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This micro teaching lesson plan aims to provide feedback to participants on giving feedback to language learners. The objectives are to discuss the focus and purpose of feedback and ways to give feedback. Participants will be divided into groups to discuss what kinds of feedback teachers can give, when they should give feedback, and the focus and purpose of feedback when correcting student compositions. They will then share their ideas with the class. Participants will also work in pairs to provide feedback on a sample worksheet and the whole class will then receive feedback from the mentor teacher.
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This document outlines an 8-day lesson plan for teaching fractions to Class 6 students. The objectives are for students to learn about different types of fractions, representing fractions on a number line, finding equivalent and lowest terms, comparing fractions, and performing addition and subtraction on like and unlike fractions. Each day combines instructional techniques like discussion, examples, and independent practice. Formative assessments include quizzes, tests, and homework. The goal is for students to master fraction concepts and skills and apply them to solve real-world problems.
Using e-feedback in large classes in a business writing course
The document summarizes using computer-mediated e-feedback in a large business English writing course. It describes the course context, objectives, components, and constraints of large class sizes and limited time. It discusses using Moodle to provide writing tasks and instructor e-feedback. Feedback addressed content, organization, mechanics, and vocabulary. A student survey found that most felt the general e-feedback was sufficient and helped improve their writing and learning.
Presentation final(lisa)
The document summarizes the use of computer-mediated e-feedback in a large business English writing course at Ruppin Academic Center in Israel. The course aimed to develop students' business writing skills through online tasks and feedback provided via the Moodle learning management system. A survey found that most students found the general e-feedback on their writing assignments to be helpful in improving their work and learning. The feedback allowed for ongoing, customized feedback to individual students in a large class setting.
Classroom Teaching Activity Menu.pdf
Why activity is important in teaching?
It is equally important that each activity is meaningful, and ensures learners’ learning progress and advancement through the didactic unit or input sessions.
Activities should build on previous activities and avoid being repetitive, they should enable learners to engage with and develop their skills, knowledge and understandings in different ways.
Activities help learners to make and sustain the effort of learning. They provide practice in the basic language skills – listening, speaking, reading and writing. They encourage learners to interact and communicate.
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LESSON PLANdocx
- 1. Micro Teaching Lesson Plan For EFL Names: Luis Mansilla Robert Farfán Date: February 20th, 2020 Class: Teachers’ Training – Feedback On Errors Lesson objectives: To provide an opportunity for participants to discuss the focus and purpose of feedback. To provide an opportunity for participants to discuss ways to give feedback. Language of learning: (Key Vocabulary) Feedback – learners – improving – timing – reflection Materials: Participant’s worksheet (one for each group) Teaching / Learning Activities: Instruction Interaction Scaffolding / Differentiation Time Mentor gives each group (13) letters to be ordered. (IGNIVG - EBKFECAD) Mentor tells the purpose of the activity. M - T Group work 5’ Main Activities: In groups teachers dicuss the fallowing questions: 1. What different kinds of feedback can teachers give learners? 2. When do teachers give feedback to learnrs? 3. What is the focus and purpose of feedback when teachers correct learners composition? Mentor gives 5 minutes to discuss their ideas in their groups. Teachers share their ideas with the class. Mentor hands out partcipant’s worksheet. In pairs teachers suggest feedback about the worksheet. Mentor gives feedback to the whole class. M - t T - T M - T Think-Pair-Share Class discussion. 10’ 5’ 10’
- 2. WORKSHEET hey robert i havent hear from you since you arrive in lima how are you geting on? What are your english inmersion course like? Regards rosa Hi rose. Sorry i have been very busy with the course and making Friends. I am speaking english all the time and doing a lot of homeworkin the evenings with my clasmates. I will send you somepics from my inmersioncoursehere in lima and let me know how you are doing in arequipa. love Robert