Checking for comprehension
•Download as PPTX, PDF•
0 likes•310 views
Checking for comprehension is important to truly understand if students grasped the material. The document provides tips for teachers to more effectively check comprehension, including asking open-ended questions that require thinking and have multiple answers, personalizing questions, varying which students are called on, and encouraging students to ask questions without embarrassment. Teachers should also use newly taught vocabulary and watch for signs of lack of understanding like blank faces.
Report
Share
Report
Share
Recommended
Mixed Ability Classes 2 1
(1) Teaching mixed-ability classes can be challenging as students may have different starting levels in English ability or learn at varying speeds. (2) There are strategies a teacher can use, such as creating different tasks tailored to different ability levels, assigning different homework, and selectively nominating students to answer questions. (3) When correcting errors, teachers can have varying expectations for different students and be more selective when correcting weaker students.
Fluency strategies
This document provides classroom strategies and tips for teachers to help students who stutter communicate more effectively in the classroom. It recommends that teachers delay responses, model thinking time before answering questions, rephrase questions if a student's speech is unclear, call on students randomly to reduce pressure, facilitate team discussions to decrease communication demands, and plan oral presentations with students who stutter to reduce spontaneity. Key tips are to accept students' stuttering rather than give advice to change it, make eye contact and show the message is important rather than complete words, expect the same quality and quantity of work, help all students take turns and listen, and have open communication about stuttering accommodations.
Edsc310-Supporting Students with Special Needs
This document discusses strategies for ensuring students with special needs understand instructions in secondary classrooms. It identifies various types of special needs including learning disabilities, intellectual disabilities, and English language learners. It then outlines five key strategies: 1) gain students' full attention; 2) provide both written and oral instructions; 3) repeat instructions; 4) chunk instructions into smaller pieces; and 5) have students demonstrate their understanding through tell-backs and show-mes rather than just asking if they understand. The strategies are meant to reduce confusion, enhance memory and understanding, and decrease frustration for students with special needs.
Ranahi shopping and clothes
- The document outlines an English lesson plan for a secondary school class on shopping and clothes.
- The lesson plan includes objectives to introduce clothing vocabulary, present information on shopping and clothes through explanation and exercises, and have students practice conversations about shopping using the new vocabulary.
- Activities include self-introductions by the teacher, a warm-up activity directed by one student, presentation of vocabulary with examples, worksheet exercises in groups, and a closing activity where students name items from pictures.
Need for change presentation
- The document discusses several global trends that are forcing changes in education, including the rise of a knowledge-based global society, evolving job markets, and increasing life expectancies.
- It notes that the skills needed for jobs are changing rapidly due to advances in technology and globalization, but education systems have been slow to adapt. As a result, students may not be receiving an education that prepares them for the future job market.
- The document also highlights specific challenges in Texas, such as rising poverty, dropout rates, and the number of uninsured children, which can negatively impact the state's economy if not addressed.
III Liceum Comenius Mobility presentation-Maidstone 2013
This document is a presentation by Katarzyna Potulna, an English teacher at III Liceum im. C.K. Norwida in Konin, Poland. It provides details about the school including that it was founded in 1990, has approximately 650 students across 20 classes taught by 50 teachers, and achieves high results on final exams. It also describes the school's involvement in cultural events, extracurricular activities, and exchange programs to develop students' knowledge of the European Union. The presentation promotes the school and its readiness to take on new challenges.
ITFT Family life cycle
The document defines a family as two or more related individuals living together. It discusses different types of families such as nuclear, extended, and blended families. It also outlines the family life cycle in five stages from bachelorhood to solitary survivor. Each stage is characterized by factors like the presence of children, income levels, and common expenditures. The document notes eight roles family members can play in decision making for products and services, from influencing to disposing. It also describes different types of family decisions like husband-dominated, wife-dominated, and joint decisions.
Sustained Silent Reading
Sustained Silent Reading (SSR) is a program that provides time for independent recreational reading in a supportive environment to encourage reading. It works by giving students access to interesting books and a quiet place to read with no requirements, while training staff to promote reading. Research has shown both positive and negative effects of SSR programs.
Recommended
Mixed Ability Classes 2 1
(1) Teaching mixed-ability classes can be challenging as students may have different starting levels in English ability or learn at varying speeds. (2) There are strategies a teacher can use, such as creating different tasks tailored to different ability levels, assigning different homework, and selectively nominating students to answer questions. (3) When correcting errors, teachers can have varying expectations for different students and be more selective when correcting weaker students.
Fluency strategies
This document provides classroom strategies and tips for teachers to help students who stutter communicate more effectively in the classroom. It recommends that teachers delay responses, model thinking time before answering questions, rephrase questions if a student's speech is unclear, call on students randomly to reduce pressure, facilitate team discussions to decrease communication demands, and plan oral presentations with students who stutter to reduce spontaneity. Key tips are to accept students' stuttering rather than give advice to change it, make eye contact and show the message is important rather than complete words, expect the same quality and quantity of work, help all students take turns and listen, and have open communication about stuttering accommodations.
Edsc310-Supporting Students with Special Needs
This document discusses strategies for ensuring students with special needs understand instructions in secondary classrooms. It identifies various types of special needs including learning disabilities, intellectual disabilities, and English language learners. It then outlines five key strategies: 1) gain students' full attention; 2) provide both written and oral instructions; 3) repeat instructions; 4) chunk instructions into smaller pieces; and 5) have students demonstrate their understanding through tell-backs and show-mes rather than just asking if they understand. The strategies are meant to reduce confusion, enhance memory and understanding, and decrease frustration for students with special needs.
Ranahi shopping and clothes
- The document outlines an English lesson plan for a secondary school class on shopping and clothes.
- The lesson plan includes objectives to introduce clothing vocabulary, present information on shopping and clothes through explanation and exercises, and have students practice conversations about shopping using the new vocabulary.
- Activities include self-introductions by the teacher, a warm-up activity directed by one student, presentation of vocabulary with examples, worksheet exercises in groups, and a closing activity where students name items from pictures.
Need for change presentation
- The document discusses several global trends that are forcing changes in education, including the rise of a knowledge-based global society, evolving job markets, and increasing life expectancies.
- It notes that the skills needed for jobs are changing rapidly due to advances in technology and globalization, but education systems have been slow to adapt. As a result, students may not be receiving an education that prepares them for the future job market.
- The document also highlights specific challenges in Texas, such as rising poverty, dropout rates, and the number of uninsured children, which can negatively impact the state's economy if not addressed.
III Liceum Comenius Mobility presentation-Maidstone 2013
This document is a presentation by Katarzyna Potulna, an English teacher at III Liceum im. C.K. Norwida in Konin, Poland. It provides details about the school including that it was founded in 1990, has approximately 650 students across 20 classes taught by 50 teachers, and achieves high results on final exams. It also describes the school's involvement in cultural events, extracurricular activities, and exchange programs to develop students' knowledge of the European Union. The presentation promotes the school and its readiness to take on new challenges.
ITFT Family life cycle
The document defines a family as two or more related individuals living together. It discusses different types of families such as nuclear, extended, and blended families. It also outlines the family life cycle in five stages from bachelorhood to solitary survivor. Each stage is characterized by factors like the presence of children, income levels, and common expenditures. The document notes eight roles family members can play in decision making for products and services, from influencing to disposing. It also describes different types of family decisions like husband-dominated, wife-dominated, and joint decisions.
Sustained Silent Reading
Sustained Silent Reading (SSR) is a program that provides time for independent recreational reading in a supportive environment to encourage reading. It works by giving students access to interesting books and a quiet place to read with no requirements, while training staff to promote reading. Research has shown both positive and negative effects of SSR programs.
Mixed Ability Classes 2
(1) Teaching mixed-ability classes can be challenging as students may have different starting levels in English ability or learn at different speeds. (2) There are strategies a teacher can use, including creating different tasks for different ability levels, assigning different homework, and selectively nominating students to answer questions. (3) When nominating students, the teacher should consider the difficulty of the question and avoid patterns to include a variety of students.
20 Assessment Strategies.pptx
The document discusses various strategies that teachers can use to assess student understanding in the classroom, including:
1. Asking open-ended questions that require students to write or talk, in order to reveal their understanding beyond yes/no questions.
2. Having students reflect on lessons by writing what they learned and how they would apply concepts, and giving short quizzes to check comprehension.
3. Using hand signals, response cards, or group activities like "Four Corners" to gauge whole-class understanding.
4. Collecting written student responses to prompts as "tickets out the door" or in journals to efficiently assess many students at once.
5. Giving short formative assessments
Using statements
The document discusses different types of statements and questions that teachers can use in the classroom, including guiding statements, statements that seek information, commands, indirect questions, paraphrasing, reflecting, summarizing, and checking. Guiding statements help teachers lead students to answers rather than simply providing information. Statements that seek information require teachers to be aware of tone and body language. Commands need to be clear and precise. Indirect questions allow students to make connections. Paraphrasing, reflecting, summarizing and checking are ways for teachers to assess and reinforce student understanding.
Learning to learn
LEARNING TO LEARN FOR TEACHERS: A must for all schools to replicate towards success by Dheeraj Mehrotra
Giving Instructions
The document discusses best practices for giving instructions to students when teaching English, noting that instructions should be clear, concise, and tailored to students' levels, and that teachers should check for understanding and be prepared to re-explain if needed to ensure students understand the task. It also provides tips for using gestures, demonstrations, and asking questions to enhance instructions.
Inclusion sue caudell
Special Education students in the general education classroom. Inclusive Instruction will help your students to be successful.
Inclusion Sue Caudell
The document discusses strategies for inclusive instruction and accommodating all learners in the classroom. It recommends that teachers collaborate with special education teachers and utilize different instructional strategies like inquiry-based learning and cooperative learning to help struggling students. The document also outlines the SCREAM method for structuring clear lessons and maintaining student enthusiasm and engagement. Finally, it notes that the Individualized Education Program (IEP) is important for understanding a special needs student's current performance and goals.
Pbl 1
This document discusses Andy, a student who is struggling in science class taught by Ms. Wong. Andy comes from a middle-class family and has difficulty concentrating in class due to distractibility and Ms. Wong's ineffective teaching methods. Ms. Wong scolds Andy in front of the class and uses punishment, which reduces his attention span and makes learning difficult. Various learning theories could help improve Andy's situation if applied, such as ensuring a supportive learning environment, using positive reinforcement, and teaching methods tailored to Andy's needs based on Piaget's concrete operational stage of development. The learning theories of behaviorism, the multistore model of memory, and Gagne's principles of instruction are discussed as ways to enhance Andy's learning
Implementing Instruction
Mr. Vallano is disappointed by his students' poor performance on a math exam despite doing well on homework and classroom questions. This chapter discusses traditional instructional approaches and introduces mastery learning as an alternative. Mastery learning involves formative assessments, remedial instruction for students who do not demonstrate mastery initially, and enrichment activities for those who do, with the goal of ensuring all students master concepts before moving on.
Do’s and don’t’s of teaching esl.pptx
This document provides dos and don'ts for teaching English as a second language. It recommends that teachers model skills and activities for students, wait a few seconds after asking a question before calling on someone to respond, regularly check that students understand lessons by having them give thumbs up/down feedback, and not ban students from using their native language, as this does not promote a positive learning environment. Teachers are advised not to just rely on textbooks or simply ask "are there any questions?" after lessons.
Curriculum Outline for Instructor
This document outlines a curriculum for developing English skills through discussion of community issues. It focuses on critical thinking over rote memorization. Key points include making the classroom a safe space where students feel comfortable sharing without punishment, engaging all students, and using children's books that represent local culture and address social topics. Activities include book reports using empathy maps and drama, with a goal of presenting confidently in English. Design thinking is also incorporated to have students solve real problems through prototyping solutions.
Teaching devices for increasing student learning from lecture
The document discusses strategies for making lectures more effective for student learning. It summarizes research identifying things students dislike about lectures, such as presentations that are too fast-paced, inaudible, or disorganized. The research also outlines five strategies shown to improve learning: providing lecture outlines, slowing the presentation speed, identifying important concepts, using visual aids, and aligning tests to lecture content. Additionally, the document lists 29 "keys" or techniques for unlocking student acquisition and knowledge, such as slowing speech rate, including pauses, cueing critical points, teaching the overall concept, and using examples and role-playing to illustrate difficult topics.
Presentation report
This document discusses important questioning skills for teachers to generate interaction among students, such as varying question types, calling on non-volunteers, rephrasing questions, and allowing sufficient time for students to respond. It emphasizes asking open-ended, higher-order thinking questions and providing feedback to students. Teachers should know their own questioning style, increase their repertoire of question types, and consider students' abilities when asking questions to improve their technique. Encouraging students to ask questions also promotes participation and curiosity.
Acknowledgement
1) The author thanks various people who helped them complete an assignment, including their lecturer, classmates, and those involved.
2) The document then describes a classroom observation the author did of a Year 5 English class in a rural school. They observed how the teacher managed the classroom and applied different classroom management theories.
3) Specific examples are given of how the teacher set clear expectations and rules for behavior, provided positive and negative consequences, and was generally assertive in their approach to managing student behavior according to Lee and Marlene Canter's theories.
8 intervention strategies.pptx
The document discusses strategies for helping struggling learners succeed. It defines a struggling learner as a student who has to work harder than peers to accomplish tasks and may be behind in one or all subjects for various reasons, such as disabilities or learning differences. It then provides 8 specific strategies teachers can use, such as encouraging students to ask for help early, checking their work steps, thinking out loud, and breaking problems down into smaller parts. The strategies are meant to provide customized support to meet students' individual needs.
Teacher centered instructional methodsstrategies
It is a presentation on Teacher centered Instruction and Methodologies to help students to understand it and explore it easily
Dos and donts for teaching reading
This document provides guidance on effective reading instruction strategies. It outlines DOs and DON'Ts for four phases of a reading lesson: 1) Planning - set clear learning objectives and share them with students; 2) Pre-lesson activity - introduce the topic before reading; 3) Using details - provide tasks to guide multiple readings and encourage guessing meaning from context; 4) Applying information - use the text as a stimulus for productive activities and help students recycle vocabulary. The overall message is that teachers should guide students' understanding through focused tasks, discourage over-reliance on translation, and promote independent comprehension strategies.
Key skills of EFL teacher
This document discusses several key issues for effective classroom teaching:
- Classroom dynamics, learning styles, motivation, and learner autonomy affect student learning and should be considered when planning lessons.
- Teachers must facilitate student-centered interaction and evaluate students' progress, while maintaining an appropriate pace in lessons.
- Microskills like questioning, instructions, feedback and correcting errors impact learning when used strategically during lessons. Considering these skills can help maximize students' language development.
Teachers training presentation
The document provides tips and skills for teachers to improve their classroom performance and effectively communicate ideas to students. It emphasizes the importance of subject matter mastery, developing creative teaching methods, using vocal and physical animation, incorporating humor, role-playing, props, and suspense. Teachers are encouraged to show passion for their subject, understand students, and dedicate themselves to excellence in teaching through enthusiasm, dedication, and unwavering student support.
The perfect ofsted_lesson_-_article
The document provides guidance on meeting Ofsted criteria for an outstanding lesson, with a focus on demonstrating exceptional student progress. It outlines the key criteria for an outstanding lesson as exceptional quality of student learning and teaching that leads to outstanding progress. It then provides six steps teachers can take to help meet these criteria when being observed, including: 1) Engaging students with entry tasks; 2) Using creative starters to stimulate thinking; 3) Setting clear learning objectives at different levels; 4) Guiding students on their learning progress; 5) Interactive teaching methods; and 6) Checking for understanding and providing feedback.
Is Lucid Dreaming Dangerous? Risks and Benefits!
Lucid Dreaming: Understanding the Risks and Benefits
The ability to control one's dreams or for the dreamer to be aware that he or she is dreaming. This process, called lucid dreaming, has some potential risks as well as many fascinating benefits. However, many people are hesitant to try it initially for fear of the potential dangers. This article aims to clarify these concerns by exploring both the risks and benefits of lucid dreaming.
The Benefits of Lucid Dreaming
Lucid dreaming allows a person to take control of their dream world, helping them overcome their fears and eliminate nightmares. This technique is particularly useful for mental health. By taking control of their dreams, individuals can face challenging scenarios in a controlled environment, which can help reduce anxiety and increase self-confidence.
Addressing Common Concerns
Physical Harm in Dreams Lucid dreaming is fundamentally safe. In a lucid dream, everything is a creation of your mind. Therefore, nothing in the dream can physically harm you. Despite the vividness and realness of the dream experience, it remains entirely within your mental landscape, posing no physical danger.
Mental Health Risks Concerns about developing PTSD or other mental illnesses from lucid dreaming are unfounded. As soon as you wake up, it's clear that the events experienced in the dream were not real. On the contrary, lucid dreaming is often seen as a therapeutic tool for conditions like PTSD, as it allows individuals to reframe and manage their thoughts.
Potential Risks of Lucid Dreaming
While generally safe, lucid dreaming does come with a few risks as well:
Mixing Dream Memories with Reality Long-term lucid dreamers might occasionally confuse dream memories with real ones, creating false memories. This issue is rare and preventable by maintaining a dream journal and avoiding lucid dreaming about real-life people or places too frequently.
Escapism Using lucid dreaming to escape reality can be problematic if it interferes with your daily life. While it is sometimes beneficial to escape and relieve the stress of reality, relying on lucid dreaming for happiness can hinder personal growth and productivity.
Feeling Tired After Lucid Dreaming Some people report feeling tired after lucid dreaming. This tiredness is not due to the dreams themselves but often results from not getting enough sleep or using techniques that disrupt sleep patterns. Taking breaks and ensuring adequate sleep can prevent this.
Mental Exhaustion Lucid dreaming can be mentally taxing if practiced excessively without breaks. It’s important to balance lucid dreaming with regular sleep to avoid mental fatigue.
Lucid dreaming is safe and beneficial if done with caution. It has many benefits, such as overcoming fear and improving mental health, and minimal risks. There are many resources and tutorials available for those interested in trying it.
Astronism, Cosmism and Cosmodeism: the space religions espousing the doctrine...
This lecture created by Brandon Taylorian (aka Cometan) specially for the CESNUR Conference held Bordeaux in June 2024 provides a brief introduction to the legacy of religious and philosophical thought that Astronism emerges from, namely the discourse on transcension started assuredly by the Cosmists in Russia in the mid-to-late nineteenth century and then carried on and developed by Mordecai Nessyahu in Cosmodeism in the twentieth century. Cometan also then provides some detail on his story in founding Astronism in the early twenty-first century from 2013 along with details on the central Astronist doctrine of transcension. Finally, the lecture concludes with some contributions made by space religions and space philosophy and their influences on various cultural facets in art, literature and film.
More Related Content
Similar to Checking for comprehension
Mixed Ability Classes 2
(1) Teaching mixed-ability classes can be challenging as students may have different starting levels in English ability or learn at different speeds. (2) There are strategies a teacher can use, including creating different tasks for different ability levels, assigning different homework, and selectively nominating students to answer questions. (3) When nominating students, the teacher should consider the difficulty of the question and avoid patterns to include a variety of students.
20 Assessment Strategies.pptx
The document discusses various strategies that teachers can use to assess student understanding in the classroom, including:
1. Asking open-ended questions that require students to write or talk, in order to reveal their understanding beyond yes/no questions.
2. Having students reflect on lessons by writing what they learned and how they would apply concepts, and giving short quizzes to check comprehension.
3. Using hand signals, response cards, or group activities like "Four Corners" to gauge whole-class understanding.
4. Collecting written student responses to prompts as "tickets out the door" or in journals to efficiently assess many students at once.
5. Giving short formative assessments
Using statements
The document discusses different types of statements and questions that teachers can use in the classroom, including guiding statements, statements that seek information, commands, indirect questions, paraphrasing, reflecting, summarizing, and checking. Guiding statements help teachers lead students to answers rather than simply providing information. Statements that seek information require teachers to be aware of tone and body language. Commands need to be clear and precise. Indirect questions allow students to make connections. Paraphrasing, reflecting, summarizing and checking are ways for teachers to assess and reinforce student understanding.
Learning to learn
LEARNING TO LEARN FOR TEACHERS: A must for all schools to replicate towards success by Dheeraj Mehrotra
Giving Instructions
The document discusses best practices for giving instructions to students when teaching English, noting that instructions should be clear, concise, and tailored to students' levels, and that teachers should check for understanding and be prepared to re-explain if needed to ensure students understand the task. It also provides tips for using gestures, demonstrations, and asking questions to enhance instructions.
Inclusion sue caudell
Special Education students in the general education classroom. Inclusive Instruction will help your students to be successful.
Inclusion Sue Caudell
The document discusses strategies for inclusive instruction and accommodating all learners in the classroom. It recommends that teachers collaborate with special education teachers and utilize different instructional strategies like inquiry-based learning and cooperative learning to help struggling students. The document also outlines the SCREAM method for structuring clear lessons and maintaining student enthusiasm and engagement. Finally, it notes that the Individualized Education Program (IEP) is important for understanding a special needs student's current performance and goals.
Pbl 1
This document discusses Andy, a student who is struggling in science class taught by Ms. Wong. Andy comes from a middle-class family and has difficulty concentrating in class due to distractibility and Ms. Wong's ineffective teaching methods. Ms. Wong scolds Andy in front of the class and uses punishment, which reduces his attention span and makes learning difficult. Various learning theories could help improve Andy's situation if applied, such as ensuring a supportive learning environment, using positive reinforcement, and teaching methods tailored to Andy's needs based on Piaget's concrete operational stage of development. The learning theories of behaviorism, the multistore model of memory, and Gagne's principles of instruction are discussed as ways to enhance Andy's learning
Implementing Instruction
Mr. Vallano is disappointed by his students' poor performance on a math exam despite doing well on homework and classroom questions. This chapter discusses traditional instructional approaches and introduces mastery learning as an alternative. Mastery learning involves formative assessments, remedial instruction for students who do not demonstrate mastery initially, and enrichment activities for those who do, with the goal of ensuring all students master concepts before moving on.
Do’s and don’t’s of teaching esl.pptx
This document provides dos and don'ts for teaching English as a second language. It recommends that teachers model skills and activities for students, wait a few seconds after asking a question before calling on someone to respond, regularly check that students understand lessons by having them give thumbs up/down feedback, and not ban students from using their native language, as this does not promote a positive learning environment. Teachers are advised not to just rely on textbooks or simply ask "are there any questions?" after lessons.
Curriculum Outline for Instructor
This document outlines a curriculum for developing English skills through discussion of community issues. It focuses on critical thinking over rote memorization. Key points include making the classroom a safe space where students feel comfortable sharing without punishment, engaging all students, and using children's books that represent local culture and address social topics. Activities include book reports using empathy maps and drama, with a goal of presenting confidently in English. Design thinking is also incorporated to have students solve real problems through prototyping solutions.
Teaching devices for increasing student learning from lecture
The document discusses strategies for making lectures more effective for student learning. It summarizes research identifying things students dislike about lectures, such as presentations that are too fast-paced, inaudible, or disorganized. The research also outlines five strategies shown to improve learning: providing lecture outlines, slowing the presentation speed, identifying important concepts, using visual aids, and aligning tests to lecture content. Additionally, the document lists 29 "keys" or techniques for unlocking student acquisition and knowledge, such as slowing speech rate, including pauses, cueing critical points, teaching the overall concept, and using examples and role-playing to illustrate difficult topics.
Presentation report
This document discusses important questioning skills for teachers to generate interaction among students, such as varying question types, calling on non-volunteers, rephrasing questions, and allowing sufficient time for students to respond. It emphasizes asking open-ended, higher-order thinking questions and providing feedback to students. Teachers should know their own questioning style, increase their repertoire of question types, and consider students' abilities when asking questions to improve their technique. Encouraging students to ask questions also promotes participation and curiosity.
Acknowledgement
1) The author thanks various people who helped them complete an assignment, including their lecturer, classmates, and those involved.
2) The document then describes a classroom observation the author did of a Year 5 English class in a rural school. They observed how the teacher managed the classroom and applied different classroom management theories.
3) Specific examples are given of how the teacher set clear expectations and rules for behavior, provided positive and negative consequences, and was generally assertive in their approach to managing student behavior according to Lee and Marlene Canter's theories.
8 intervention strategies.pptx
The document discusses strategies for helping struggling learners succeed. It defines a struggling learner as a student who has to work harder than peers to accomplish tasks and may be behind in one or all subjects for various reasons, such as disabilities or learning differences. It then provides 8 specific strategies teachers can use, such as encouraging students to ask for help early, checking their work steps, thinking out loud, and breaking problems down into smaller parts. The strategies are meant to provide customized support to meet students' individual needs.
Teacher centered instructional methodsstrategies
It is a presentation on Teacher centered Instruction and Methodologies to help students to understand it and explore it easily
Dos and donts for teaching reading
This document provides guidance on effective reading instruction strategies. It outlines DOs and DON'Ts for four phases of a reading lesson: 1) Planning - set clear learning objectives and share them with students; 2) Pre-lesson activity - introduce the topic before reading; 3) Using details - provide tasks to guide multiple readings and encourage guessing meaning from context; 4) Applying information - use the text as a stimulus for productive activities and help students recycle vocabulary. The overall message is that teachers should guide students' understanding through focused tasks, discourage over-reliance on translation, and promote independent comprehension strategies.
Key skills of EFL teacher
This document discusses several key issues for effective classroom teaching:
- Classroom dynamics, learning styles, motivation, and learner autonomy affect student learning and should be considered when planning lessons.
- Teachers must facilitate student-centered interaction and evaluate students' progress, while maintaining an appropriate pace in lessons.
- Microskills like questioning, instructions, feedback and correcting errors impact learning when used strategically during lessons. Considering these skills can help maximize students' language development.
Teachers training presentation
The document provides tips and skills for teachers to improve their classroom performance and effectively communicate ideas to students. It emphasizes the importance of subject matter mastery, developing creative teaching methods, using vocal and physical animation, incorporating humor, role-playing, props, and suspense. Teachers are encouraged to show passion for their subject, understand students, and dedicate themselves to excellence in teaching through enthusiasm, dedication, and unwavering student support.
The perfect ofsted_lesson_-_article
The document provides guidance on meeting Ofsted criteria for an outstanding lesson, with a focus on demonstrating exceptional student progress. It outlines the key criteria for an outstanding lesson as exceptional quality of student learning and teaching that leads to outstanding progress. It then provides six steps teachers can take to help meet these criteria when being observed, including: 1) Engaging students with entry tasks; 2) Using creative starters to stimulate thinking; 3) Setting clear learning objectives at different levels; 4) Guiding students on their learning progress; 5) Interactive teaching methods; and 6) Checking for understanding and providing feedback.
Similar to Checking for comprehension (20)
Teaching devices for increasing student learning from lecture
Teaching devices for increasing student learning from lecture
Recently uploaded
Is Lucid Dreaming Dangerous? Risks and Benefits!
Lucid Dreaming: Understanding the Risks and Benefits
The ability to control one's dreams or for the dreamer to be aware that he or she is dreaming. This process, called lucid dreaming, has some potential risks as well as many fascinating benefits. However, many people are hesitant to try it initially for fear of the potential dangers. This article aims to clarify these concerns by exploring both the risks and benefits of lucid dreaming.
The Benefits of Lucid Dreaming
Lucid dreaming allows a person to take control of their dream world, helping them overcome their fears and eliminate nightmares. This technique is particularly useful for mental health. By taking control of their dreams, individuals can face challenging scenarios in a controlled environment, which can help reduce anxiety and increase self-confidence.
Addressing Common Concerns
Physical Harm in Dreams Lucid dreaming is fundamentally safe. In a lucid dream, everything is a creation of your mind. Therefore, nothing in the dream can physically harm you. Despite the vividness and realness of the dream experience, it remains entirely within your mental landscape, posing no physical danger.
Mental Health Risks Concerns about developing PTSD or other mental illnesses from lucid dreaming are unfounded. As soon as you wake up, it's clear that the events experienced in the dream were not real. On the contrary, lucid dreaming is often seen as a therapeutic tool for conditions like PTSD, as it allows individuals to reframe and manage their thoughts.
Potential Risks of Lucid Dreaming
While generally safe, lucid dreaming does come with a few risks as well:
Mixing Dream Memories with Reality Long-term lucid dreamers might occasionally confuse dream memories with real ones, creating false memories. This issue is rare and preventable by maintaining a dream journal and avoiding lucid dreaming about real-life people or places too frequently.
Escapism Using lucid dreaming to escape reality can be problematic if it interferes with your daily life. While it is sometimes beneficial to escape and relieve the stress of reality, relying on lucid dreaming for happiness can hinder personal growth and productivity.
Feeling Tired After Lucid Dreaming Some people report feeling tired after lucid dreaming. This tiredness is not due to the dreams themselves but often results from not getting enough sleep or using techniques that disrupt sleep patterns. Taking breaks and ensuring adequate sleep can prevent this.
Mental Exhaustion Lucid dreaming can be mentally taxing if practiced excessively without breaks. It’s important to balance lucid dreaming with regular sleep to avoid mental fatigue.
Lucid dreaming is safe and beneficial if done with caution. It has many benefits, such as overcoming fear and improving mental health, and minimal risks. There are many resources and tutorials available for those interested in trying it.
Astronism, Cosmism and Cosmodeism: the space religions espousing the doctrine...
This lecture created by Brandon Taylorian (aka Cometan) specially for the CESNUR Conference held Bordeaux in June 2024 provides a brief introduction to the legacy of religious and philosophical thought that Astronism emerges from, namely the discourse on transcension started assuredly by the Cosmists in Russia in the mid-to-late nineteenth century and then carried on and developed by Mordecai Nessyahu in Cosmodeism in the twentieth century. Cometan also then provides some detail on his story in founding Astronism in the early twenty-first century from 2013 along with details on the central Astronist doctrine of transcension. Finally, the lecture concludes with some contributions made by space religions and space philosophy and their influences on various cultural facets in art, literature and film.
Monthly Khazina-e-Ruhaniyaat Jun’2024 (Vol.15, Issue 2)
2nd issue of Volume 15. A magazine in urdu language mainly based on spiritual treatment and learning. Many topics on ISLAM, SUFISM, SOCIAL PROBLEMS, SELF HELP, PSYCHOLOGY, HEALTH, SPIRITUAL TREATMENT, Ruqya etc.A very useful magazine for everyone.
The Vulnerabilities of Individuals Born Under Swati Nakshatra.pdf
Individuals born under Swati Nakshatra often exhibit a strong sense of independence and adaptability, yet they may also face vulnerabilities such as indecisiveness and a tendency to be easily swayed by external influences. Their quest for balance and harmony can sometimes lead to inner conflict and a lack of assertiveness. To know more visit: astroanuradha.com
Sanatan Vastu | Experience Great Living | Vastu Expert
Santan Vastu Provides Vedic astrology courses & Vastu remedies, If you are searching Vastu for home, Vastu for kitchen, Vastu for house, Vastu for Office & Factory. Best Vastu in Bahadurgarh. Best Vastu in Delhi NCR
Lesson 12 - The Blessed Hope: The Mark of the Christian.pptx
Lesson 12 - The Blessed Hope: The Mark of the Christian
SBS – Sunday Bible School
Adult Bible Lessons 2nd quarter 2024 CPAD
MAGAZINE: THE CAREER THAT IS PROPOSED TO US: The Path of Salvation, Holiness and Perseverance to Reach Heaven
Commentator: Pastor Osiel Gomes
Presentation: Missionary Celso Napoleon
Renewed in Grace
Chandra Dev: Unveiling the Mystery of the Moon God
Shining brightly in the sky, some days more than others, the Moon in popular culture is a symbol of love, romance, and beauty. The ancient Hindu texts, however, mention the Moon as an intriguing and powerful being, worshiped by sages as Chandra.
English - The Book of 1st Samuel the Prophet.pdf
The Book of Samuel is a book in the Hebrew Bible, found as two books in the Old Testament. The book is part of the Deuteronomistic history, a series of books that constitute a theological history of the Israelites and that aim to explain God's law for Israel under the guidance of the prophets.
Trusting God's Providence | Verse: Romans 8: 28-31
Trusting God's Providence.
Providence - God’s active preservation and care over His creation. God is both the Creator and the Sustainer of all things Heb. 1:2-3; Col. 1:17
-God keep His promises.
-God’s general providence is toward all creation
- All things were made through Him
God’s special providence is toward His children.
We may suffer now, but joy can and will come
God can see what we cannot see
Heartfulness Magazine - June 2024 (Volume 9, Issue 6)
Dear readers,
This month we continue with more inspiring talks from the Global Spirituality Mahotsav that was held from March 14 to 17, 2024, at Kanha Shanti Vanam.
We hear from Daaji on lifestyle and yoga in honor of International Day of Yoga, June 21, 2024. We also hear from Professor Bhavani Rao, Dean at Amrita Vishwa Vidyapeetham University, on spirituality in action, the Venerable BhikkuSanghasena on how to be an ambassador for compassion, Dr. Tony Nader on the Maharishi Effect, Swami Mukundananda on the crossroads of modernization, Tejinder Kaur Basra on the purpose of work, the Venerable GesheDorjiDamdul on the psychology of peace, the Rt. Hon. Patricia Scotland, KC, Secretary-General of the Commonwealth, on how we are all related, and world-renowned violinist KumareshRajagopalan on the uplifting mysteries of music.
Dr. Prasad Veluthanar shares an Ayurvedic perspective on treating autism, Dr. IchakAdizes helps us navigate disagreements at work, Sravan Banda celebrates World Environment Day by sharing some tips on land restoration, and Sara Bubber tells our children another inspiring story and challenges them with some fun facts and riddles.
Happy reading,
The editors
Recently uploaded (12)
Astronism, Cosmism and Cosmodeism: the space religions espousing the doctrine...
Astronism, Cosmism and Cosmodeism: the space religions espousing the doctrine...
Monthly Khazina-e-Ruhaniyaat Jun’2024 (Vol.15, Issue 2)
Monthly Khazina-e-Ruhaniyaat Jun’2024 (Vol.15, Issue 2)
The Vulnerabilities of Individuals Born Under Swati Nakshatra.pdf
The Vulnerabilities of Individuals Born Under Swati Nakshatra.pdf
Sanatan Vastu | Experience Great Living | Vastu Expert
Sanatan Vastu | Experience Great Living | Vastu Expert
Lesson 12 - The Blessed Hope: The Mark of the Christian.pptx
Lesson 12 - The Blessed Hope: The Mark of the Christian.pptx
Chandra Dev: Unveiling the Mystery of the Moon God
Chandra Dev: Unveiling the Mystery of the Moon God
Trusting God's Providence | Verse: Romans 8: 28-31
Trusting God's Providence | Verse: Romans 8: 28-31
Heartfulness Magazine - June 2024 (Volume 9, Issue 6)
Heartfulness Magazine - June 2024 (Volume 9, Issue 6)
Checking for comprehension
- 1. Universidad Pedagógica Experimental Libertador Instituto Pedagógico de Caracas Departamento de Idiomas Modernos Metodologia de la Enseñanza del Ingles como lengua Extranjera Checking for Comprehension Miguel Guzman Section 002
- 2. CHECKING COMPREHENSION Asking students if they had understood what you have taught them isn´t really enough to check their understanding about the topic taught.
- 3. Tips for asking questions Do not ask “do you understand?” Students can easily answer yes or no just to avoid the fake feeling of “embarrassment” of not having understood. Ask everyone, vary who you ask to, do not ask the same people every time. Encourage interpretation. Use questions which involve thinking about the meaning.
- 4. Tips for asking questions Encourage discussion on meaning. Use questions with more than one possible answer. Personalize the questions, involve students directly in the questions. Eg. Do you wake up early everyday? What kinds of movies do you like.
- 5. Encourage self-checking Encourage students to ask for clarification. They should not feel ashamed or embarrassed that they haven’t understood. Discourage any mockery and encourage those who self-correct.
- 6. Use the vocabulary taught yourself so your student has more examples and is encouraged to utilize what has been taught. Study faces as you talk, take lack of response as probably lack of understanding.