Classroom Instruction Revised
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The document discusses research and best practices for teaching different types of knowledge including vocabulary, details, organizing ideas, skills, and processes. It provides a 5-step process for teaching new vocabulary terms and recommends multiple exposures and dramatic representations for teaching details. For organizing ideas, it emphasizes applying concepts over initial understanding and discusses conceptual change. Regarding skills, it notes discovery learning can be ineffective and practice is needed for automaticity. For processes, it recommends teaching components and subcomponents in the context of the overall process.
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The variety of teaching method
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The document summarizes several teaching methods for foreign languages:
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- Direct Method teaches vocabulary and concepts through visuals and interaction without translation.
- Audiolingual Method emphasizes speaking through repetition of dialogs with less focus on grammar rules.
- Cognitive Code Learning connects new material to students' prior knowledge and helps them learn from their mistakes.
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teaching methods
The document summarizes several teaching methods for foreign languages:
- Grammar Translation Method focuses on translation and grammar rules with little speaking practice.
- Direct Method teaches vocabulary and concepts through visuals and interaction without translation.
- Audiolingual Method emphasizes speaking through repetition of dialogs with less focus on grammar rules.
- Cognitive Code Learning connects new material to students' prior knowledge and helps them learn from their mistakes.
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This document discusses effective instructional strategies for language learning. It describes strategies that are interactive, integrated, introspective, reflective, contextualized, experiential, and collaborative. Interactive strategies involve students actively engaging with classmates, teachers, materials, and themselves. Integrated strategies address multiple intelligences and learning styles through a variety of classroom activities. These strategies also integrate varied instructional approaches like direct instruction, group work, independent study, and creative expression to accommodate different learning styles.
Teaching strategies
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This document discusses lesson planning and provides guidance on developing effective lessons. It outlines the advantages of having a good lesson plan, including inspiring teacher improvement, helping with evaluation, and developing confidence. It then describes the key components of a lesson plan, such as objectives, anticipatory sets, direct instruction, guided and independent practice, materials, assessment, and reflection. The document also discusses principles for designing lessons focused on specific skills, like reading, speaking, vocabulary, grammar, and listening. These include introducing new vocabulary in context, providing opportunities for student speaking practice, and incorporating strategy training. Finally, it addresses learning styles and motivation.
Action research proposal
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Presentation Theory
The document provides guidance on creating an effective lesson plan by outlining key sections such as goals, objectives, materials, procedures, and reasons for using a teaching plan. It suggests that a lesson plan should begin by establishing goals and objectives, identify required materials and prerequisites, and provide a detailed step-by-step procedure including an introduction, main activity, and conclusion to draw ideas together and reinforce learning. The document stresses the importance of structuring a logical sequence of learning and anticipating potential issues to promote effective teaching.
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Ppg module tsl3105 topic 6 planning remedial & enrichmt activities
Ppg module tsl3105 topic 6 planning remedial & enrichmt activities
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Effective Instructional Techniques and Effective Teaching
Principles of teaching i different aproaches and methods
Principles of teaching i different aproaches and methods
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Factors and Principles in Choosing Teaching Method
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CLASSROOM MANAGEMENT APPROACHES OF PRIMARY SCHOOL TEACHERS
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2. Key aspects of preparation, presentation, application, examination, and discussion/critique are defined as the stages of instruction. Good lesson planning is emphasized as the first step in efficient training.
3. A good lesson plan should include administrative data, a lesson outline, and training equipment/aids needed to attain the lesson objective and relate the lesson to the overall course objectives.
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Students come into our courses with knowledge, beliefs, and attitudes gained in other courses and through daily life. As students bring this knowledge to bear in our classrooms, it influences how they filter and interpret what they are learning. If students’ prior knowledge is robust and accurate and activated at the appropriate time, it provides a strong foundation for building new knowledge. However, when knowledge is inert, insufficient for the task, activated inappropriately, or inaccurate, it can interfere with or impede new learning. To apply this principle, consider the following teaching techniques:
Administer a diagnostic assessment or have students assess their own prior knowledge (See “Selected Classroom Assessment Techniques (CATs) for Getting Feedback on Student Learning”).
Use brainstorming to reveal prior knowledge.
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Use brainstorming to reveal prior knowledge.
Identify discipline-specific conventions explicitly.
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homework help,online homework help,online tutors,online tutoring,research paper help,do my homework,
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3) Instructional materials - the choice of materials, like chalkboards or videos, shapes the teaching activities.
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Constructivism: Knowledge Construction/Concept learning
In the quotation above, “filling up the pail” is more linked to rote learning and behaviorism. It connotes that teaching is dominated by the teacher and the learners are passive receivers of knowledge. “Lighting the fire” is related to the cognitive perspective and constructivism.
Two Views of Constructivism
Individual Constructivism. This is also called cognitive constructivism. It emphasizes individual, internal construction of knowledge. It is largely based on Piaget’s theory.
Social Constructivism. This view emphasizes that “knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual”.
Characteristics of Constructivism
1. Learners construct understanding. As discussed earlier, constructivists do not view learners as just empty vessels waiting to be filled up. They see learners as active thinkers who interpret new information based on what they already know. They construct knowledge in a way that makes sense to them.
2. New learning depends on current understanding. Background information is very important. It is through the present views or scheme that the learner has, that new information will be interpreted.
3. Learning is facilitated by social interaction. Constructivists believe in creating a “community of learners” within classrooms. Learning communities help learners take responsibility for their own learning.
4. Meaningful learning occurs within authentic learning tasks. An authentic task is one that involves a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed when applied in the real world.
Organizing Knowledge
Concepts. A concept is a way of grouping or categorizing objects or events in our mind. A concept of teach, includes a group of tasks such as model, discuss, illustrate, explain, assist, etc.
Concepts as Feature Lists. Learning a concept involves learning specific features that characterize positive instances of the concept. Included here are defining features and correlational feature. A defining feature is a characteristic present in ALL instances.
A correlational feature is one that is present in many positive instances but not essential for concept membership. For example, a mother is loving.
Concepts as Prototypes. A prototype is an idea or a visual image of a “typical example. It is usually formed based on the positive instances that learners encounter most often.
Concepts as Exemplars. Exemplars represent a variety of examples. It allows learners to know that an example under a concept may have variability.
Making Concept-learning Effective. As a future teacher, you can help students learn concepts by doing the following:
• Provide a clear definition of the concept
• Make the defining features very concrete and prominent
• Gi
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Advanced methods of teaching
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This document discusses various approaches and strategies for learning physical sciences. It begins by explaining the traditional learning approach where the teacher transmits facts passively to students. Alternative approaches discussed include constructivism, where learning is active and student-centered. The document also differentiates between approaches, which are broader ways of thinking, and strategies, which are specific plans. It provides examples of strategies like concept mapping, concept formation, assimilation vs accommodation, experiential learning, and collaborative learning approaches like brainstorming, task groups, and inquiry groups. Ensuring meaningful learning through collaborative approaches involves forming heterogeneous groups and facilitating student responsibility, idea sharing, and goal achievement.
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The document discusses various teaching methods including discussion, case study, simulation, and pair/small group work. For discussion, the key points are that it allows for active student involvement, processing of ideas, and practice formulating questions. However, it is not effective for conveying factual information and can be time consuming without direction. For case studies and simulations, the advantages are greater student involvement and application of principles to realistic scenarios. Pair/small group work actively engages students in problem solving and learning from each other.
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