This document discusses models of curriculum innovation. It describes four main models: the Research, Development and Diffusion model; the Social Interaction model; the Problem-Solving model; and the Teaching Presentation Software Skills model. Each model is summarized, including key steps and strategies used. Examples of presentation software like Google Slides, Microsoft PowerPoint, Visme and Prezi are also provided, along with tips for how teachers can effectively create and present lessons using digital tools.
This document summarizes a practical lesson on Content and Language Integrated Learning (CLIL). It discusses:
1) The five dimensions of CLIL - Content, Culture, Language, Environment and Learning. Each dimension is explained in detail.
2) Key teaching strategies for CLIL lessons: scaffolding, anchoring into previous learning, chunking and repackaging knowledge, fostering creative and critical thinking, and challenging students to step outside their comfort zone. Examples are provided for each strategy.
3) How target language, exposure, information and communication technology, intercultural knowledge, language awareness, learning styles, and learning strategies interact in a CLIL lesson to support students' language learning through content.
This CLIL lesson plan aims to teach primary school students about recycling. The content topic is recycling and the language focuses on vocabulary related to materials and household items. The lesson involves students brainstorming recyclable items, discussing recycling problems in groups, and tracking what they recycle at home for a week. This teaches citizenship values of environmental protection while integrating language skills. Visual organizers like the worksheet help scaffold student learning.
The PPP Approach to Communicative Language Teachingroger miller
The document describes the PPP approach to language teaching. It consists of three stages: Presentation, Practice, and Production. In the Presentation stage, new language is introduced through meaningful examples. Practice involves activities for students to use the new language with accuracy. Production creates situations for students to communicate using the new language. The document also discusses variables to consider like classroom setup, student and teacher roles, and resources available to help make classes more engaging.
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docxcockekeshia
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
.
1) Meet with department heads to discuss the current state of each department and their needs.
2) Evaluate curriculum and programs to ensure they are meeting the needs of students and industry.
3) Develop a strategic plan to improve the quality of education and research at the faculty.
The document describes the Metacognitive Model of Strategic Learning proposed by Chamot in 1999. The model organizes learning strategies to help students and teachers. It consists of four metacognitive processes - monitoring, problem solving, planning, and evaluating. Various strategies are described for each process, such as setting goals and self-management for planning, taking notes and talking through tasks for monitoring, using resources to solve problems, and checking goals and evaluating strategies for evaluation. Teachers are encouraged to explicitly teach these strategies to help students develop conscious control over their learning.
This document discusses models of curriculum innovation. It describes four main models: the Research, Development and Diffusion model; the Social Interaction model; the Problem-Solving model; and the Teaching Presentation Software Skills model. Each model is summarized, including key steps and strategies used. Examples of presentation software like Google Slides, Microsoft PowerPoint, Visme and Prezi are also provided, along with tips for how teachers can effectively create and present lessons using digital tools.
This document summarizes a practical lesson on Content and Language Integrated Learning (CLIL). It discusses:
1) The five dimensions of CLIL - Content, Culture, Language, Environment and Learning. Each dimension is explained in detail.
2) Key teaching strategies for CLIL lessons: scaffolding, anchoring into previous learning, chunking and repackaging knowledge, fostering creative and critical thinking, and challenging students to step outside their comfort zone. Examples are provided for each strategy.
3) How target language, exposure, information and communication technology, intercultural knowledge, language awareness, learning styles, and learning strategies interact in a CLIL lesson to support students' language learning through content.
This CLIL lesson plan aims to teach primary school students about recycling. The content topic is recycling and the language focuses on vocabulary related to materials and household items. The lesson involves students brainstorming recyclable items, discussing recycling problems in groups, and tracking what they recycle at home for a week. This teaches citizenship values of environmental protection while integrating language skills. Visual organizers like the worksheet help scaffold student learning.
The PPP Approach to Communicative Language Teachingroger miller
The document describes the PPP approach to language teaching. It consists of three stages: Presentation, Practice, and Production. In the Presentation stage, new language is introduced through meaningful examples. Practice involves activities for students to use the new language with accuracy. Production creates situations for students to communicate using the new language. The document also discusses variables to consider like classroom setup, student and teacher roles, and resources available to help make classes more engaging.
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docxcockekeshia
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
.
1) Meet with department heads to discuss the current state of each department and their needs.
2) Evaluate curriculum and programs to ensure they are meeting the needs of students and industry.
3) Develop a strategic plan to improve the quality of education and research at the faculty.
The document describes the Metacognitive Model of Strategic Learning proposed by Chamot in 1999. The model organizes learning strategies to help students and teachers. It consists of four metacognitive processes - monitoring, problem solving, planning, and evaluating. Various strategies are described for each process, such as setting goals and self-management for planning, taking notes and talking through tasks for monitoring, using resources to solve problems, and checking goals and evaluating strategies for evaluation. Teachers are encouraged to explicitly teach these strategies to help students develop conscious control over their learning.
This document provides an overview of task-based learning (TBL) as a language teaching methodology. It defines TBL as an approach that places students in real-world communication situations requiring language use to complete a specific task. The document outlines the typical TBL framework, including a pre-task, task cycle, and post-task language focus. It provides examples of TBL activities at beginner and intermediate levels using tools/devices and texts. Key aspects of TBL highlighted are using the target language as much as possible, focusing on learner activity, and the importance of the post-task consciousness raising phase.
Interactive Ways of Teaching Language SkillsYogeshIJTSRD
This work is aimed at developing all the skills of students in teaching foreign languages through interactive methods. Thus, the research topic is called “Interactive Methods of Teaching Language Skillsâ€. The study discusses the importance of perfectly organizing all skills in foreign language teaching. Modern methods and interactive methods will be carefully studied and applied. It is also important to increase the effectiveness of foreign language learning using modern methods, away from traditional teaching methods, and to use it as an effective teaching tool in the formation of language learning skills. The aim of the research is to provide foreign language teachers with a brief overview of the interactive methods used at different stages of language skills development, especially the various tools aimed at developing students ’cognitive skills. Xaydarova Nigina Ganiyevna "Interactive Ways of Teaching Language Skills" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | International Research Development and Scientific Excellence in Academic Life , March 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38743.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38743/interactive-ways-of-teaching-language-skills/xaydarova-nigina-ganiyevna
Improving outcomes for our low attainersgavinholden
The document discusses strategies for improving outcomes for low-ability students. It recommends:
1. Focusing on key concepts, literacy and numeracy skills, and making the curriculum relatable.
2. Using interactive teaching methods like modeling, questioning, and appropriate challenge.
3. Structuring lessons with clear learning objectives and regular reviews to aid recall.
The document provides examples of techniques to develop literacy, writing, and vocabulary skills. It also discusses using starters and plenaries, varied activities, and putting learning in context to improve recall for low-ability students.
Dimensions of Diversity Capstone Example 1KelseyShroyer
The document outlines Ramsey Champagne's capstone project on elements of diversity, including reflections on concepts learned, a synthesis of concepts, interviews with English language learners, research on discussion strategies, and materials and a lesson plan created for a discussion on adversity and values. The lesson plan incorporates learning objectives, preparation activities, discussion protocols, and the establishment of group agreements.
Adults education is considered one of the less structured, ill-defined fields in terms of practices and competences that professionals should behold to operate within. This is particularly the case of intergenerational and family learning; the problem of the “private” sphere of learning, as well as the very informal nature of this type of learning requires more research to understand how to shape practices and which skills the educators should have. In this initial phase of our research, we contend that Learning Design, as practice that supports educators in capturing and representing the own (situated) plans of action within educational interventions, can be a key element to develop educators professionalism, towards quality and effectiveness of adults’ education. We support this assumption with the introduction of our training approach, where adults’ educators are invited to implement a creative/reflective process of five stages; every stage introduces tools for representing as part of the Learning Design approach; furthermore, trainers are encouraged to go beyond representing, by sharing and commenting other trainers’ designs. According to this approach, two elements of professionalism are promoted: At the level of the single educator, and at the at the level of the community of adults’ educators.
DAPP141 session 3: Designing for Learning & Learning theories in practiceChrissi Nerantzi
This document discusses learning theories and their application in practice. It begins with intended learning outcomes for a session on designing for learning and learning theories. It then explores various learning theories including behaviorism, cognitivism, constructivism, and connectivism. Activities are included for students to learn about different theories and apply them to their own practice. The document emphasizes applying theory to practice through constructive alignment of learning outcomes, teaching methods, and assessments. It provides resources on learning outcomes and concludes by outlining the next session on good teaching.
This document summarizes several language teaching methodologies:
1. Natural Approach focuses on meaningful communication through stages of exposure, production, and fluency. The teacher creates a low-anxiety environment without correction.
2. Task-Based Language Teaching uses tasks requiring complex language use. Learners complete tasks in groups using known English.
3. Content-Based Instruction organizes teaching around content rather than linguistics. Language is used for specific academic or professional purposes.
English-language acquisition
For Education students English majors.
It focuses on how to help students acquire the proper grammar, how to enhance their vocabulary and their reading skills as a learner's.
Task-based language learning is a student-centered approach where students complete meaningful tasks using the target language. It focuses on task outcome over language accuracy. Tasks are done in groups and include pre-task planning, task performance, report, analysis, practice. It engages students but may neglect discussion forms. Cooperative learning involves students working together towards a common goal, developing social skills. Benefits include higher achievement and interpersonal skills. Examples include think-pair-share, jigsaws, problem-solving. Factors like learning styles and brain processing should be considered.
Lesson plan instructional strategies module 2jnhealy
This document provides guidance and examples for developing the central focus of a lesson plan. It emphasizes that the central focus should go beyond facts and skills, align with standards and objectives, and address subject-specific components. Examples of central focuses for social studies lessons include questions about just societies and the need for government. Determining the central focus involves reviewing content, standards, and students' prior knowledge and skills. The document also provides examples of learning tasks, such as simulations and partner work, and emphasizes the importance of the anticipatory set, instructional strategies, closure, and assessing learning.
Presentation materials design created by Shama Kalam Siddiqui Shama Siddiqui
This presentation helps to understand the types of materials for ESL and presents a framework from Brown on Adopting, Developing and Adapting Materials for the language teaching context. Educators would also get a framework for the production of new materials and the 6 stages towards creating materials for learners:
1. Identification of need for materials
2. Exploration of need
3. Contextual realization of materials
4. Pedagogical realization of materials
5. Production of materials
* Student use of materials
6. Evaluation of materials against agreed objectives
References:
Brown, J.D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle & Heinle Publishers.
Crawford, J. (2002). The role of materials in the language classroom: Finding the balance. En Richards, J.C. and W.A. Renandya (Eds.) Methodology in language teaching. An anthology of current practice (pp. 80-91). Cambridge: Cambridge University Press.
Tomlinson, B. (1998). Materials Development in Language Teaching. Cambridge: Cambridge University Press.
Richards, J.C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
British Council: ELT Textbooks and materials: Problems in Evaluation and Development
English Language Teaching Frameworks - Yasmina Zergani.pptxYASMINAZERGANI
This is a presentation about English Language Teaching Frameworks. As teachers, we implement different teaching and learning methods through various teaching models and frameworks. The chief goal is always to make the teaching and learning process an enjoyable and beneficial one.
Alan Masson - Formalising the informal - using a Hybrid Learning Model to Des...Mark Travis
The document describes a Hybrid Learning Model (HLM) developed to describe learning practices. The HLM combines two existing models and uses universal concepts and plain English terms to capture interactions between participants. It has been used to raise awareness of teaching and learning processes, reflect on current practices, and clarify student expectations. Evaluations show it provides an accurate description of activities and encourages consideration of the learner perspective. The simplicity of the HLM allows for a range of uses including reflection, planning, and evaluation.
The document describes a Hybrid Learning Model (HLM) developed to describe learning practices. The HLM brings together an eight learning events model and learning verbs to capture interactions and roles. It has been used to formalize informal processes, provide awareness of learner roles, and reflect on teaching practices. Evaluations show it effectively describes learning processes and increases awareness of teaching and learning from both practitioner and learner perspectives.
This document discusses using a learning by teaching approach to teach collaboration skills in an e-learning environment. It first defines collaboration skills as behaviors that help people work together effectively, including participation, perspective taking, and social regulation. It then questions whether collaboration skills can be taught and assessed through e-learning tools and if learning by teaching is an appropriate method. Some advantages of the learning by teaching approach are that it motivates students and helps them gain skills like teamwork, though it requires more time and effort from both students and teachers. The challenge is how to design an e-learning environment that teaches collaboration skills through this approach.
This document outlines a professional development session for teachers on implementing changes to the teaching of mathematics at RPPS. It introduces the "Mathematician's Model" which involves dividing math lessons into four "toolbox lessons" focusing on developing problem solving strategies and mental math skills, and two "Be a Mathematician" lessons using rich, open-ended tasks. Examples of effective rich tasks are provided, emphasizing that they should be problem-based, inquiry-driven, collaborative, and engage students through hands-on experiences. The session celebrates mathematicians as role models and quotes Paul Halmos emphasizing experimentation and problem-solving over memorization of facts.
This document provides an overview of flipping a course and outlines an agenda for a workshop on designing a flipped classroom session. The workshop aims to guide participants through designing a 1-3 hour flipped class by first conducting a mini needs assessment of the material and objectives. It then walks through designing the key components of a flipped lesson, including preparing pre-class materials to introduce concepts and skills, as well as planning classroom activities to practice and reinforce the skills. The document discusses considerations for each component and prompts participants to make design decisions for their flipped session. The goal is for participants to leave the workshop having completed a formal lesson plan for their selected flipped class.
This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused educational approach where an additional language is used for teaching content and language simultaneously. It discusses key CLIL concepts like integration of content and language, using language to learn new content and develop thinking skills. It also covers frameworks like the 4Cs, Bloom's Taxonomy, Cummins' Matrix. It outlines new roles for teachers and students in CLIL with a focus on facilitating thinking rather than imparting knowledge. Elements of planning, interaction, scaffolding, assessment and cooperation among teachers are also summarized.
How to teach speaking - teaching English as a foreign language.pdfErika Ugron
This document provides an overview and additional learning resources for a British Council online course on teaching speaking skills. It includes introductions and learning materials for three modules which cover understanding key terms, maximizing interaction, and language practice activities. The workbook encourages participants to reflect on their learning goals, note ideas from the course materials, and develop an action plan to apply what they learned.
The document discusses various collaborative learning activities and higher order thinking skills (HOTS) activities that can be used in the classroom. It provides descriptions and step-by-step instructions for implementing different group activities like round robin, numbered heads together, pairs check, three step interview, and think pair share. These activities encourage cooperation among students and hold individuals accountable for contributing to the group. The document also briefly defines creative learning and HOTS, noting that they develop skills like problem solving, creativity, and building knowledge through creative instructional techniques rather than memorization.
ability to convey information verbally and in a way that the listener can understand.
-interactive process where information is shared, and if necessary, acted upon by the listener.
More Related Content
Similar to COMMUNICATIVE APPROACH PRESENTATION.pptx
This document provides an overview of task-based learning (TBL) as a language teaching methodology. It defines TBL as an approach that places students in real-world communication situations requiring language use to complete a specific task. The document outlines the typical TBL framework, including a pre-task, task cycle, and post-task language focus. It provides examples of TBL activities at beginner and intermediate levels using tools/devices and texts. Key aspects of TBL highlighted are using the target language as much as possible, focusing on learner activity, and the importance of the post-task consciousness raising phase.
Interactive Ways of Teaching Language SkillsYogeshIJTSRD
This work is aimed at developing all the skills of students in teaching foreign languages through interactive methods. Thus, the research topic is called “Interactive Methods of Teaching Language Skillsâ€. The study discusses the importance of perfectly organizing all skills in foreign language teaching. Modern methods and interactive methods will be carefully studied and applied. It is also important to increase the effectiveness of foreign language learning using modern methods, away from traditional teaching methods, and to use it as an effective teaching tool in the formation of language learning skills. The aim of the research is to provide foreign language teachers with a brief overview of the interactive methods used at different stages of language skills development, especially the various tools aimed at developing students ’cognitive skills. Xaydarova Nigina Ganiyevna "Interactive Ways of Teaching Language Skills" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | International Research Development and Scientific Excellence in Academic Life , March 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38743.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38743/interactive-ways-of-teaching-language-skills/xaydarova-nigina-ganiyevna
Improving outcomes for our low attainersgavinholden
The document discusses strategies for improving outcomes for low-ability students. It recommends:
1. Focusing on key concepts, literacy and numeracy skills, and making the curriculum relatable.
2. Using interactive teaching methods like modeling, questioning, and appropriate challenge.
3. Structuring lessons with clear learning objectives and regular reviews to aid recall.
The document provides examples of techniques to develop literacy, writing, and vocabulary skills. It also discusses using starters and plenaries, varied activities, and putting learning in context to improve recall for low-ability students.
Dimensions of Diversity Capstone Example 1KelseyShroyer
The document outlines Ramsey Champagne's capstone project on elements of diversity, including reflections on concepts learned, a synthesis of concepts, interviews with English language learners, research on discussion strategies, and materials and a lesson plan created for a discussion on adversity and values. The lesson plan incorporates learning objectives, preparation activities, discussion protocols, and the establishment of group agreements.
Adults education is considered one of the less structured, ill-defined fields in terms of practices and competences that professionals should behold to operate within. This is particularly the case of intergenerational and family learning; the problem of the “private” sphere of learning, as well as the very informal nature of this type of learning requires more research to understand how to shape practices and which skills the educators should have. In this initial phase of our research, we contend that Learning Design, as practice that supports educators in capturing and representing the own (situated) plans of action within educational interventions, can be a key element to develop educators professionalism, towards quality and effectiveness of adults’ education. We support this assumption with the introduction of our training approach, where adults’ educators are invited to implement a creative/reflective process of five stages; every stage introduces tools for representing as part of the Learning Design approach; furthermore, trainers are encouraged to go beyond representing, by sharing and commenting other trainers’ designs. According to this approach, two elements of professionalism are promoted: At the level of the single educator, and at the at the level of the community of adults’ educators.
DAPP141 session 3: Designing for Learning & Learning theories in practiceChrissi Nerantzi
This document discusses learning theories and their application in practice. It begins with intended learning outcomes for a session on designing for learning and learning theories. It then explores various learning theories including behaviorism, cognitivism, constructivism, and connectivism. Activities are included for students to learn about different theories and apply them to their own practice. The document emphasizes applying theory to practice through constructive alignment of learning outcomes, teaching methods, and assessments. It provides resources on learning outcomes and concludes by outlining the next session on good teaching.
This document summarizes several language teaching methodologies:
1. Natural Approach focuses on meaningful communication through stages of exposure, production, and fluency. The teacher creates a low-anxiety environment without correction.
2. Task-Based Language Teaching uses tasks requiring complex language use. Learners complete tasks in groups using known English.
3. Content-Based Instruction organizes teaching around content rather than linguistics. Language is used for specific academic or professional purposes.
English-language acquisition
For Education students English majors.
It focuses on how to help students acquire the proper grammar, how to enhance their vocabulary and their reading skills as a learner's.
Task-based language learning is a student-centered approach where students complete meaningful tasks using the target language. It focuses on task outcome over language accuracy. Tasks are done in groups and include pre-task planning, task performance, report, analysis, practice. It engages students but may neglect discussion forms. Cooperative learning involves students working together towards a common goal, developing social skills. Benefits include higher achievement and interpersonal skills. Examples include think-pair-share, jigsaws, problem-solving. Factors like learning styles and brain processing should be considered.
Lesson plan instructional strategies module 2jnhealy
This document provides guidance and examples for developing the central focus of a lesson plan. It emphasizes that the central focus should go beyond facts and skills, align with standards and objectives, and address subject-specific components. Examples of central focuses for social studies lessons include questions about just societies and the need for government. Determining the central focus involves reviewing content, standards, and students' prior knowledge and skills. The document also provides examples of learning tasks, such as simulations and partner work, and emphasizes the importance of the anticipatory set, instructional strategies, closure, and assessing learning.
Presentation materials design created by Shama Kalam Siddiqui Shama Siddiqui
This presentation helps to understand the types of materials for ESL and presents a framework from Brown on Adopting, Developing and Adapting Materials for the language teaching context. Educators would also get a framework for the production of new materials and the 6 stages towards creating materials for learners:
1. Identification of need for materials
2. Exploration of need
3. Contextual realization of materials
4. Pedagogical realization of materials
5. Production of materials
* Student use of materials
6. Evaluation of materials against agreed objectives
References:
Brown, J.D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle & Heinle Publishers.
Crawford, J. (2002). The role of materials in the language classroom: Finding the balance. En Richards, J.C. and W.A. Renandya (Eds.) Methodology in language teaching. An anthology of current practice (pp. 80-91). Cambridge: Cambridge University Press.
Tomlinson, B. (1998). Materials Development in Language Teaching. Cambridge: Cambridge University Press.
Richards, J.C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
British Council: ELT Textbooks and materials: Problems in Evaluation and Development
English Language Teaching Frameworks - Yasmina Zergani.pptxYASMINAZERGANI
This is a presentation about English Language Teaching Frameworks. As teachers, we implement different teaching and learning methods through various teaching models and frameworks. The chief goal is always to make the teaching and learning process an enjoyable and beneficial one.
Alan Masson - Formalising the informal - using a Hybrid Learning Model to Des...Mark Travis
The document describes a Hybrid Learning Model (HLM) developed to describe learning practices. The HLM combines two existing models and uses universal concepts and plain English terms to capture interactions between participants. It has been used to raise awareness of teaching and learning processes, reflect on current practices, and clarify student expectations. Evaluations show it provides an accurate description of activities and encourages consideration of the learner perspective. The simplicity of the HLM allows for a range of uses including reflection, planning, and evaluation.
The document describes a Hybrid Learning Model (HLM) developed to describe learning practices. The HLM brings together an eight learning events model and learning verbs to capture interactions and roles. It has been used to formalize informal processes, provide awareness of learner roles, and reflect on teaching practices. Evaluations show it effectively describes learning processes and increases awareness of teaching and learning from both practitioner and learner perspectives.
This document discusses using a learning by teaching approach to teach collaboration skills in an e-learning environment. It first defines collaboration skills as behaviors that help people work together effectively, including participation, perspective taking, and social regulation. It then questions whether collaboration skills can be taught and assessed through e-learning tools and if learning by teaching is an appropriate method. Some advantages of the learning by teaching approach are that it motivates students and helps them gain skills like teamwork, though it requires more time and effort from both students and teachers. The challenge is how to design an e-learning environment that teaches collaboration skills through this approach.
This document outlines a professional development session for teachers on implementing changes to the teaching of mathematics at RPPS. It introduces the "Mathematician's Model" which involves dividing math lessons into four "toolbox lessons" focusing on developing problem solving strategies and mental math skills, and two "Be a Mathematician" lessons using rich, open-ended tasks. Examples of effective rich tasks are provided, emphasizing that they should be problem-based, inquiry-driven, collaborative, and engage students through hands-on experiences. The session celebrates mathematicians as role models and quotes Paul Halmos emphasizing experimentation and problem-solving over memorization of facts.
This document provides an overview of flipping a course and outlines an agenda for a workshop on designing a flipped classroom session. The workshop aims to guide participants through designing a 1-3 hour flipped class by first conducting a mini needs assessment of the material and objectives. It then walks through designing the key components of a flipped lesson, including preparing pre-class materials to introduce concepts and skills, as well as planning classroom activities to practice and reinforce the skills. The document discusses considerations for each component and prompts participants to make design decisions for their flipped session. The goal is for participants to leave the workshop having completed a formal lesson plan for their selected flipped class.
This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused educational approach where an additional language is used for teaching content and language simultaneously. It discusses key CLIL concepts like integration of content and language, using language to learn new content and develop thinking skills. It also covers frameworks like the 4Cs, Bloom's Taxonomy, Cummins' Matrix. It outlines new roles for teachers and students in CLIL with a focus on facilitating thinking rather than imparting knowledge. Elements of planning, interaction, scaffolding, assessment and cooperation among teachers are also summarized.
How to teach speaking - teaching English as a foreign language.pdfErika Ugron
This document provides an overview and additional learning resources for a British Council online course on teaching speaking skills. It includes introductions and learning materials for three modules which cover understanding key terms, maximizing interaction, and language practice activities. The workbook encourages participants to reflect on their learning goals, note ideas from the course materials, and develop an action plan to apply what they learned.
The document discusses various collaborative learning activities and higher order thinking skills (HOTS) activities that can be used in the classroom. It provides descriptions and step-by-step instructions for implementing different group activities like round robin, numbered heads together, pairs check, three step interview, and think pair share. These activities encourage cooperation among students and hold individuals accountable for contributing to the group. The document also briefly defines creative learning and HOTS, noting that they develop skills like problem solving, creativity, and building knowledge through creative instructional techniques rather than memorization.
ability to convey information verbally and in a way that the listener can understand.
-interactive process where information is shared, and if necessary, acted upon by the listener.
The social action approach combines teaching students to understand and question social issues with activities to promote social change. Learners study a social problem, gather data, analyze values and beliefs, identify actions, and decide on actions to take. The goal is to empower students to recognize and negotiate inequality and discrimination, and to become actively involved in groups working for change. An equity pedagogy assumes students come to school with strengths, modifies teaching to facilitate all student achievement, and equips students with skills to facilitate social change.
-ability to convey information verbally and in a way that the listener can understand.
-interactive process where information is shared, and if necessary, acted upon by the listener.
This document discusses the social action approach to education. It combines teaching students to understand and question social issues, while also taking action to address them. Students study a social problem, gather data, analyze values, identify solutions, and decide on a course of action. The main goal is to empower students to recognize and address inequality and discrimination, and become actively involved in creating social change. Equity pedagogy is also discussed as an important teaching method that assumes all students have strengths, challenges fundamental inequities, and helps all students succeed regardless of their backgrounds.
Social emotional development represents a specific domain of child development. It is a gradual, integrative process through which children acquire the capacity to understand, experience, express, and manage emotions and to develop meaningful relationships with others.
Emilio Jacinto was a Filipino revolutionary and secretary of the secret society Katipunan during the Philippine Revolution against Spanish colonial rule. He became actively involved in fighting the Spanish at a young age and rose to the rank of general in the Katipunan's guerrilla army. Though injured in battle, Jacinto continued resisting until his untimely death from malaria at age 24. As a writer, he contributed works to the Katipunan newspaper and penned patriotic poems and essays advocating for Philippine independence.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
2. COMMUNICATIVE
APPROACH
Communicative
Language Teaching
(CLT)
approach that aims to achieve communicative rather than
linguistic competence through learner interaction
this strategy to language teaching is based on the philosophy
that, in order to learn a language, one must practice using that
language to communicate meaning to others.
3. Example
● Practicing question forms by asking learners to find out personal
information about their colleagues
Classroom activities guided by the communicative
approach are characterized by trying to produce
meaningful and real communication, at all levels. As a
result there may be more emphasis on skills than
systems, lessons are more learner-centered, and there
may be use of authentic materials.
5. When learners are involved in
real communication, their
natural strategies for language
acquisition will be used, and
this will allow them to learn to
use the language.
6. Role of Teachers
● Teachers acts as facilitator in this approach
● The teacher is charged with the responsibility of establishing situations likely
to promote communication. The students are communicators. They learn to
communicate by communicating.
Role of Students
● The students must have to cooperate and support each other in the group
to complete their tasks assigned by their teacher.
7. Brief history
● The origins of Communicative Language Teaching (CLT) are to be found
in the changes in the British language teaching tradition dating from the
late 1960s. Until then, Situational Language Teaching represented the
major British approach to teaching English as a foreign language. In
Situational Language Teaching, language was taught by practicing basic
structures in meaningful situation-based activities. But just as the
linguistic theory underlying Audiolingualism was rejected in the United
States in the mid-1960s, British applied linguists began to call into
question the theoretical assumptions underlying Situational Language
Teaching:
8. This was partly a response to the sorts of criticisms the prominent American
linguist Noam Chomsky had leveled at structural linguistic theory in his now-
classic book Syntactic Structures (1957). Chomsky had demonstrated that the
current standard structural theories of language were incapable of
accounting for the fundamental characteristic of language – the creativity
and uniqueness of individual sentences. British applied linguists emphasized
another fundamental dimension of language that was inadequately
addressed in approaches to language teaching at that time – the functional
and communicative potential of language. They saw the need to focus in
language teaching on communicative proficiency rather than on mere
mastery of structures.
9. Communicative language
teaching emerged in the 1980s
as a response to the growing
demand for a language
curriculum that would enable
learners to use the second
language in real-life situations.
10. Advantages
Learner-Oriented
This approach is learner-oriented as it takes the interests and needs of the learners into
account.
Personalized Language
This approach aims to personalize the language so that learners can adapt to its use
more effectively.
Localized Language
This approach also aims to localize language learning so that learners can learn to use it
naturally. It emphasizes meaningful language learning.
Efficient
It is an efficient and proficient approach that encourages children to learn grammar to
speak well.
11. DISADVANTAGE
Lack Of Context
The context of the learning and teaching atmosphere is not taken into account.
False Interpretation
The approach is often interpreted as “if the teacher understands the student we have good
communication” but native speakers may not understand them.
Lack of Accuracy
The main focus of the approach is on fluency rather than language accuracy.
Lack of Errors Reduction
The approach does not focus much on removing the errors of the learners.
Incoherence
Since their errors aren’t corrected, learners are likely to produce incorrect grammatical
sentences.
13. ¿Qué son las
situaciones de
aprendizaje?
“Situaciones y actividades que implican el
despliegue por parte del alumnado de
actuaciones asociadas a competencias clave y
competencias específicas, y que contribuyen
a la adquisición y desarrollo de las mismas”.
Artículo 2, Real Decreto de enseñanzas mínimas
14. Características
de una situación
de aprendizaje
Debe tener un contexto aplicado a la realidad cotidiana del
alumnado. Los contenidos se conectan a elementos cotidianos
para que resulte más fácil de comprender y sea más motivador
Incluir actividades donde se contemplen diferentes estructuras
de trabajo (individuales y cooperativas). Esto fomenta la escucha
activa, el trabajo en equipo, la toma de decisiones…
La programación está dirigida a la resolución de problemas o
creación de productos; por tanto, no existe una solución única.
El alumnado debe utilizar su espíritu crítico y creatividad para
resolverlo y proponer una solución
Esos elementos cotidianos de los que hablamos, deben basarse
en algo que resulte de interés para el alumnado
Lo que se ha aprendido puede transferirse, por lo general, a
otros conceptos y situaciones
El contexto Aprendizaje cooperativo
Problema a resolver
Centros de interés Transferencia de lo aprendido
15. Diseña una situación de aprendizaje
Localizar un centro de interés
Justificar nuestra propuesta
Proponer cómo concretar objetivos
Uno que pueda despertar motivación y sea capaz de
dirigir su atención hacia lo que queremos que aprenda
Teniendo en cuenta lo visto en clase, la importancia de
la situación actual y cómo nos va a preparar para
situaciones futuras
También las competencias, criterios de evaluación y
los principales saberes básicos
1
2
3
4
5
6
Plantear el problema a solucionar
Actividades y recursos a emplear
Cómo lo vamos a evaluar
17. Programación
Justificación Propuesta de valor (conexión
con la vida real)
Saberes básicos
Producto final
Puedes escribir aquí…
Puedes escribir aquí…
Puedes escribir aquí…
Puedes escribir aquí…
34. CRÉDITOS: Esta plantilla para presentaciones es una creación de Slidesgo, e
incluye iconos de Flaticon, infografías e imágenes de Freepik y contenido de
Rosa Liarte
¡Gracias!
¿Tienes alguna pregunta?
tuemail@freepik.com
+91 620 421 838
tupaginaweb.com
Por favor, conserva esta diapositiva para atribuirnos
35. Recursos alternativos
A continuación, se muestra una variedad de recursos alternativos cuyo estilo encaja en esta
plantilla:
● Hand drawn back to school timetable template
36. Recursos
¿Te gustaron los recursos de esta plantilla? Consíguelos gratis en nuestras otras webs:
Fotos
● Education day arrangement on a table with copy space
● Education day assortment on a table
● Networking concept still life arrangement
Vectores
● Hand drawn back to school timetable template
37. For more information about editing slides, please read our FAQs or visit Slidesgo School:
https://slidesgo.com/faqs and https://slidesgo.com/slidesgo-school
Instructions for use
If you have a free account, in order to use this template, you must credit Slidesgo by keeping the Thanks slide. Please
refer to the next slide to read the instructions for premium users.
As a Free user, you are allowed to:
- Modify this template.
- Use it for both personal and commercial projects.
You are not allowed to:
- Sublicense, sell or rent any of Slidesgo Content (or a modified version of Slidesgo Content).
- Distribute Slidesgo Content unless it has been expressly authorized by Slidesgo.
- Include Slidesgo Content in an online or offline database or file.
- Offer Slidesgo templates (or modified versions of Slidesgo templates) for download.
- Acquire the copyright of Slidesgo Content.
38. As a Premium user, you can use this template without attributing Slidesgo or keeping the Thanks slide.
You are allowed to:
● Modify this template.
● Use it for both personal and commercial purposes.
● Hide or delete the “Thanks” slide and the mention to Slidesgo in the credits.
● Share this template in an editable format with people who are not part of your team.
You are not allowed to:
● Sublicense, sell or rent this Slidesgo Template (or a modified version of this Slidesgo Template).
● Distribute this Slidesgo Template (or a modified version of this Slidesgo Template) or include it in a database or in
any other product or service that offers downloadable images, icons or presentations that may be subject to
distribution or resale.
● Use any of the elements that are part of this Slidesgo Template in an isolated and separated way from this
Template.
● Register any of the elements that are part of this template as a trademark or logo, or register it as a work in an
intellectual property registry or similar.
For more information about editing slides, please read our FAQs or visit Slidesgo School:
https://slidesgo.com/faqs and https://slidesgo.com/slidesgo-school
Instructions for use (premium users)
39. This presentation has been made using the following fonts:
Lilita One
(https://fonts.google.com/specimen/Lilita+One)
Catamaran
(https://fonts.google.com/specimen/Catamaran)
Fonts & colors used
#1a2233 #66312e #f9695c #396bc0
#80af9a #fd9a95 #fcbd6f #e2eef6
#49715f
#ffffff
40. Create your Story with our illustrated concepts. Choose the style you like the most, edit its colors, pick
the background and layers you want to show and bring them to life with the animator panel! It will boost
your presentation. Check out how it works.
Storyset
Pana Amico Bro Rafiki Cuate
41. You can easily resize these resources without losing quality. To change the color, just ungroup the resource
and click on the object you want to change. Then, click on the paint bucket and select the color you want.
Group the resource again when you’re done. You can also look for more infographics on Slidesgo.
Use our editable graphic resources...
42.
43.
44. JANUARY FEBRUARY MARCH APRIL MAY JUNE
PHASE 1
PHASE 2
Task 1
Task 2
Task 1
Task 2
JANUARY FEBRUARY MARCH APRIL
PHASE 1
Task 1
Task 2
45.
46.
47. You can resize these icons without losing quality.
You can change the stroke and fill color; just select the icon and click on the paint bucket/pen.
In Google Slides, you can also use Flaticon’s extension, allowing you to customize and add even more icons.
...and our sets of editable icons