some let me see, some try to hide, What do they know, what’s hidden inside?What do they know, what’s hidden inside? And I am that teacher who longs to see,And I am that teacher who longs to see, All that they are, and all they can be.All that they are, and all they can be. A waiting child, a blank lesson plan,A waiting child, a blank lesson plan, And the keys to the kingdom in my hand.And the keys to the kingdom in my hand.Asma AlAsma Al--SayeghSayegh
  30. 30. LLeeaarrnniinngg SSttyylleess Asma AlAsma Al--SayeghSayegh
  31. 31. What are learning styles?What are learning styles? Learning styles refer to the ways peopleLearning styles refer to the ways people prefer to learn new information.prefer to learn new information.prefer to learn new information.prefer to learn new information. Asma AlAsma Al--SayeghSayegh
  32. 32. Learning StylesLearning Styles Visual Learners Kinaesthetic learners Auditory Learners Asma AlAsma Al--SayeghSayegh
  33. 33. Knowing your own style can help you realizeKnowing your own style can help you realize that other people may approach the samethat other people may approach the same Why know learning styles?Why know learning styles? situation in a different way from your own.situation in a different way from your own. Asma AlAsma Al--SayeghSayegh
  34. 34. Prefer to see rather than be toldPrefer to see rather than be told Quick to spot detailsQuick to spot details Visual learnersVisual learners Quick to spot detailsQuick to spot details Enjoy doodling, drawing and writingEnjoy doodling, drawing and writing Can visualise what they are toldCan visualise what they are told Can quickly forget auditory informationCan quickly forget auditory information Asma AlAsma Al--SayeghSayegh
  35. 35. Follow verbal instructions quickly and easilyFollow verbal instructions quickly and easily Rely on memory rather than notesRely on memory rather than notes Oral skills are better than writtenOral skills are better than written Auditory learnersAuditory learners Oral skills are better than writtenOral skills are better than written Enjoy talking and explainingEnjoy talking and explaining Asma AlAsma Al--SayeghSayegh
  36. 36. Enjoy practical ‘hands on’ activitiesEnjoy practical ‘hands on’ activities Need to be active and can appear unsettledNeed to be active and can appear unsettled Prefer to try out rather than read thePrefer to try out rather than read the Kinaesthetic learnersKinaesthetic learners Prefer to try out rather than read thePrefer to try out rather than read the instructionsinstructions Can be ‘turned off’ by purely visual or oralCan be ‘turned off’ by purely visual or oral teachingteaching Asma AlAsma Al--SayeghSayegh
  37. 37. Teaching Techniques forTeaching Techniques for Visual learnersVisual learners Photograph or videoPhotograph or video Flash cardsFlash cards HighlightingHighlightingHighlightingHighlighting PicturesPictures SymbolsSymbols MapsMaps DiagramsDiagrams Asma AlAsma Al--SayeghSayegh
  38. 38. Teaching Techniques forTeaching Techniques for Auditory learnersAuditory learners Introduce information verbally.Introduce information verbally. DiscussionsDiscussions Group workGroup workGroup workGroup work Reading aloudReading aloud Use audio tapesUse audio tapes Use chantsUse chants Use rhythm and sounds as memory aids.Use rhythm and sounds as memory aids. Asma AlAsma Al--SayeghSayegh
  39. 39. Teaching Techniques forTeaching Techniques for Kinesthetic learnersKinesthetic learners Integrate physical experienceIntegrate physical experience -- touching,touching, feeling, holding, doing, practical handsfeeling, holding, doing, practical hands--onon activities.activities.activities.activities. Incorporate activities that allow them toIncorporate activities that allow them to move around and be active.move around and be active. Use board and card games.Use board and card games. Asma AlAsma Al--SayeghSayegh
  40. 40. Multiple Intelligence TheoryMultiple Intelligence Theory
  41. 41. Howard GardnerHoward Gardner developed a theorydeveloped a theory of Multiple Intelligences (of Multiple Intelligences (19831983) which) which further explains different learnerfurther explains different learner Multiple IntelligenceMultiple Intelligence further explains different learnerfurther explains different learner styles. According to Gardener therestyles. According to Gardener there areare eighteight different types ofdifferent types of intelligences.intelligences. Asma AlAsma Al--SayeghSayegh
  42. 42. The eight intelligences are:The eight intelligences are: 1.1. LogicalLogical--mathematicalmathematical 2.2. VisualVisual--SpatialSpatial 3.3. VerbalVerbal --LinguisticLinguistic3.3. VerbalVerbal --LinguisticLinguistic 4.4. InterpersonalInterpersonal 5.5. IntrapersonalIntrapersonal 6.6. BodilyBodily--kinesthetickinesthetic 7.7. MusicalMusical 8.8. NaturalistNaturalist Asma AlAsma Al--SayeghSayegh
  43. 43. Verbal / LinguisticVerbal / Linguistic Asks lots of questionsAsks lots of questions Enjoys talkingEnjoys talking Has good vocabularyHas good vocabularyHas good vocabularyHas good vocabulary Can pick up new languages easilyCan pick up new languages easily Enjoys reading and writingEnjoys reading and writing Good at memorising names, places, datesGood at memorising names, places, dates and triviaand trivia Asma AlAsma Al--SayeghSayegh
  44. 44. Logical / MathematicalLogical / Mathematical Enjoys solving puzzlesEnjoys solving puzzles Plays with numbersPlays with numbers Wants to know how things workWants to know how things workWants to know how things workWants to know how things work Oriented towards ruleOriented towards rule--based activitiesbased activities Likes to collect and classify thingsLikes to collect and classify things Good at maths, reasoning, logic andGood at maths, reasoning, logic and problem solvingproblem solving Asma AlAsma Al--SayeghSayegh
  45. 45. Visual / SpatialVisual / Spatial Likes to drawLikes to draw Can interpret maps and chartsCan interpret maps and charts Likes to build thingsLikes to build thingsLikes to build thingsLikes to build things Enjoys puzzlesEnjoys puzzles DoodlesDoodles Has a keen eye for detailHas a keen eye for detail Mechanically skilfulMechanically skilfulAsma AlAsma Al--SayeghSayegh
  46. 46. MusicalMusical Has sensitivity to sound patternsHas sensitivity to sound patterns Hums tunesHums tunes Can discriminate among soundsCan discriminate among soundsCan discriminate among soundsCan discriminate among sounds Moves rhythmicallyMoves rhythmically Asma AlAsma Al--SayeghSayegh
  47. 47. Bodily or kinaestheticBodily or kinaesthetic Has a good sense of balanceHas a good sense of balance Good at physical activities and craftsGood at physical activities and crafts Can read body languageCan read body languageCan read body languageCan read body language Has good handHas good hand--eye coeye co--ordinationordination Can solve problems through ‘doing’Can solve problems through ‘doing’ Can communicate ideas through gestureCan communicate ideas through gesture Asma AlAsma Al--SayeghSayegh
  48. 48. IntrapersonalIntrapersonal Aware of strengths and weaknessesAware of strengths and weaknesses Confident of own abilitiesConfident of own abilities Can set appropriate goalsCan set appropriate goalsCan set appropriate goalsCan set appropriate goals Likes being originalLikes being original Can communicate feelingsCan communicate feelings Good at following instinctsGood at following instincts Asma AlAsma Al--SayeghSayegh
  49. 49. InterpersonalInterpersonal Relates well to peers and adults alikeRelates well to peers and adults alike Displays skills of leadershipDisplays skills of leadership Works coWorks co--operatively with othersoperatively with othersWorks coWorks co--operatively with othersoperatively with others Acts as a mediator or counsellor to othersActs as a mediator or counsellor to others Good at organising, communicating andGood at organising, communicating and sometimes manipulating peoplesometimes manipulating people Asma AlAsma Al--SayeghSayegh
  50. 50. NaturalistNaturalist Ability to recognize plants, animals, and otherAbility to recognize plants, animals, and other parts of the natural environment, like clouds orparts of the natural environment, like clouds or rocks.rocks.rocks.rocks. Likes activities relating to the naturalLikes activities relating to the natural environment.environment. Has an interest in and good knowledge of how theHas an interest in and good knowledge of how the body worksbody works Asma AlAsma Al--SayeghSayegh

×