’Shared Reading for Second Language Learners’ focuses on essential
methodologies and practical techniques of good Shared Reading practice in a second language environment.
’Shared Reading for Second Language Learners’ focuses on essential
methodologies and practical techniques of good Shared Reading practice in a second language environment.
solo taxonomy is a systematic way of describing how a learners understanding develops from simple to complex when learning different subject or tasks. the solo stands for: structure of observed learning outcomes.
The Teaching and Learning
Environment
Prepared by: Yaseen Taha
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• Learner Autonomy
• Learner strategies
• Learning styles
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You cannot teach a man anything; you can only
help him find it within himself. (Galileo Galilei)
Autonomous Learner
The autonomous person as “the one who chooses
for himself what to think and what to do”.
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Application of learner autonomy in
language teaching
• Needs analysis: after consultation and
assessment, the teacher may help the
learner develop a profile of his/her
strengths and weaknesses and suggest
independent learning approach
• learner training: short courses or training
activities that seek to introduce strategies
for independent learning.
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• self-monitoring: developing skills needed
to monitor their own learning. for example,
video record oneself to perform different
tasks and compare their performance on
the same tasks over time.
• learning counseling: regular meetings
between teachers and learners to help
learners plan for their own learning.
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• learning resources: the institution may
provide links to online or print resources to
foster autonomous learning.
• follow-up and support.
What is Strategy?
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Learner strategies
Definition of Strategy:
• Thoughts and actions, consciously selected by
learners, to assist them in learning and using
language in general, and in the completion of
specific language tasks.
• A plan of action designed to achieve a long-term
or overall aim
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Cognitive strategies
• repetition, organising new language, summarising
meaning, guessing meaning from context, using imagery
for memorisation.
• Metacognitive strategies
• cognition about cognition, or more informally, thinking
about thinking, controlling language learning by planning
what to do, checking on progress, and then evaluating
performance on a given task
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• How should I approach this listening text?
(planning)
• What parts of the text should I pay more attention
to? (planning)
• Am I focusing on the appropriate parts of the text?
(monitoring?
• Did I understand correctly the words the writer
used?(monitoring?
• Did I perform the task well? (evaluating)
• What caused me to misunderstand part of the
text? (evaluating)
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Social Strategy
• means employed by learners for interacting with
other learners and native speakers. Social
strategies in foreign lang
solo taxonomy is a systematic way of describing how a learners understanding develops from simple to complex when learning different subject or tasks. the solo stands for: structure of observed learning outcomes.
The Teaching and Learning
Environment
Prepared by: Yaseen Taha
PDF created with pdfFactory Pro trial version www.pdffactory.com
• Learner Autonomy
• Learner strategies
• Learning styles
PDF created with pdfFactory Pro trial version www.pdffactory.com
You cannot teach a man anything; you can only
help him find it within himself. (Galileo Galilei)
Autonomous Learner
The autonomous person as “the one who chooses
for himself what to think and what to do”.
PDF created with pdfFactory Pro trial version www.pdffactory.com
Application of learner autonomy in
language teaching
• Needs analysis: after consultation and
assessment, the teacher may help the
learner develop a profile of his/her
strengths and weaknesses and suggest
independent learning approach
• learner training: short courses or training
activities that seek to introduce strategies
for independent learning.
PDF created with pdfFactory Pro trial version www.pdffactory.com
• self-monitoring: developing skills needed
to monitor their own learning. for example,
video record oneself to perform different
tasks and compare their performance on
the same tasks over time.
• learning counseling: regular meetings
between teachers and learners to help
learners plan for their own learning.
PDF created with pdfFactory Pro trial version www.pdffactory.com
• learning resources: the institution may
provide links to online or print resources to
foster autonomous learning.
• follow-up and support.
What is Strategy?
PDF created with pdfFactory Pro trial version www.pdffactory.com
Learner strategies
Definition of Strategy:
• Thoughts and actions, consciously selected by
learners, to assist them in learning and using
language in general, and in the completion of
specific language tasks.
• A plan of action designed to achieve a long-term
or overall aim
PDF created with pdfFactory Pro trial version www.pdffactory.com
Cognitive strategies
• repetition, organising new language, summarising
meaning, guessing meaning from context, using imagery
for memorisation.
• Metacognitive strategies
• cognition about cognition, or more informally, thinking
about thinking, controlling language learning by planning
what to do, checking on progress, and then evaluating
performance on a given task
PDF created with pdfFactory Pro trial version www.pdffactory.com
• How should I approach this listening text?
(planning)
• What parts of the text should I pay more attention
to? (planning)
• Am I focusing on the appropriate parts of the text?
(monitoring?
• Did I understand correctly the words the writer
used?(monitoring?
• Did I perform the task well? (evaluating)
• What caused me to misunderstand part of the
text? (evaluating)
PDF created with pdfFactory Pro trial version www.pdffactory.com
Social Strategy
• means employed by learners for interacting with
other learners and native speakers. Social
strategies in foreign lang
A four-year-old asks on average about 400 questions per day, and an adult generally asks much much less. Our school system is often structured around rewarding giving the "right" answer and not asking smart questions. The result over time is that, as we grow older, we stop asking questions. Yet asking good questions is essential to finding and developing solutions - an important skill in critical thinking, innovation, and leadership.
This workshop will support teachers to explore their current habits and practices of formulating and asking questions, discuss with their colleagues a range of practices from research and articles, and then develop some new practical approaches they can use with their students.
With the increased emphasis on concepts, inquiry based learning, ATL skills, ToK in the curriculum and approaches to teaching, what could assessment as an educational tool within the IB DP look like.
4. Reading Comprehension Strategies AEDR 518 | Spring 2010 Before Reading During Reading After Reading Previewing Setting Purposes for Reading Predicting and Inferring Self-Questioning Modifying/Clarifying Visualizing Summarizing Evaluating
12. Ciardiello’s Four Levels of Questioning AEDR 518 | Spring 2010 Memory Convergent Divergent Evaluative
13. Ciardiello’s Four Levels of Questioning AEDR 518 | Spring 2010 Memory Convergent Divergent Evaluative Signal words Cognitive operations
14. Ciardiello’s Four Levels of Questioning AEDR 518 | Spring 2010 Memory Convergent Divergent Evaluative Signal words Who, what, where, when? Cognitive operations
15. Ciardiello’s Four Levels of Questioning AEDR 518 | Spring 2010 Memory Convergent Divergent Evaluative Signal words Who, what, where, when? Cognitive operations Naming, defining, identifying, designating
16. Ciardiello’s Four Levels of Questioning AEDR 518 | Spring 2010 Memory Convergent Divergent Evaluative Signal words Who, what, where, when? Why, how, in what ways? Cognitive operations Naming, defining, identifying, designating
17. Ciardiello’s Four Levels of Questioning AEDR 518 | Spring 2010 Memory Convergent Divergent Evaluative Signal words Who, what, where, when? Why, how, in what ways? Cognitive operations Naming, defining, identifying, designating Explaining, stating relationships, comparing and contrasting
18. Ciardiello’s Four Levels of Questioning AEDR 518 | Spring 2010 Memory Convergent Divergent Evaluative Signal words Who, what, where, when? Why, how, in what ways? Imagine, suppose, predict, if/then Cognitive operations Naming, defining, identifying, designating Explaining, stating relationships, comparing and contrasting
19. Ciardiello’s Four Levels of Questioning AEDR 518 | Spring 2010 Memory Convergent Divergent Evaluative Signal words Who, what, where, when? Why, how, in what ways? Imagine, suppose, predict, if/then Cognitive operations Naming, defining, identifying, designating Explaining, stating relationships, comparing and contrasting Predicting, hypothesizing, inferring, reconstructing
20. Ciardiello’s Four Levels of Questioning AEDR 518 | Spring 2010 Memory Convergent Divergent Evaluative Signal words Who, what, where, when? Why, how, in what ways? Imagine, suppose, predict, if/then Defend, judge, justify/what do you think? Cognitive operations Naming, defining, identifying, designating Explaining, stating relationships, comparing and contrasting Predicting, hypothesizing, inferring, reconstructing
21. Ciardiello’s Four Levels of Questioning AEDR 518 | Spring 2010 Memory Convergent Divergent Evaluative Signal words Who, what, where, when? Why, how, in what ways? Imagine, suppose, predict, if/then Defend, judge, justify/what do you think? Cognitive operations Naming, defining, identifying, designating Explaining, stating relationships, comparing and contrasting Predicting, hypothesizing, inferring, reconstructing Valuing, judging, defending, justifying
22. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
23. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Changes were based on 50+ years of consistent history of using Taxonomy for Learning Teaching and Assessing (Bloom’s Taxonomy) The names of six major categories were changed from noun to verb forms. The word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead. Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category. Create took the place of Synthesis and moved to signify a more cognitively complex position on the matrix
Press F5 or enter presentation mode to view the poll If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Press F5 or enter presentation mode to view the poll If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
![Chapter 8: “Organizing for Teaching and Learning” ,[object Object],[object Object],[object Object],[object Object],[object Object],but first….. AEDR 518 | Spring 2010](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)