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Learner Feedback
This is a presentation aimed at the reflection by Language Arts students on the importance of feedback.
Feedback
The document discusses feedback and correction in language learning. It covers:
- Defining feedback and its components of assessment and correction. Feedback should include both right and wrong with support.
- Types of assessment including formative, summative, and tests. Ways to gather information like teacher, peer, and self-assessment.
- Correcting oral errors by repeating, echoing, or reformulating. Written feedback uses symbols, comments, or reformulation.
- The goal of feedback is learning, so it should be supportive and avoid negative effects like embarrassment or lowered motivation. Focus on the language not the learner to encourage improvement.
Effective feedback
Effective feedback should focus on the learning intentions and success criteria, be timely, and provide guidance for improvement. Descriptive feedback is most useful, describing what the student did and how to improve, rather than evaluative feedback involving judgment. Descriptive feedback can take the form of reminders, scaffolds, or examples. When providing written feedback, teachers should check that students understand the feedback and ask them to restate it. Research shows that only comments without grades lead to improvement, as grades cancel out the benefits of comments. Feedback should highlight a few successes and one area for improvement, and allow students to act on the feedback.
Learner feedback
The document discusses feedback in language learning. It provides examples of formative and summative feedback, as well as feedback on mistakes versus errors. Different strategies for providing feedback are examined, including delayed versus on-the-spot correction. Specific classroom situations are matched with the most appropriate feedback approach. The role of feedback in encouraging learners and helping them improve is also explored.
Managing large classes.pptx
The document discusses strategies for managing large classes. It begins by stating that an effective teacher's most important action is creating a positive learning climate. It then discusses challenges of large classes for students' learning, teachers' ability to teach, and education quality. Effective classroom management is important for large classes. Strategies discussed include diagnostic testing; helping students set goals and develop strategies; individualizing interactions; rotating student groups; and updating curriculum to meet student needs. The document also discusses organizing the physical classroom and establishing clear behavior expectations to facilitate learning in large classes.
Effective feedback enhancing learning
The document discusses the importance of feedback for enhancing student learning. It highlights research showing that feedback from teachers to students is most effective when it is focused on correcting misconceptions rather than social or behavioral issues. Feedback should provide clear information to students about how to improve, such as answering critical questions like "Where are they going?" and "How are they going?". When feedback creates a low-threat environment and focuses on tasks and processes rather than personal attributes, students are more likely to learn from the feedback.
Vocabulary instruction june 24th
The document outlines an agenda for a workshop on vocabulary instruction. The first part of the workshop will cover learning about and improving vocabulary. After a break, the second part will involve working on a final proposal and checking outcomes on a blog. The workshop will provide strategies for teaching and learning vocabulary effectively in the EFL classroom. Participants will practice strategies and evaluate their effectiveness.
Recommended
Learner Feedback
This is a presentation aimed at the reflection by Language Arts students on the importance of feedback.
Feedback
The document discusses feedback and correction in language learning. It covers:
- Defining feedback and its components of assessment and correction. Feedback should include both right and wrong with support.
- Types of assessment including formative, summative, and tests. Ways to gather information like teacher, peer, and self-assessment.
- Correcting oral errors by repeating, echoing, or reformulating. Written feedback uses symbols, comments, or reformulation.
- The goal of feedback is learning, so it should be supportive and avoid negative effects like embarrassment or lowered motivation. Focus on the language not the learner to encourage improvement.
Effective feedback
Effective feedback should focus on the learning intentions and success criteria, be timely, and provide guidance for improvement. Descriptive feedback is most useful, describing what the student did and how to improve, rather than evaluative feedback involving judgment. Descriptive feedback can take the form of reminders, scaffolds, or examples. When providing written feedback, teachers should check that students understand the feedback and ask them to restate it. Research shows that only comments without grades lead to improvement, as grades cancel out the benefits of comments. Feedback should highlight a few successes and one area for improvement, and allow students to act on the feedback.
Learner feedback
The document discusses feedback in language learning. It provides examples of formative and summative feedback, as well as feedback on mistakes versus errors. Different strategies for providing feedback are examined, including delayed versus on-the-spot correction. Specific classroom situations are matched with the most appropriate feedback approach. The role of feedback in encouraging learners and helping them improve is also explored.
Managing large classes.pptx
The document discusses strategies for managing large classes. It begins by stating that an effective teacher's most important action is creating a positive learning climate. It then discusses challenges of large classes for students' learning, teachers' ability to teach, and education quality. Effective classroom management is important for large classes. Strategies discussed include diagnostic testing; helping students set goals and develop strategies; individualizing interactions; rotating student groups; and updating curriculum to meet student needs. The document also discusses organizing the physical classroom and establishing clear behavior expectations to facilitate learning in large classes.
Effective feedback enhancing learning
The document discusses the importance of feedback for enhancing student learning. It highlights research showing that feedback from teachers to students is most effective when it is focused on correcting misconceptions rather than social or behavioral issues. Feedback should provide clear information to students about how to improve, such as answering critical questions like "Where are they going?" and "How are they going?". When feedback creates a low-threat environment and focuses on tasks and processes rather than personal attributes, students are more likely to learn from the feedback.
Vocabulary instruction june 24th
The document outlines an agenda for a workshop on vocabulary instruction. The first part of the workshop will cover learning about and improving vocabulary. After a break, the second part will involve working on a final proposal and checking outcomes on a blog. The workshop will provide strategies for teaching and learning vocabulary effectively in the EFL classroom. Participants will practice strategies and evaluate their effectiveness.
Final session
This document outlines the agenda for the final session of an English teaching strategies program. The agenda includes:
1) A review of the program themes and outcomes.
2) Presentations by participants of their proposals to apply different teaching strategies in their classrooms.
3) A final evaluation session and certificates ceremony to recognize completion of the program.
June 18th
This document outlines an agenda for a workshop to explore effective strategies for teaching pronunciation in English as a foreign language classrooms. The workshop's objective is for participants to learn and evaluate pronunciation teaching strategies. The agenda includes discussing why pronunciation is important, demonstrating phonemic symbols, exploring strategies, and sharing approaches. Participants will then work on developing a final proposal to improve an area of English language teaching in their own workplace.
Literacy practices in the classroom
The document outlines an agenda for a workshop on promoting literacy in the classroom. The agenda includes sharing communicative activities, introducing aspects of literacy, preparing presentations on teaching specific literacy skills, and sharing stories to promote literacy. Participants will work in pairs to choose a literacy topic and prepare a 12-minute presentation on how to teach listening, reading, writing or speaking skills. They will then present their topics to the class. The workshop aims to explore ways to support literacy development in students.
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This document outlines an agenda for a microteaching workshop focused on creating fun and communicative language lessons. The objectives are to have participants demonstrate their understanding of course concepts by delivering a lesson, and to explore ways of making lessons communicative. The agenda includes time for participants to prepare and deliver microteaching sessions, receive peer feedback, and work on developing e-blogs where they can publish suggestions for communicative lesson activities along with explaining their choices. Guidelines are provided for evaluating the microteaching lessons and e-blogs.
Microteaching fun communicative
This document outlines an agenda for a second microteaching session focused on making fun, communicative language lessons. The objectives are to have participants demonstrate their understanding of course concepts by delivering a lesson, and to explore ways to create engaging communicative lessons. The agenda includes time for participants to prepare and deliver a microteaching session, receive peer feedback, and work on developing an e-blog where they can publish an analysis of a communicative activity. Guidelines are provided for evaluating the microteaching lessons and e-blogs.
Flipping the classroom
The document outlines an agenda for a workshop on flipping the classroom.
The first part of the workshop from 2-4:30pm will include a discussion of what flipping the classroom means and implies for lesson planning. The second part from 4:55-7pm will include groups sharing examples of micro-flipped lessons from 5-6pm and updating e-blogs from 6-7pm.
The workshop agenda also includes groups designing a flipped lesson plan template, presenting and discussing their template with another group, and planning the before-and in-class parts of a flipped lesson using the agreed-upon template.
Cooperative learning
This document defines and describes cooperative learning. Cooperative learning involves organizing classroom activities into academic and social learning experiences where students work in groups to collectively complete tasks and meet academic goals. It has benefits like allowing students to capitalize on one another's resources and skills, and changing the teacher's role from information giver to facilitator. There are formal and informal types of cooperative learning. Formal cooperative learning is more structured and facilitated by the teacher, while informal involves temporary small groups. The document also lists several cooperative learning strategies like fish bowl, round robin, and think pair share.
Planning a lesson
The document outlines the agenda and objectives for a planning session to teach participants how to effectively plan language lessons for children aged 5. The session will cover identifying learning objectives and outcomes, selecting appropriate teaching activities and materials, developing the lesson content, and assessing student understanding. In the afternoon, participants will work in groups to plan a 15-minute language lesson using the tips covered in the first part of the session, and then present their lesson plan to receive feedback.
Teaching grammar communicatively.
This document outlines an agenda for a teaching session on teaching grammar communicatively. The objective is to provide strategies for making grammar lessons interesting and meaningful to develop communicative competence. The outcome is for participants to demonstrate their understanding by drafting a grammar lesson plan. The agenda includes sharing experiences with grammar lessons, experiencing communicative grammar lessons, learning about communicative grammar, and completing a lesson planning form for one of the sample lessons.
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This document outlines an introductory session for a teacher training program. It includes introducing participants and discussing expectations. There is also a brainstorming activity about curriculum guidelines, standards, and teaching concepts. The document then defines various teaching concepts like theory, method, procedure, and strategy. It outlines the sessions for the teacher training program, which will cover methodology, grammar, and language skills through 12 five-hour sections. It lists the specific topic areas that will be addressed for general methodology, language skills, and grammar.
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Managing large classes.pptx
The document discusses strategies for managing large classes. It begins by stating that creating a positive learning climate is the most important action an effective teacher can take. It then discusses several approaches for managing large classes, including careful pedagogical planning to address individual student needs, establishing clear classroom learning systems with routines and physical space arrangements, and implementing a fair discipline management system with clear rules and consequences. The document provides examples for each of these approaches and concludes by describing a case study task where participants must present a solution to a scenario involving managing student engagement in a large English language class.
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The document describes a song that instructs children to do various movements like sit down, stand up, stamp feet, clap hands, and turn around. Each line of the song is associated with an image from an English language learning DVD for children called English Adventure 1 by Pearson.
INTRODUCTORY SESSION
This document outlines an introductory session for a teacher training program. It includes introducing participants and discussing expectations. Key concepts around teaching methodology like theory, method, procedure and strategy are defined. The session then covers presenting the TKT program, a reading and writing activity, phonics cards, and songs. Microteaching activities are scheduled to practice skills like grammar, vocabulary and listening exercises. The overall goal is to provide tools to help teachers of English with methodology, grammar and language skills.
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
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Final session
This document outlines the agenda for the final session of an English teaching strategies program. The agenda includes:
1) A review of the program themes and outcomes.
2) Presentations by participants of their proposals to apply different teaching strategies in their classrooms.
3) A final evaluation session and certificates ceremony to recognize completion of the program.
June 18th
This document outlines an agenda for a workshop to explore effective strategies for teaching pronunciation in English as a foreign language classrooms. The workshop's objective is for participants to learn and evaluate pronunciation teaching strategies. The agenda includes discussing why pronunciation is important, demonstrating phonemic symbols, exploring strategies, and sharing approaches. Participants will then work on developing a final proposal to improve an area of English language teaching in their own workplace.
Literacy practices in the classroom
The document outlines an agenda for a workshop on promoting literacy in the classroom. The agenda includes sharing communicative activities, introducing aspects of literacy, preparing presentations on teaching specific literacy skills, and sharing stories to promote literacy. Participants will work in pairs to choose a literacy topic and prepare a 12-minute presentation on how to teach listening, reading, writing or speaking skills. They will then present their topics to the class. The workshop aims to explore ways to support literacy development in students.
Microteaching fun communicative
This document outlines an agenda for a microteaching workshop focused on creating fun and communicative language lessons. The objectives are to have participants demonstrate their understanding of course concepts by delivering a lesson, and to explore ways of making lessons communicative. The agenda includes time for participants to prepare and deliver microteaching sessions, receive peer feedback, and work on developing e-blogs where they can publish suggestions for communicative lesson activities along with explaining their choices. Guidelines are provided for evaluating the microteaching lessons and e-blogs.
Microteaching fun communicative
This document outlines an agenda for a second microteaching session focused on making fun, communicative language lessons. The objectives are to have participants demonstrate their understanding of course concepts by delivering a lesson, and to explore ways to create engaging communicative lessons. The agenda includes time for participants to prepare and deliver a microteaching session, receive peer feedback, and work on developing an e-blog where they can publish an analysis of a communicative activity. Guidelines are provided for evaluating the microteaching lessons and e-blogs.
Flipping the classroom
The document outlines an agenda for a workshop on flipping the classroom.
The first part of the workshop from 2-4:30pm will include a discussion of what flipping the classroom means and implies for lesson planning. The second part from 4:55-7pm will include groups sharing examples of micro-flipped lessons from 5-6pm and updating e-blogs from 6-7pm.
The workshop agenda also includes groups designing a flipped lesson plan template, presenting and discussing their template with another group, and planning the before-and in-class parts of a flipped lesson using the agreed-upon template.
Cooperative learning
This document defines and describes cooperative learning. Cooperative learning involves organizing classroom activities into academic and social learning experiences where students work in groups to collectively complete tasks and meet academic goals. It has benefits like allowing students to capitalize on one another's resources and skills, and changing the teacher's role from information giver to facilitator. There are formal and informal types of cooperative learning. Formal cooperative learning is more structured and facilitated by the teacher, while informal involves temporary small groups. The document also lists several cooperative learning strategies like fish bowl, round robin, and think pair share.
Planning a lesson
The document outlines the agenda and objectives for a planning session to teach participants how to effectively plan language lessons for children aged 5. The session will cover identifying learning objectives and outcomes, selecting appropriate teaching activities and materials, developing the lesson content, and assessing student understanding. In the afternoon, participants will work in groups to plan a 15-minute language lesson using the tips covered in the first part of the session, and then present their lesson plan to receive feedback.
Teaching grammar communicatively.
This document outlines an agenda for a teaching session on teaching grammar communicatively. The objective is to provide strategies for making grammar lessons interesting and meaningful to develop communicative competence. The outcome is for participants to demonstrate their understanding by drafting a grammar lesson plan. The agenda includes sharing experiences with grammar lessons, experiencing communicative grammar lessons, learning about communicative grammar, and completing a lesson planning form for one of the sample lessons.
Session 1 April 9th
This document outlines an introductory session for a teacher training program. It includes introducing participants and discussing expectations. There is also a brainstorming activity about curriculum guidelines, standards, and teaching concepts. The document then defines various teaching concepts like theory, method, procedure, and strategy. It outlines the sessions for the teacher training program, which will cover methodology, grammar, and language skills through 12 five-hour sections. It lists the specific topic areas that will be addressed for general methodology, language skills, and grammar.
The teacher as a motivational tool
The document describes a song that instructs children to do various movements like sit down, stand up, stamp feet, clap hands, and turn around. Each line of the song is associated with an image from an English language learning DVD for children published by Pearson. The song and images provide directions and encouragement for children to engage in physical movement and activity while learning English.
Teaching grammar communicatively.
This document outlines an agenda for a teaching session on teaching grammar communicatively. The objective is to provide strategies for making grammar lessons interesting and meaningful to develop communicative competence. Participants will learn about teaching grammar inductively and experientially through sample lessons. They will then plan a grammar lesson of their own to teach children. The session aims to demonstrate how grammar can be taught contextually and communicatively rather than through direct instruction alone.
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This document discusses traditional and modern approaches to teaching English. Traditionally, English was taught through grammar translation, with a focus on isolated skills, drilling, and no real-life application. Now, communication is emphasized through teaching speaking, listening, reading and writing integrated with grammar and vocabulary. The communicative approach aims to foster authentic, meaningful communication through activities that are less teacher-centered and more participatory. Grammar is best taught inductively and contextualized within communication. Vocabulary learning requires long-term commitment beyond memorization.
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The document discusses strategies for managing large classes. It begins by stating that creating a positive learning climate is the most important action an effective teacher can take. It then discusses several approaches for managing large classes, including careful pedagogical planning to address individual student needs, establishing clear classroom learning systems with routines and physical space arrangements, and implementing a fair discipline management system with clear rules and consequences. The document provides examples for each of these approaches and concludes by describing a case study task where participants must present a solution to a scenario involving managing student engagement in a large English language class.
The teacher as a motivational tool
The document describes a song that instructs children to do various movements like sit down, stand up, stamp feet, clap hands, and turn around. Each line of the song is associated with an image from an English language learning DVD for children called English Adventure 1 by Pearson.
INTRODUCTORY SESSION
This document outlines an introductory session for a teacher training program. It includes introducing participants and discussing expectations. Key concepts around teaching methodology like theory, method, procedure and strategy are defined. The session then covers presenting the TKT program, a reading and writing activity, phonics cards, and songs. Microteaching activities are scheduled to practice skills like grammar, vocabulary and listening exercises. The overall goal is to provide tools to help teachers of English with methodology, grammar and language skills.
Egipto Actual , Sus Culturas Y Ciencias
Este documento describe varios aspectos de la cultura egipcia antigua como su arte, arquitectura y religión. Explica que el arte egipcio estaba destinado principalmente al servicio del estado, la religión y el faraón. Describe algunos de los principales logros arquitectónicos como las pirámides y templos, así como la escultura y pintura realizadas durante el Imperio Medio con un enfoque más realista. También menciona brevemente algunas tradiciones actuales en Egipto relacionadas con los camellos y el proceso de
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
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- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
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