M2 - Block 3. Assessment activity K
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The document discusses assessment activity K which involves matching words to definitions on a worksheet. It provides the steps of the instructions in logical order: 1) the teacher holds up the worksheet, 2) points to the left side, 3) introduces the task of matching words to definitions, 4) points to where the definitions are, 5) notes there is one extra definition, 6) specifies doing it alone and checking in pairs. It then asks questions about the sequence: which steps give instructions and which check understanding, and why the teacher waits to hand out the worksheet. Finally, it discusses when the best time would be to give an instruction to change seats.
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Tpd schulze secondary- all plans
This document contains a lesson plan for an English class focusing on language learning experiences and tenses. It includes details such as the date, class details, teaching points, aims and goals, language focus, teaching approach, activities, materials, and potential issues. The lesson plan involves students discussing their experiences learning English in groups, focusing on the tenses used. They then complete a chart practicing the tenses. Finally, students analyze sentences using the definite article and match explanations for its use.
Tpd schulze secondary- all plans & all journals
This document contains a lesson plan for an English class focusing on language learning experiences and tenses. It includes details such as the date, class details, teaching points, aims and goals, language focus, teaching approach, activities, materials, and potential issues. The lesson plan involves students discussing their experiences learning English in groups, focusing on the tenses used. They then complete a chart practicing the tenses. Finally, students analyze sentences using the definite article to understand its uses.
02_Worksheet B - Checking instructions.doc
The document discusses techniques for checking if students understand instructions for an activity. It lists several techniques and rates them as good, not recommended, or possibly working. The best techniques included having students demonstrate the activity, answering check questions to show understanding, and repeating instructions in their own words. Simply asking if students understand or having one strong student repeat was not recommended on its own. Providing instructions in both English and the students' native language could work for lower levels.
Unit 10- Classroom Observation.ppt
This document outlines the aims and content of a classroom observation unit. It introduces classroom observation, discusses what constitutes effective English language teaching, and explains the reasons for observing real classrooms. Trainees are provided preliminary questions on observation topics and tools. An observation checklist is included to guide trainees in observing lessons, teaching materials, classroom management, student learning and involvement, and the teacher's English abilities. The document concludes by discussing principles for conducting observations and how to structure an observation report. The overall aim is to prepare trainees to observe classrooms and evaluate teaching effectively.
Ttc sat january 8th cuarta
This document provides guidance for classroom management, interaction, and instruction techniques for language teachers. It discusses creating an engaging learning environment, maximizing student interaction and talking time, using different groupings and seating arrangements, giving clear instructions, using gestures, and utilizing the whiteboard effectively. Teachers are encouraged to actively monitor student activities, allow time for processing language, and find ways for students to practice with each other beyond just interacting with the teacher.
Dealing with Difficulties.ppt
This document discusses common difficulties that teachers encounter and provides strategies to address them. It addresses large class sizes, discipline problems, mixed-level classes, homework issues, teaching exam classes, and professional development. For each topic, it outlines specific challenges and provides activities and techniques teachers can use to engage students, manage behavior, differentiate instruction, make homework meaningful, reduce test anxiety, and avoid isolation through collaboration. The overall message is that while "bread-and-butter issues are rarely mentioned," addressing these practical difficulties is important for both teacher and student motivation.
50 model pembelajaran
This document describes 11 learning models:
1. Lesson study - A Japanese model where teachers collaboratively plan, teach, observe and reflect on lessons to improve instructional effectiveness.
2. Examples non-examples - A visual method where teachers present examples and non-examples to help students analyze images and apply concepts.
3. Picture and picture - Teachers present pictures to students who must logically sequence them. This allows assessment of individual understanding.
4. Numbered heads together - Students work in groups with assigned numbers and teachers randomly call numbers to promote individual preparation and accountability.
50 model pembelajaran (50 Learning Models)
This document describes 11 learning models:
1. Lesson study - A Japanese model where teachers collaboratively plan, teach, observe and reflect on lessons to improve instructional effectiveness.
2. Examples non-examples - A visual method where teachers present examples and non-examples to help students analyze images and apply concepts.
3. Picture and picture - Teachers present pictures to students who must logically sequence them. This allows assessment of individual understanding.
4. Numbered heads together - Students work in groups with assigned numbers and teachers randomly call numbers to promote individual preparation and group discussion.
MATH5_RATIO_2ND QUARTER_LP (Recovered)3-pdf.pdf
The document outlines a daily lesson plan for a Grade 5 mathematics class that focuses on ratios and proportions. It includes objectives, content, learning resources, procedures for engaging students including activities, and explanations of key concepts. The lesson incorporates games, group work, and story problems to help students understand ratios and applying them to real-world situations.
Class Observation In a institution Colombia
This document summarizes an observation of a 6th grade English class in a rural school in Colombia. The observer notes that the class objective was for students to continue working on guides/worksheets while the teacher called on students one-by-one to check their progress. Students were working on activities related to topics like daily routines and telling time. The teacher's instructions were given in Spanish. Most students behaved well and worked diligently, though a couple were restless. Areas for improvement included the teacher speaking more English, having better organization when checking work, and allowing more time for activity completion.
Introduction
This document contains information about an online TESOL methodology course, including the course instructor's background and learning goals. It discusses getting to know the participants, introducing the course topics and schedule, the roles of teachers and learners, examples of language levels, and potential issues in the classroom. The course will use the Zoom platform on Tuesdays and Thursdays and assignments will be on Google Classroom. It aims to explore teaching techniques and strategies through discussion and activities.
Top 5 Strategies for Teaching English Language Learners
This document outlines strategies for teaching English Language Learners (ELLs) presented by Dr. Shajaira P. López. The top 5 strategies are: 1) Make content visible using pictures, videos and graphic organizers; 2) "Chunk and chew" information by pacing instruction appropriately; 3) Use "Numbered Heads Together" for cooperative learning; 4) Employ sentence frames, starters and signal words to support oral and written language; 5) Focus on what ELLs can do using WIDA's CAN DO descriptors. The presentation includes examples and explanations of each strategy.
Key skills of EFL teacher
This document discusses several key issues for effective classroom teaching:
- Classroom dynamics, learning styles, motivation, and learner autonomy affect student learning and should be considered when planning lessons.
- Teachers must facilitate student-centered interaction and evaluate students' progress, while maintaining an appropriate pace in lessons.
- Microskills like questioning, instructions, feedback and correcting errors impact learning when used strategically during lessons. Considering these skills can help maximize students' language development.
Teacher development
this self-monitoring task based on video types by the teacher, and has been presented in the classroom of English Language Teaching at Istanbul Aydin University.
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Assignment 1. communicative arts & crafts
This document provides an assignment for a year 3 class to learn about feelings and emotions through facial expressions. The assignment involves students identifying facial expressions associated with feelings like happy, sad, and angry. Students will listen to a song about feelings and actions, discuss different emotions, and make faces out of plasticine that match described emotions. They will then draw the faces and create a collage showing things that make them feel happy, explaining their choices using example language structures. The goal is to practice vocabulary and oral skills around expressing feelings.
Assessment for learning tools
This document discusses different assessment tools that can be used for formative assessment. It provides examples of tools that can be used for 3 different lesson activities about rivers and lakes, mountains in Nepal, and earthquakes. For the activity on rivers and lakes, it suggests using traffic lights and a two stars and a wish peer assessment tool. For the activity on mountains in Nepal, it recommends using open and closed questions as well as a KWL chart. And for the earthquake preparedness activity, it proposes setting lesson targets and using talk partners to review what was learned.
Pbl
The teacher acts as a facilitator, providing guidance, feedback, and resources to students throughout the project. At the start, the teacher helps students select topics of interest and formulate objectives and plans. Students take an active role in problem-solving, decision-making, and research. They collaborate in groups, with each taking responsibility for part of the final product. Driving questions are developed by students based on their own interests, making the projects more engaging.
6e model habitats
This document outlines a lesson plan for teaching students about different habitats. It involves 6 stages: 1) an introductory chalk talk activity where students write what they know about different habitats, 2) exploring two habitats in more depth by creating posters and Venn diagrams, 3) creating habitat models with materials, 4) explaining their posters and models to the class, 5) researching threats to habitats and ways to conserve them by creating a video, and 6) evaluating students' knowledge through observation, rubrics, and a sorting activity matching habitat characteristics and pictures. The goal is for students to build their knowledge about habitats through independent research, group work, hands-on modeling, and presentation of what they've learned.
Healthy eating
The document provides information about healthy eating and the five main food groups: fruits and vegetables; starchy foods; meat, fish, eggs and beans; milk and dairy products; and foods containing fat and sugar. It aims to teach learners about the nutrients each group provides, their health benefits, and recommended portions for a balanced diet. Key learning outcomes include being able to name the five food groups, identify foods that belong to each, and understand the nutrients and benefits of eating a variety of foods.
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Fan-N-Pick is a cooperative learning strategy developed by Dr. Spencer Kagan where students are divided into groups. Each student is assigned a role - to pick a question card, answer the question, and paraphrase the response. The roles rotate so all students get to participate. The strategy encourages collaboration as students discuss concepts, review content, and share information. It helps ensure equal participation from all group members and prevents any one member from dominating. Teachers can create question cards related to different subject areas for students to discuss math problems, literature questions, historical events, or science findings using this fan-pick strategy.
Chalk talk thinking routine
A Chalk Talk is a silent activity where students reflect and share their ideas anonymously in writing on a large sheet of paper in response to a prompt. It allows all students, including introverts, to participate equally. Students build on each other's ideas, which can help change or expand their thinking. Chalk Talks are useful for engaging all learners, promoting independent thinking, exposing students to different perspectives, and encouraging reflection and problem-solving. The teacher can use Chalk Talks to assess understanding before or after a topic.
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This document outlines a lesson plan about animals. The lesson has three main parts: 1) A warmup activity where students look at pictures of animals and identify characteristics of different types. 2) Students are introduced to the five groups of vertebrate animals and farm animals vocabulary. They complete a wall chart classifying animals. 3) As a conclusion, students watch a video of Old McDonald's Farm. The goal is for students to learn to recognize animal names, classify animals into groups, and describe animals orally and in writing. Student understanding will be assessed through observation and an activity describing an animal.
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This document outlines a lesson plan about animals for a 3rd grade class. The learning outcomes are for students to be able to recognize and classify different types of animals, as well as describe them orally and in writing. The lesson content includes types of vertebrate animals, their classification, characteristics, and farm animals. Main activities involve introducing animal groups and characteristics through a PowerPoint, a farm animal vocabulary activity using flashcards, and completing a wall chart with animal drawings and descriptions. Students will be assessed based on their ability to identify animal names and groups, as well as providing a written and oral description of an animal.
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This lesson plan outlines an activity to teach students about farm animals. The objectives are for students to learn animal vocabulary, identify animal noises, understand riddles using language strategies, and describe farms using grammatical structures. Materials include pictures of farms and animals, finger puppets, a video, cards matching animals to noises, and riddles. Activities include introducing animals and noises, watching a video while gesturing, matching animals to noises in groups, playing a snap game with cards, and reading/guessing riddles. Students will also draw pictures of their own farms.
Module 1. Block 1.
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M2 - Block 3. Assessment activity K
- 1. Módulo 2. Destrezas comunicativas del profesor en el aula bilingüe Posgrado en CLIL e innovación en el aula de inglés de Educación Primaria BLOCK 3: ORAL CLASSROOM DISCOURSE Section 5. Assessment activity K (2 points) Put the instructions in logical order: 1. Teacher holds up worksheet. 2. Teacher points to the left-hand side of the worksheet. 3. Now I want you to match these eight words 4. …to the definitions on the right. 5. There´s one extra definition that doesn´t have a Word. 6. I want you to do this alone and check in pairs. 7. Ok then, how many words are there? (students: Eight) 8. Teacher points to the phrases. 9. And how many definitions are there? (Students: 9). Good 10. And finally, are you going to do this together? (Students: NO) 11. Teacher hands out the worksheet. Students start the task. Give a brief answer to the following questions: 1. Which steps of the sequence give the instructions? 3, 4, 5 and 6. 2. Which stage of the sequence check the instructions? The teacher checks the instructions in the second stage of the sequence, in steps 7, 9 and 10. 3. Why does the teacher wait to hand out the worksheet? Because he/she wants the students look at him/her and pay attention to the instructions he/she is giving instead of looking at the paper, since the non-verbal language can help the students to understand the message better. 4. What should teachers do with their voices when giving instructions? They should project their voice, give the proper intonation to their utterances and put emphasis in the most important words. 5. Where should teachers stand when giving instructions? The teacher should be standing up in front of the class, looking at the students when giving the instructions in order to attract their attention.
- 2. Módulo 2. Destrezas comunicativas del profesor en el aula bilingüe Posgrado en CLIL e innovación en el aula de inglés de Educación Primaria 6. If you wanted your students to change seats to carry out this task, at what point would you give that instruction? When we are giving instructions our main purpose should be our students pay attention and understand what we are saying. We have to avoid any type of distraction that could drive their attention to a different point. For this reason, I think the best moment is at the end, after having checked the instructions but before handing out the worksheets, because at this moment they are still paying attention and this instruction won’t be a distraction for the next ones, because there is no more.