Five teaching techniques
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Teachers should have a clear purpose for their lessons, make the material engaging for students, and allow students to take ownership of their learning. Lessons should incorporate mistakes as a natural part of learning and use humor to reduce tension.
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TEL in the Classroom promotes active learning and increases student motivation by having students contribute questions to quizzes and complete assessments. The document recommends designing clear and coherent materials and content that is embedded in html, while showing students where to find assessment briefs, submission links, and other important materials to guide them through the learning journey.
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Communicative language teaching focuses on interaction and communication between students. It has 5 key characteristics: 1) Students participate in real discourse contexts, 2) They share unknown information with others, 3) They think about what they will say and how, 4) Communication has a clear purpose, and 5) Topics are real and situations are authentic. The microteaching example discusses a lesson on superstitions where students first share what they know individually, then socialize their knowledge with the group. The professor's feedback praised the introduction for assessing prior knowledge and providing clear instructions before material, and noted the lesson followed communicative language teaching principles well.
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Four types of multiple classroom teaching are discussed:
1. Using instructional aids like blackboards, wall charts and pictures to maintain student interest and involve different senses to aid learning. The content and availability of materials should be considered.
2. Using questioning techniques to actively involve students, arouse curiosity, focus on concepts, and encourage students to ask questions.
3. Responding to learners by answering their questions and providing feedback.
4. Adjusting responses based on learners' needs.
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The document provides tips for teachers to help students with disabilities and individualized education plans (IEPs). It recommends that teachers read each student's IEP and provide all required accommodations. Teachers should also utilize assistive technologies and tools to increase student participation and ability levels. Examples of assistive technologies include timers, word processors, and online reading tools. Both non-technological and technological instructional practices are suggested to support student learning.
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This document outlines key principles for developing effective English language teaching (ELT) materials. ELT materials should make the learning process easier for students and reduce anxiety while improving confidence. They should expose learners to authentic language use, provide opportunities for communication and feedback, and stimulate intellectual and emotional involvement. Materials need to be relevant to learners' interests and lives while accounting for different learning styles. They should allow a silent period for beginners and encourage both linguistic and non-linguistic involvement to stimulate learning.
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TEL in the Classroom promotes active learning and increases student motivation by having students contribute questions to quizzes and complete assessments. The document recommends designing clear and coherent materials and content that is embedded in html, while showing students where to find assessment briefs, submission links, and other important materials to guide them through the learning journey.
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Communicative language teaching focuses on interaction and communication between students. It has 5 key characteristics: 1) Students participate in real discourse contexts, 2) They share unknown information with others, 3) They think about what they will say and how, 4) Communication has a clear purpose, and 5) Topics are real and situations are authentic. The microteaching example discusses a lesson on superstitions where students first share what they know individually, then socialize their knowledge with the group. The professor's feedback praised the introduction for assessing prior knowledge and providing clear instructions before material, and noted the lesson followed communicative language teaching principles well.
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2. Using questioning techniques to actively involve students, arouse curiosity, focus on concepts, and encourage students to ask questions.
3. Responding to learners by answering their questions and providing feedback.
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Autonomous learning allows individuals to take control of their own development by choosing how to learn and practice independently. Autonomous learners use cognitive and metacognitive strategies. Cognitive strategies directly manipulate information to enhance learning, such as repetition, questioning, note-taking, and inference. Metacognitive strategies involve planning, monitoring, and evaluating the learning process, like directing attention, self-monitoring, and self-evaluation. The main difference is that cognitive strategies improve mental abilities while metacognitive strategies help self-regulate learning.
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Five teaching techniques
- 1. Five Teaching Techniques
- 2. 1. Always have a genuine purpose behind the lessons you are delivering.
- 3. 2. Make sure the material is engaging and interactive.
- 4. 3. Allow students the opportunity to direct their own learning.
- 5. 4. Mistakes are an integral part of the learning process – celebrate them!
- 6. 5. Humor releases tension – use it often!