Reading is an active process that involves the reader, text, and context. It requires using strategies to construct meaning from written texts. Effective reading instruction balances both bottom-up and top-down techniques, utilizes motivating texts at an appropriate readability level, and encourages the development of reading strategies like making connections, visualizing, questioning, inferring, and synthesizing. Teachers should consider a reader's schemata, background knowledge, affects, culture, and the type and purpose of reading. Developing reading skills involves decoding texts as well as comprehending information through strategies like skimming, scanning, and SQ3R.
A power point presentation on Task based learning and its main principles, including a possible lesson plan showing the main characteristics of the approach
Task-based language teaching requires an understanding of "what is a task" as well as a plan to ensure people do what they should, and not what they shouldn't. This powerpoint includes materials relating to lesson planning. Lesson plans are more than "what and when students do in the classroom." Instead we must consider who does what, when, how, and why, and with what. This means conceptualizing the learning experience before filling out that form that many schools require.
Task-based syllabus design and task sequencingKen Urano
Invited talk at the 2nd joint international methodology research colloquium, co-hosted by by Okinawa JALT, KATE Corpus SIG, & LET Kansai Methodology SIG.
February 16, 2016
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
A power point presentation on Task based learning and its main principles, including a possible lesson plan showing the main characteristics of the approach
Task-based language teaching requires an understanding of "what is a task" as well as a plan to ensure people do what they should, and not what they shouldn't. This powerpoint includes materials relating to lesson planning. Lesson plans are more than "what and when students do in the classroom." Instead we must consider who does what, when, how, and why, and with what. This means conceptualizing the learning experience before filling out that form that many schools require.
Task-based syllabus design and task sequencingKen Urano
Invited talk at the 2nd joint international methodology research colloquium, co-hosted by by Okinawa JALT, KATE Corpus SIG, & LET Kansai Methodology SIG.
February 16, 2016
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
This is the PPT version of an action research paper written by Dr. Edward Roy Krishnan. He is passionate about teaching and learning. He has a blog at www.affectiveteaching.com.
This is a presentation about a great method to teach/ learn English. It consists of having students doing language tasks which help them learning a second or foreign language
This is the PPT version of an action research paper written by Dr. Edward Roy Krishnan. He is passionate about teaching and learning. He has a blog at www.affectiveteaching.com.
This is a presentation about a great method to teach/ learn English. It consists of having students doing language tasks which help them learning a second or foreign language
A solid outline to get an organization started with their governance plan. All the topics they need to consider for a well thought out approach to govern and manage SharePoint as an IT service. Additional consultant commentary is included. Please see www.sharepointpmp.com for more on optimizing SharePoint, collaboration, ECM, Projects, and Knowledge Management in your organization.
The SlideShare 101 is a quick start guide if you want to walk through the main features that the platform offers. This will keep getting updated as new features are launched.
The SlideShare 101 replaces the earlier "SlideShare Quick Tour".
External factors that affect the child’s reading comprehension: TeacherKevin Cedrick Castro
How does teachers affect student's learning and performance in reading comprehension? Learn more on the impact brought by teachers in the student's reading comprehension.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Thesis Statement for students diagnonsed withADHD.ppt
Form focus instruction
1. UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADOR
INSTITUTO PEDAGÓGICO DE CARACAS
DEPARTAMENTO DE IDIOMAS MODERNOS
PROGRAMA INGLÉS
INGLÉS PARA FINES ESPECÍFICOS
Teaching ReadingTeaching Reading
Alexis Centrella Vegas
Nancy Coronado
June, 2012
2. Taken from: Stanley, S. (2007). An Analysis of Rx for Discovery ReadingRTM for Elementary Students Below Average in
Reading.
The United States of America: ProQuest Information and Learning Company.
“Reading is a process of constructing meaning from
written texts. It is a complex skill requiring the
coordination of interrelated sources of information”
(Stanley, 2007)
3. Students´ carreer.
Language acquisition.
Students´ vocabulary knowledge.
Modelig English writing.
Introduce topics.
Stimulate discussions.
Taken from: Jeremy Harmer (2009). How to teach English. England: Pearson Education Limited
4. Bottom-up
Top-down
Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy.
Text-based
Reader-based
Letters, morphemes, syllables, words,
phrases…
Learnes draw their own intelligence
and experience to undestand the text.
Fo- ex-mp-e, y-u c-n r-ad -h-s se-te-ce -it- ev-ry -hi-d l-tt-r m-ss-ng.
wet brought who socks some
For example, you can read this sentence with every third letter missing.
who brought some wet socks
Examples Taken from: Bernstein, D. (2008). Essentials of Psychology. USA: Wadswoth
Example:
Example:
5. Scheme theory and
backgraund knowledge
The reader brings information, knowledge,
emotion, experience, and culture to the
printed world. (Content schemata and
Formal schemata)
The role of affects
and culture
Language ego, self-steem, emphathy,
motivation.
Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy.
6. Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy.
Different kinds
of readings
Extensive
Intensive
Reading which students often do.
Consists of detailed focus on the
construction of reading texts.
Adult literacy
training
• The role of cognition in reading.
• The role of automaticity in word recognition.
• The role of concious strategies.
• Effective techniques for activating schemata.
• Relationships of reading an writing.
7. Is the process of extracting and constructing meaning
through interaction and involvement with written language.
Comprehension entails three elements
The reader who is doing the comprehending.
The text that is to be comprehended.
The activity in which comprehension is a part.
The socio-cultural context mediates students’ experiences,
just as students’ experiences influence the context
Taken from: Snow C. (2002). Reading for understanding toward an R&D program in reading
comprehension.
8. Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy.
1. Discriminate among the distinctive graphemes and
orthographic pattern of English.
2. Retain chunks of language of different lengths in short term
memory.
3. Process writing at an efficient rate of speed to suit the
purpose.
4. Recognize a core of words, and interpret word order
patterns and their significance.
9. Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy.
5. Recognize grammatical word classes, systems, patterns,
rules, and elliptical forms.
6. Recognize that a particular meaning may be expressed in
different grammatical forms.
7. Recognize cohesive devices in written discourse and their
role in signaling the relationship between and among
clauses.
8. Recognize the rhetorical forms of written discourse and their
significance for interpretation.
9. Recognize the communicative functions of written texts,
according to form and purposes.
10. Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy.
10. Infer context that is not explicit by using background
knowledge.
11. Infer links and connections between ideas, deduce cause and
effect, detect such relations as main idea, supporting idea,
new information, given information, generalization, and
exemplification.
12. Distinguish between literal and implied meanings.
13. Detect culturally specific references and interpret them in a
context of the appropriate cultural schemata.
14. Develop and use a battery of reading strategies.
11. Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy.
1. Identify the purpose of reading.
2. Use graphemic rules and patterns to aid in bottom-up
decoding.
3. Use efficient silent reading techniques for relatively rapid
comprehension.
4. Skim the text for main ideas.
12. Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy.
5. Scam the text for specific information.
6. Use semantic mapping or clustering.
7. Guess when you aren´t certain.
8. Analyze vocabulary.
9. Distinguish between literal and implied meanings.
10. Capitalized on discourse makers to process relationships:
Enumerative, addetive (reinforce, similarity, transition),
logical sequence (summative, resultative), explicative,
illustrative, contrastive (replacive, anthithetic, converssive)
13. It is an active process of constructing meaning.
· Interactive: Involves the reader, the text and the context in which
reading takes place.
· Strategic: Readers have purposes for their reading and use a
variety of strategies as they construct meaning.
· Adaptable: Readers change the strategies they use depending on
the text and on the purpose.
Taken from: Reading for Understanding: Toward an R&D Program in Reading. http://www.readingresource.net/teachingreading.html
14. Making connections: Text to self, text to text and text to world.
Creating mental images: Visualizing the written information.
Questioning: Asking themselves questions throughout the reading.
Inferring: Reading between the lines.
Evaluating: Determining importance.
Sinthesizing: Ordering, retelling, and recreating into a coherent the
whole information.
15. Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy.
Oral
Silent
Intensive
Extensive
Linguistic
Content
Skimming
Scanning
Global
16. Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy.
Do not overlook instruction in reading skill.
Use motivating techniques.
Balance authenticity and readability in texts.
Encourage the development of reading strategies.
Include: bottom-up and top-down techniques.
17. Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy.
Follow the “SQ3R”.
Subdivide techniques.
Build your techniques.
Survey, questions, read, recite, and
review
Before you read, while you read, after
you read.
Doing, choosing, transfering, answering,
considering, extending, duplicating,
modeling, conversing.
18. Reading is considered to be one of the process that promotes
language aquisition.
In the process of reading schemata, backgraund, affects and
culture, the type of reading, and the age of the learner play
an importan role.
Learning goes beyond the simple process of decoding texts.
Students need to know how to read to get the information
required.
There are several estrategies to develop the reading skill.
19. Stanley, S. (2007). An Analysis of Rx for Discovery ReadingRTM for
Elementary Students Below Average in Reading. The United States of
America: ProQuest Information and Learning Company.
Jeremy Harmer (2009). How to teach English. England: Pearson
Education Limited.
Brown, D. (2007). Teaching by Principles. An interactive approach to
language pedagogy.
Snow C. (2002). Reading for understanding toward an R&D program in
reading comprehension. [Book in line]. From: http://books.google.co.ve/
books?id=R1t9btYnK_EC&pg=PA9&dq=definition+of+reading+
comprehension&hl=es&sa=X&ei=F53TT6e1BvCK6QGr7uTAg&sqi=
2&ved=0CDsQ6AEwAQ#v=onepage&q=definition%20of%20reading%
20comprehension&f=false. [Consulted: 2012, June 10]