Journal week 5
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This journal entry reflects on Amanda McBride's experience planning a language development lesson. It discusses what was easy and difficult when planning, and how she wants to improve. Specifically: 1) It was easy to plan lessons that promoted participation and language building for the whole class. 2) Including activities that allow everyone to participate at their own level in a timely manner can be difficult. 3) Amanda wants to improve at creating better lessons that allow more time for each child's individual language development. 4) This assignment will help Amanda's future role by giving her experience with lesson planning and identifying resources to support language acquisition.
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This document provides guidance on developing effective speaking lesson plans. It begins by outlining the key components of a strong lesson plan, including determining the topic, objectives, activities, and assessments. It then describes various classroom activities to practice speaking skills, such as discussions, role plays, simulations, interviews and storytelling. Suggestions are made for teachers, such as providing vocabulary beforehand, limiting corrections, and giving written feedback. The conclusion emphasizes that teaching speaking requires providing opportunities for meaningful communication through engaging activities.
DEVELOPING SPEAKING LESSON PLANS
This document provides guidance on developing effective speaking lesson plans. It begins by explaining that an organized teacher with well-structured lesson plans can best motivate students and provide useful language practice. It then outlines the key steps in creating a lesson plan, including determining the topic, developing objectives and activities, and providing feedback. Various classroom activities are proposed to develop students' speaking skills through discussion, role plays, interviews and other interactive exercises. The document concludes by emphasizing the importance of teaching speaking and providing a rich communicative environment for students to practice.
Tpd barth reflective thinking_primary
This document summarizes a student teacher's final assessment of their primary school practicum. The student teacher's goals were to transmit the knowledge and skills they developed in their institute training through meaningful communicative activities. They focused on developing lessons using the CLIL and communicative language teaching approaches. Their lessons incorporated content, communication, cognition, and culture while integrating language skills. They chose to teach about pollution since students enjoyed the topic and felt comfortable. While they achieved their lesson objectives, the student teacher recognizes aspects to improve like language accuracy and fluency when nervous. They were satisfied with their choice of students but think resources like videos could have been better utilized. Overall, the practicum helped the student teacher discover their strengths and weaknesses to become
Dimensions of Diversity Capstone Example 1
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.
DEVELOPING SPEAKING LESSON PLANS
The document discusses developing effective speaking lesson plans. It emphasizes that lesson plans should motivate students and provide language practice opportunities. The document outlines steps to create lesson plans such as determining topics, objectives, and activities. It then discusses various classroom activities to develop speaking skills, including discussions, role plays, interviews and more. Suggestions are provided for teachers such as reducing speaking time and providing feedback.
Final second evaluation
Natalia evaluated her second practicum period teaching English to 1st grade students in Buenos Aires, Argentina. She found that using visual aids like flashcards and pictures helped engage students and motivate them to speak in English. Natalia developed lesson plans with a variety of teaching strategies, activities, and resources to help students understand and learn vocabulary and topics. While there were initial problems with classroom management and timing, Natalia was able to modify her approach and students became more organized and efficient with time. Overall, Natalia felt her experience was fantastic and she learned a lot about improving her lesson planning and classroom management.
Prince Geoge Collaboration
Based on the work in Learning in Safe Schools, 2nd edition by Brownlie and King, a pedagogical framework to support co-teaching all children IN the classroom and examples of such are presented.
Final Evaluation
Natalia evaluated her third practicum period teaching English to 20 secondary students in Argentina. She aimed to get students speaking English, despite their initial reluctance. Through activities using flashcards, videos, songs and interaction, students began speaking English in class and understanding her explanations. Natalia realized she needed to focus lessons and manage time better. Overall students and Natalia felt comfortable, and she was able to improve on her lesson planning from feedback.
Resume
This document discusses several language teaching methods:
- Audio Lingual Method focuses on repetition to memorize words through drilling and avoids using the native language.
- Total Physical Response uses physical actions in response to commands to improve vocabulary and engagement.
- Blended Learning combines online and in-person learning, while Role Playing uses dialogues and dramas.
- Several other methods are discussed including Competency-Based Language Teaching, Collaborative Learning, and Community Language Learning.
Capstone Example (Watrous)
This document outlines the contents and structure of a capstone project on dimensions of diversity. It includes 3 parts: reflection on concepts learned, communicating with families, and an instructional portfolio.
Part 1 includes reflections on concepts synthesized from class. Part 2 provides aspects to explain to families, such as language programs and challenges, and strategies for communicating how students will be supported and still learn in their native language.
Part 3 is an instructional portfolio with submitted lessons, readings, materials created, and analysis linking to online documents. The conclusion reflects on enjoying collaborative discussions that expanded perspectives and aligning project goals with a practicum for a well-rounded experience to draw from in future teaching.
TPD II 2015
This document summarizes Mariana Canellas' final teaching practice evaluation from her teacher training program. It discusses how she planned and carried out three English lessons for students, focusing on choosing appropriate materials and activities to teach vocabulary and encourage communication. She reflects on adapting more to the students' needs and the teacher's feedback. Overall, Mariana felt the experience helped improve her planning and teaching skills in preparation for her teaching license exam.
Canellas TPD II 2015
This document summarizes Mariana Canellas' final teaching practice evaluation from her teacher training program. It discusses how she planned and implemented three English lessons for students, focusing on choosing appropriate materials and activities to teach vocabulary and encourage communication. Mariana reflects on integrating pedagogical approaches like the communicative language teaching method. She believes the experience helped improve her lesson planning and teaching skills. It also provided useful feedback from observing teachers and students. Overall, Mariana felt the practice experience was meaningful and she is satisfied with her work, though recognizes lessons can always be improved.
Lesa R.T.Cs Updated Writing group term 1 2015
The document discusses the teacher's efforts to improve literacy skills for students through writing groups. It outlines several RTCs (Registered Teacher Criteria) focused on professional development, catering to student needs, adapting teaching, developing student voice, and using curriculum documents. The teacher collects evidence of student progress in exercise books. Initial writing groups showed a need for better time management and individual attention. Over subsequent weeks, improvements were made with students beginning to link words and take pride in their writing. The teacher plans to continue refining practices, seeking advice, and recording student progress over time.
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Journal week 5
- 1. Journal 5 Amanda McBride ECE315: Language Development in Young Children (CNE1345A) Instructor: Paula Horner 12-5-2013
- 2. Lesson Plan Reflection Template Week 5 Journal What was easy for me in planning the lesson? Why? It was easy for me to plan lessons on how to promote language and how to have everyone involved, because in order to help build language the class has to participate as a whole. What components were difficult for me to complete when planning the lesson? Why? Being able to include things that everyone could do as a class. Be cause lessons are done in timely manners and to be able to allow each one turns in something can be difficult but is also important. What do I want to improve on when creating lesson plans? I want to improve on better lessons that allow more time to promote each child’s language development. How will this assignment help me in my future role? This assignment will help me in the future because I will have a sense of how lessons plans are done and websites to go to so I know the core content requirements. Evaluation of Peer’s Lesson Plan: Zakiya Wright Strengths: this lesson plan was well written and I liked the nursery rhyme and reciting plans. That is a great idea Areas of Reflection: I think it is important to be able to view the classes lesson plans and help each other with ways to improve their own lesson plans so they can each promote language aquistion. This student had great ways to help promotw language acquistion. Evaluation of Peer’s Lesson Plan: Alicia Reed Strengths: Her lesson development was well written and she knew what she was covering I like that she is using reading as a way to help language acquistion. Areas of Reflection I think she did a great job and had great ideas on her lesson plan. But I think she needs students to be able to know more than their letters and first letter of words.
- 3. Evaluation of Peer’s Lesson Plan: Tiffany Jones Strengths: This was a well thought out lesson plan and she really knows how to make a lesson plan for students and knew her core content requirements. I like that shse listed tables in her materials cause being in groups is the best way to help students interact and grow their language. Areas of Reflection This was a well put together plan and will give students many opportunities to learn language and work as groups, and they will learn their alphabet together as a whole.