English Seminar - Total Physical Response (TPR)Shelly Bishop
The aim of this presentation was to teach first-year primary education majors the benefits of TPR in a bilingual classroom setting. Students were asked to create TPR style activities in response to the scenarios.
Total Physical Response (TPR) is a language teaching method commmonly used in children and beginners of a language.
Slides;
- What is TPR?
- Approach:
a) Theory of Language.
b) Theory of Learning.
- Design
a) Objective
b) Syllabus
c) T&L Activities.
d) Teacher´s Roles.
e) Material's Roles.
- Procedure:
a) Nature & Characteristics of TPR.
b) Techniques.
c) Featured activity.
- Advantages & Disadvantages of TPR.
- References:
Authors: Miguel Luna, Ruben Romero, Daniela Mercado, Marian Rodriguez, & Lorena Duarte.
English Seminar - Total Physical Response (TPR)Shelly Bishop
The aim of this presentation was to teach first-year primary education majors the benefits of TPR in a bilingual classroom setting. Students were asked to create TPR style activities in response to the scenarios.
Total Physical Response (TPR) is a language teaching method commmonly used in children and beginners of a language.
Slides;
- What is TPR?
- Approach:
a) Theory of Language.
b) Theory of Learning.
- Design
a) Objective
b) Syllabus
c) T&L Activities.
d) Teacher´s Roles.
e) Material's Roles.
- Procedure:
a) Nature & Characteristics of TPR.
b) Techniques.
c) Featured activity.
- Advantages & Disadvantages of TPR.
- References:
Authors: Miguel Luna, Ruben Romero, Daniela Mercado, Marian Rodriguez, & Lorena Duarte.
The present study was an effort to investigate strategies mostly used in learning speaking, which covered direct strategies and indirect strategies. To this end, 60 students from two different high schools in a city in Indonesia, in which 30 students for each school participated this study. In collecting the data, this study used close-ended questionnaires with Strategy Inventory Language Learner (SILL) consisting of 39 items, which were analyzed by using a scoring system. The results of the study showed that students of both schools generally used the same and different learning strategies. The same learning strategies used by the students of both schools were organizing and evaluating learning, referring to metacognitive or indirect strategies. Meanwhile, the different learning strategies used by the students of both schools occurred on five strategies at a medium level. From the six types of learning strategies, as indicated in this study, the most popular learning strategies which were used by students of both schools were organizing and evaluating learning.
Collaborative learning activity involves learners working together in order to complete a task. Collaboration increases the opportunities a student has to use the target language, and thereby develop their skills in it. Employ teaching and learning strategies and collaborative activities in your classroom and be an innovative teacher.
Assignment Instructional Practices for Emergent Literacy Learners.docxrock73
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
Abstract
One of the objectives of teaching a foreign language is to enable the learners to become autonomous, that is the ability to continue learning the foreign language without the teachers’ assistance. Autonomous learners are learners who are responsible for their own learning. Thus, it is very important for the learners to learn and understand how to become autonomous learners. The present paper deals with the discussion of how to promote learners’ autonomy.
Key words: autonomous learner, learning theory, learning
strategy
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
3. First of all: What is an strategy?
According to Richards (2002),
strategies in language learning are
tools for the self-directed
involvement necessary for
developing communicative ability.
4. Learning about learning strategies
Strategies are internal, so it
is hard to employ
observational methods. We
need the students to
describe how they think they
learn and how they do not.
6. According to Oxford (1990, in Cohen y Weaver,
1998) learning strategies are classified into these:
● Cognitive
● Metacognitive
● Social
● Affective
7. Cognitive
Cognitive strategies involve identification, retention, and retrieval
of language elements. An example of this is when students use
memory-enhancing strategies to remember new words.
9. Metacognitive
It deals with the planning,
monitoring, and evaluation of
language learning activities.
For example, students can
monitor their proficiency level
with the course goals.
10. Affective
It refers to those
strategies that serve
to regulate the
emotions, attitudes,
and motivation.
11. Social
Students use social strategies when they interact with users of
the language. For example, when they seek the opportunity to
use their target language with native speakers.
12. Suggestions for ESL instructors to improve
strategy use according to Richards (2002)
13. 1. We should teach
students how to identify
their preferred strategies
by journals, interviews,
discussions, and
personal talks.
14. 2. We must be aware of
the factors that influence
the choice of learning
strategies: Motivation,
career, age, cultural
background.
15. 3. We have to constantly
evaluate both the
effectiveness of both the
students’ learning strategies
and our teaching strategies.
16. Learner Strategy Training in the
Classroom
Methodology in Language Teaching: An
Anthology of Current Practice CHAPTER 12.
J: C: RICHARDS 2002.
17. Student´s Reflections
● This week I studied:
● This week I learned:
● This week I used my English in these places:
● This week I spoke English with these people:
● This week I made these mistakes:
● My difficulties are:
● I would like to know:
● I would like help with:
● My learning and practicing plans for next week are:
18. Over a 12-week period, all students took part in the program
designed to help them reflect on their own learning;
● develop their knowledge of and ability to apply learning
strategies,
● assess their own progress,
● and apply their language skills beyond the classroom.
The program was based on a bank of tasks that were divided
into four categories.
(RICHARDS, 2002).
19. The Project’s Questions:
1. Would learner strategy training lead to
greater sensitivity to the language learning
process on the part of my students?
2. What e ect would guided reflection and
self-reporting have on the development of
learning skills?
3. To what extent would guided reflection and
self-reporting lead these learners to
formulate more realistic learning goals?
4. Would strategy training encourage my
students to apply their language skills
beyond the classroom?
20. 1. Stimulating a focus on the learning process.
2. Focusing on the context & environment of the
learning process.
3. Dealing with the Macroskills.
4. Strategies for dealing with pronunciation,
vocabulary, grammar & discourse.
Categories of Tasks...
21. Stimulating a focus on
the learning process
● Tasks in this section focus on
general aspects of the learning
process. Such tasks are
designed:
● To help learners identify how
they like to learn best.
● To think about what works for
them and what does not work.
● To compare their approaches
to learning with those of other
students.
22. Focusing on the context & environment of the
learning process.
● This second category includes tasks
that encouraged learners to focus on
different modes of learning:
● whole-class work.
● individualized learning,
● cooperative learning,
● pair and group work,
● self-access learning,
● and learning beyond the classroom.
23. The Macroskills
Tasks in the third category teach
learners strategies for developing
the macroskills of:
● reading,
● writing,
● listening,
● and speaking.
24. Strategies for dealing with
pronunciation, vocabulary,
grammar & discourse
The final bank of tasks introduces
strategies through which students
can work with the various language
systems:
● The development of
pronunciation,
● vocabulary, grammar
● and discourse.
26. Strategic Investment
“Mastery of the second language
will be due to a learner’s own
personal “investment” of time,
effort, and attention to the
second language.”
Principle 5.
27. Traits of a Good Language
Learner
● They find their own way, taking charge of their
learning
● They organize information about language
● Make errors work for them and not against them
● Make their own opportunities for practice in using
the language inside and outside the classroom
29. Awareness and action
As teachers, we must make the
students be aware of their
strengths and weaknesses; we
must make them Autonomous
(Principle 6).
30. Final reflection
1. Why is it important for the student to know how he/she
learns?
2. If a student discovers his/her learning style, should teachers
always teach him/her according to it or it would be better to
show them different strategies?
3. What do you think that is the hardest for the instructor when
teaching people who learn in different ways?
31. Recap
Now we’ll have a little activity called Kahoot.
INSTRUCTIONS:
● Go to kahoot.it
● Write the code we will provide you.
● Choose a nickname.
● Choose the correct answer within the given time.
● PLAY & ENJOY!
32. References
Brown, H. D. (2001). Teaching by principles: An interactive approach to
language pedagogy. White Plains, NY: Longman.
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching:
An anthology of current practice. New York: Cambridge University Press.
