Estelle Helouin
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This document discusses providing students with feedback on their progress through learning logs and objectives. It includes examples of learning logs with objectives and tips set by both teachers and students. Feedback from students indicates that learning logs can help them reflect on progress but may not be useful if they forget or do not have time to fill them in. Students found feedback from the teacher moving around the class and helping to be very good. Overall, setting specific objectives and tips appears to help students focus on areas for improvement.
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Whole School Literacy at Chalfonts Community College incorporates literacy objectives, strategies and techniques into every lesson to strengthen students' literacy skills. Some examples of literacy focuses include using a literacy mat to support writing development, incorporating structured discussion points to improve students' speaking skills, consistently applying a literacy marking code when providing feedback on assignments, emphasizing sophisticated vocabulary, and taking opportunities to develop independent reading abilities through tasks like guided reading questions.
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Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
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3) Students represent the term visually through drawings or other graphics.
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This document provides information about a presentation on giving effective instructions. The presenter has 10 years of teaching experience in the US and South Korea. The objective of the presentation is to provide strategies for identifying steps, giving instructions, and practicing instructions. The document outlines strategies for writing clear, consistent, and concise instructions, chunking instructions into smaller steps, reducing unnecessary language, and checking for comprehension. It includes examples of instructions and activities where participants practice rewriting and giving instructions.
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CI583 mod3
This document provides instructions for an instructional PowerPoint assignment. Students must create a presentation with 12 to 20 slides that includes an introduction, main presentation with a problem statement and significance of the study, and conclusions/summary. The presentation must include two imported images, two hyperlinked words or images, and one chart, graph, or table. An example research PowerPoint is provided on effectively teaching English as a second language. It includes slides on the purpose and problem statement, activities to use, and references. The deadline for submission is December 6, 2010.
LESSON PLANNING PPT.pptx
The document provides information on effective lesson planning for teachers. It discusses the importance of lesson planning for time management, building teacher confidence, and providing a clear structure for teaching. The key components of a lesson plan are outlined as general information, objectives, materials, procedure, and assessment. Objectives should be specific, measurable, and attainable. Assessment can occur throughout the lesson and at the end using methods like exit slips. The document also covers ordering lesson activities, reflecting on lessons, and considering elements like motivation and sequencing. Overall, the document emphasizes that thorough lesson planning is essential for effective teaching and student learning.
K 12 lesson plan modification tutorial s13
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ELT201 Week 5
This document discusses different lesson types and structures for teaching grammar. It describes test-teach-test (TTT), present-practice-produce (PPP), and task-based learning (TBL) lesson plans. For each approach, it outlines the basic stages and provides examples. It also discusses the advantages and disadvantages of each. The document concludes by emphasizing the importance of clear lesson aims and connecting all stages of a lesson to those aims. Teachers are encouraged to consider student needs and purpose when selecting activities and to vary their instructional approaches.
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.
Dr. Doina Kovalik
- The document discusses ESL 5310, a course that uses technological tools like a Smart Board, discussion board, and blog to enhance learning.
- The Smart Board allowed for structured class discussions. The discussion board offered permanent contact between students and instructor to share ideas. The blog helped students explore and reflect on their own learning and teaching experiences.
- Candidates engaged enthusiastically with the online activities, likely because as in-service teachers they recognize the need to be technologically proficient for their students' benefit. The instructor plans to use more digital tools and weight online work more in grading.
CH 3 Lesson Plan for Young Learners-VARY.pptx
Discuss definitions , characteristics and principles of teaching English to young learners;
Define what the lesson is;
Identify the key elements of lesson plan;
Describe lesson goals and objectives, procedures and evaluation of the lesson;
Discuss some effective techniques and activities in teaching YL’s lesson.
Lesson planning
The document discusses lesson planning and its importance. It provides guidance on what to include in a lesson plan such as aims, stages of a lesson, procedures, and learning aims. It describes the different stages as warmup, contextualization, vocabulary presentation, language input, controlled practice and freer practice. It emphasizes planning aims, considering student engagement, study and activation, and including objectives, notes and feedback.
Strategies for giving effective feedback to international students
In these slides by Chad Eller, you will learn to reposition your role as an error-corrector to one of “fellow traveler” alongside your students’ ideas. In a refreshing and informed look at giving student feedback on writing, Chad uses examples from his own reflections on grading to help faculty to avoid common pitfalls. Instead of focusing on all issues in a student’s paper, the presentation shows how responding as a reader helps to focus globally on students’ ideas, prioritizing key points and rhetorical fit.
The talk also emphasizes how staying positive ultimately helps student learning in the context of writing several drafts of a paper, in addition to supporting faculty labor and morale. Other complex questions surface in the discussion, such as whether to have several rubrics for each draft of a paper, and how learning about our English language learner students’ native languages can give instructors useful insights into issues of language interference.
UI GSSP Spring lecture series 2018 - Strategies for giving effective feedback...
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Teaching alliance presentation 2016 marking and feedback
This document discusses strategies for improving marking and feedback practices. It begins by outlining why bad feedback can be damaging, such as leading to teacher burnout. It then shares several strategies implemented by the author's department to make feedback more timely and effective, including acknowledgement marking, dot marking, and using a five minute marking plan. Students are expected to respond to feedback, for example through DIRT (Dedicated Improvement and Reflection Time) sessions. The goal of feedback should be for students to learn from it and apply it to future work. The document concludes by noting the challenge is adopting an approach that considers workload and promotes long-term student progress.
Ellis Task Based Language Teaching Korea 2006
The document discusses task-based language teaching, defining tasks and outlining the three phases of a task-based lesson: pre-task, main task, and post-task. It describes how tasks can be used to support both accuracy-focused and meaning-focused approaches to language teaching. While tasks emphasize meaningful communication, opportunities also arise to focus on linguistic form. The teacher's role involves managing tasks as well as providing input and feedback.
Ellis Task Based Language Teaching Korea 20064016
The document discusses task-based language teaching, defining tasks and outlining the three phases of a task-based lesson: pre-task, main task, and post-task. It describes how tasks can be used to support both accuracy-focused and meaning-focused approaches to language teaching. While tasks emphasize meaningful communication, opportunities also arise to focus on linguistic form. The teacher's role involves managing tasks as well as providing input and feedback.
ESL Strategies for Content Area Teachers
This document provides instructional strategies to support English language learners (ELLs) in general education classrooms. It discusses strategies for ELL students at different proficiency levels, including beginners, intermediate students, and advanced students. Specific strategies mentioned include using manipulatives, total physical response, role playing, graphic organizers, summarizing, and incorporating visuals, audio, and tactile learning. The document emphasizes providing multiple exposures to new vocabulary words in different contexts to enhance language development. Overall, the strategies aim to supplement core reading and math programs to meet the needs of ELLs.
Lesson planning
The document provides guidance on effective lesson planning, outlining key components such as defining aims and objectives, selecting appropriate content and activities for different stages of the lesson including engaging warmers, vocabulary introduction, controlled and freer practice, and providing feedback. It emphasizes that planning helps ensure lessons have clear structure and guidance for teachers while actively engaging students in their learning.
CELTA -Lessons from the Classroom assignment
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Estelle Helouin
- 1. Progress- shall we talk about it? Estelle Hélouin, IH London
- 2. Do you communicate formally with your students about their progress? a/ Yes, regularly b/ Yes, sometimes c/ Rarely d/ Never Quiz!
- 3. Slide text Example of learning log (objectives)
- 4. Slide text Examples of teacher set objectives
- 5. Slide text Examples of student set objectives
- 6. S Feedback on objective log I need to focus on each student regularly. Losing sight of the group’s needs? Not always something to say/can’t always hear students Good track of progress (very) useful Not very useful Specific so you can really focus on that point Written, so I can refer to it between lessons Errors I’m not aware of have been pointed out Both E. and I are writing what we know already, nothing added
- 7. Slide text Example of log (learning tips)
- 8. Slide text Example of learning tips
- 9. Slide text Examples of student set strategies 1
- 10. Slide text Examples of student set strategies 2
- 11. i Feedback on learning tips and log Students forgetting/misplacing log Good for me to reflect on tips more Having to bully students to fill it in No time/forgot to write in log E. gives us lots of feedback anyway Log not useful (at all). (very) useful Learning (written) tips (very) useful Learning tips help me improve/make me focus Learning tips well adapted to our needs Log helped me reflect on my progress
- 12. i Feedback on learning tips and log Easy, familiar More natural and quick interaction Better awareness of the group You moving round the class helping is very good Received enough help and tips to help me progress (not sure) Tips and information very useful Would like to know what I need to improve
- 13. This term, I will… What now?