Perbaikan reni yunita
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1. The document discusses learning strategies training which teaches students techniques like skimming, previewing, and not reading every word to improve reading speed and comprehension. 2. It focuses on using skimming to find the main idea by reading the title, first paragraph, and skipping unknown words without using a dictionary. 3. Classroom management aims to ensure smooth lessons and prevent disruptions, using techniques such as corporal punishment, rote discipline, preventative measures, and effective time management.
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Classroom Program to Develop Academic Literacy
This document outlines the elements of a comprehensive classroom reading program. It includes pre-assessing students, developing vocabulary and grammar skills, incorporating independent reading time and structured reading lessons, using reciprocal teaching strategies, emphasizing the writing process, and conducting post-assessments to evaluate student learning. The goal is to teach reading as thinking and develop students' academic literacy.
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1. The document discusses different types of feedback for spoken language errors: explicit correction, recasts, elicitation, repetition, and metalinguistic feedback.
2. A student survey found that students prefer immediate feedback, especially on pronunciation, during tutorials and activities.
3. Teachers reported using explicit correction for individual sounds and elicitation when errors impede communication. They provide metalinguistic feedback to explain rules.
4. The document suggests focusing feedback on errors that affect meaning and having students apply feedback to improve.
คำนำ คำชี้แจงPresent simpleแก้ไข ปรับปรุง พย56
This programmed instruction is designed to teach students about the present simple tense in English. It is separated into presentations and questions across four parts or frames. Students are instructed to work through each frame step-by-step, answering questions to check their understanding before advancing. They will complete a pre-test before beginning and a post-test after finishing to evaluate their understanding and ensure they score at least 80% proficiency on the topic. Teachers are provided guidance on administering the instruction, observing students, and testing their comprehension after completion.
Giving instructions 2
This document provides guidance on effectively giving instructions to students. It recommends using simple language in instructions, demonstrating the activity, checking key aspects of instructions with questions, and holding up worksheets while instructing so students remain focused. Providing clear instructions helps students feel secure and allows them to begin tasks quickly to maximize learning time. Teachers should plan instructions, support them visually, and confirm understanding through questioning.
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The document discusses assumptions, agreements, arguments, and aspirations regarding gifted students and their education. It agrees that students with disabilities can also be gifted and that gifted programs should be available at all grade levels. It wants to argue that teachers don't always understand gifted students or modify curricula for them, and that gifted services are costly. It aspires to differentiate instruction to advance all learners, including providing enrichment for gifted students, and ensure students with disabilities receive gifted services if eligible.
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The document discusses best practices for giving instructions to students when teaching English, noting that instructions should be clear, concise, and tailored to students' levels, and that teachers should check for understanding and be prepared to re-explain if needed to ensure students understand the task. It also provides tips for using gestures, demonstrations, and asking questions to enhance instructions.
Teaching writing and vocabulary to young learners
The document discusses strategies for teaching writing and vocabulary to young English language learners. It describes the process writing approach, which involves prewriting, writing, revising, editing, and publishing. Some techniques for implementing process writing are writing models, group writing, talking/writing boxes, writing centers, conferences, inventive spelling, and word walls. The document also discusses the importance of both direct and indirect vocabulary instruction, giving strategies like pre-teaching words, using context clues, and activities to develop vocabulary like word games and notebooks.
Instructions in the classroom
This document discusses preparing and delivering effective instructions in the classroom. It provides guidance on what constitutes good and poor instructions, how to support instructions through gestures and visual aids, and how to check for student understanding using Instruction Concept Questions (ICQs). Some key points covered include using clear, graded language in instructions; ensuring all students are engaged; supporting instructions with gestures and facial expressions; and planning ICQs tailored to different classroom activities that contain two response options for students. The document emphasizes the importance of practicing delivering instructions and getting feedback to improve.
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Classroom Program to Develop Academic Literacy
This document outlines the elements of a comprehensive classroom reading program. It includes pre-assessing students, developing vocabulary and grammar skills, incorporating independent reading time and structured reading lessons, using reciprocal teaching strategies, emphasizing the writing process, and conducting post-assessments to evaluate student learning. The goal is to teach reading as thinking and develop students' academic literacy.
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1. The document discusses different types of feedback for spoken language errors: explicit correction, recasts, elicitation, repetition, and metalinguistic feedback.
2. A student survey found that students prefer immediate feedback, especially on pronunciation, during tutorials and activities.
3. Teachers reported using explicit correction for individual sounds and elicitation when errors impede communication. They provide metalinguistic feedback to explain rules.
4. The document suggests focusing feedback on errors that affect meaning and having students apply feedback to improve.
คำนำ คำชี้แจงPresent simpleแก้ไข ปรับปรุง พย56
This programmed instruction is designed to teach students about the present simple tense in English. It is separated into presentations and questions across four parts or frames. Students are instructed to work through each frame step-by-step, answering questions to check their understanding before advancing. They will complete a pre-test before beginning and a post-test after finishing to evaluate their understanding and ensure they score at least 80% proficiency on the topic. Teachers are provided guidance on administering the instruction, observing students, and testing their comprehension after completion.
Giving instructions 2
This document provides guidance on effectively giving instructions to students. It recommends using simple language in instructions, demonstrating the activity, checking key aspects of instructions with questions, and holding up worksheets while instructing so students remain focused. Providing clear instructions helps students feel secure and allows them to begin tasks quickly to maximize learning time. Teachers should plan instructions, support them visually, and confirm understanding through questioning.
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The document discusses assumptions, agreements, arguments, and aspirations regarding gifted students and their education. It agrees that students with disabilities can also be gifted and that gifted programs should be available at all grade levels. It wants to argue that teachers don't always understand gifted students or modify curricula for them, and that gifted services are costly. It aspires to differentiate instruction to advance all learners, including providing enrichment for gifted students, and ensure students with disabilities receive gifted services if eligible.
Giving Instructions
The document discusses best practices for giving instructions to students when teaching English, noting that instructions should be clear, concise, and tailored to students' levels, and that teachers should check for understanding and be prepared to re-explain if needed to ensure students understand the task. It also provides tips for using gestures, demonstrations, and asking questions to enhance instructions.
Teaching writing and vocabulary to young learners
The document discusses strategies for teaching writing and vocabulary to young English language learners. It describes the process writing approach, which involves prewriting, writing, revising, editing, and publishing. Some techniques for implementing process writing are writing models, group writing, talking/writing boxes, writing centers, conferences, inventive spelling, and word walls. The document also discusses the importance of both direct and indirect vocabulary instruction, giving strategies like pre-teaching words, using context clues, and activities to develop vocabulary like word games and notebooks.
Instructions in the classroom
This document discusses preparing and delivering effective instructions in the classroom. It provides guidance on what constitutes good and poor instructions, how to support instructions through gestures and visual aids, and how to check for student understanding using Instruction Concept Questions (ICQs). Some key points covered include using clear, graded language in instructions; ensuring all students are engaged; supporting instructions with gestures and facial expressions; and planning ICQs tailored to different classroom activities that contain two response options for students. The document emphasizes the importance of practicing delivering instructions and getting feedback to improve.
Pre reading
The document discusses strategies for introducing a text to students, including activating background knowledge, building cultural context, introducing key vocabulary, and doing a picture walk to preview illustrations. It provides tips for choosing vocabulary words and determining if a text is at an appropriate difficulty level. Teachers are instructed to practice these pre-reading strategies in small groups.
Repetition1
Repetition is defined as repeating something that has already been said or written, or the recurrence of an action or event. It is commonly used in teaching to help students learn new vocabulary, grammar rules, and manage dialogues. While repetition can aid memory and sound learning, overusing it risks becoming boring. The document recommends using repetition strategically, such as in short reviews at the start or end of class, interactive games, and disappearing dialogues. It is important to confirm student understanding rather than relying solely on drilling. Overall, repetition is a useful tool for teachers when applied judiciously.
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Repetition is defined as repeating something that has already been said or written, or the recurrence of an action or event. The document discusses how repetition can be used effectively in teaching by helping students remember new vocabulary, grammar rules, and dialogues, but it requires using varied methods to avoid becoming boring. Some effective ways to incorporate repetition into class include short reviews at the beginning and end of lessons, using flashcards, and having students repeat dialogues with fewer written prompts over time. While repetition can aid learning if done strategically, it depends on the teacher's implementation and ensuring students confirm their understanding rather than just repeating through rote learning.
Five Tips to help Students Speak in English
The document provides five tips to help students speak English: 1) Praise students for speaking English and encourage them to speak without fear of mistakes. 2) Set goals and provide clear instructions for activities, modeling activities for students. 3) Ask questions that require students to think personally and express their own opinions to develop speaking and listening skills. 4) Vary activities from simple to more meaningful to communicative to maintain student attention and involvement. 5) Use team competitions to motivate students to express themselves well and try to win.
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This document discusses effective approaches for teaching vocabulary to advanced English language students. It emphasizes that while students often learn many new words, they rarely learn how to use these words in context. To address this, the author recommends that teachers select vocabulary that is authentic and can be used in real contexts, and provide opportunities for independent and group work where students can practice using their new vocabulary. The document also stresses the importance of dictionaries for intermediate and higher-level students and encourages teachers to promote active use of language in class in order to motivate students to produce the target vocabulary and structures.
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The document describes a lesson plan for teaching numbers at a Thai school. It includes 5 steps: 1) a warm up with listening exercises, 2) a lines game to encourage speaking, 3) introducing numbers and operations, 4) practicing with a crossword puzzle, and 5) concluding with number games like tic-tac-toe and hangman to reinforce the lessons. The plan focuses on communicative language teaching methods with an emphasis on listening, speaking, and interactive activities.
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There are many way that teacher can use to teach there students effectively. Therefore, teacher could use those essential strategic to teach their students which make the students easy to learn. As we know that listening skill is the most difficult subject in studying foreign language.
Jeopardy test
I do not actually have access to information about specific teachers, students or events at your school. My role is to discuss language teaching concepts in general.
Self evaluation
Andrea evaluated her own performance in her English class for the semester of January to May 2010. She rated herself on a scale of 1 to 5 in various categories related to participation, homework completion, punctuality, and respectfulness. Her total score was 57, indicating that she generally participated well but could improve in some areas like completing all homework and speaking more English in class. To improve, she plans to make sure she does all homework assignments, speak more English by watching movies, and study more after class through practice.
Feedback sheet 2
The document provides feedback on a classroom observation of a teacher, Pedro Samuel Torres, teaching an English class to 2nd year high school students. It summarizes the teacher's performance in different areas such as punctuality, use of the target language, seating arrangement, command of subject matter, lesson planning, recapping previous lessons, encouraging student participation, use of class time, responding to questions, and classroom management. The teacher received high marks in most areas, with some suggestions to work on drawing all students into participation and emphasizing pronunciation and note-taking. The overall grade for the class was 9.4, described as "excellent."
Teaching Writing
The key elements of good writing instruction according to the document are:
- Providing an environment that supports writing with space and tools;
- Teachers who model good writing strategies and provide feedback;
- Frequent opportunities for students to practice writing with guidance.
Feedback sheet
The feedback sheet summarizes the observation of an English class taught by Pedro Samuel de Moura Torres to 2 second year high school students. According to the feedback, Pedro was very punctual, tried to teach 100% in English but switched to Portuguese when needed, and seemed confident in the subject matter. However, the lesson plan did not adequately anticipate difficulties students may face understanding instructions in English. Pedro was good at encouraging student participation and managing the classroom but could apply principles of learner-centeredness more often by asking questions back to students rather than answering straightforwardly. The strengths noted were maximizing the target language use, rapport with students, and motivation. Areas for development included having backup plans for small groups and using more constructivist teaching
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The document discusses strategies for dealing with various classroom management challenges, including having students of mixed levels, large class sizes, students abusing their first language, uncooperative students, and students who don't want to talk. It recommends using grouping techniques, student leaders, choral responses, different materials or tasks, motivating students to use English, setting clear expectations, and focusing teaching efforts on cooperative students. The document also notes the importance of not becoming the "English police" and dedicating too much time to discipline rather than teaching.
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This document outlines the key principles of behavioristic theory for language teaching. It focuses on using repetition drills, imitation, and reinforcement to teach vocabulary, pronunciation, and patterns through dialog memorization and substitution drills. The teacher introduces new dialogs and uses only the target language, correcting errors and drilling repetition until automaticity is achieved.
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Good language learners
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The document provides information about the format and assessment of the MFL GCSE controlled speaking and writing assessments. It outlines the objectives, assessment structure including internally and externally assessed tasks, and roles of teachers, students, and parents. It then describes the process of drafting, preparing, and completing the assessments. Finally, it provides several techniques for memorizing responses for speaking assessments and paragraphs for writing assessments, including looking sentence by sentence, using a mental room to place sentences, recording answers, and using keywords.
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The document discusses techniques for developing listening skills in language learners. It provides a list of techniques and asks the reader to identify them as either effective or ineffective. It then categorizes effective techniques by focus, such as confidence building, strategy training, or language focus. Examples of purposeful listening activities are provided and the reader is asked to describe another example. Finally, it poses questions about using recordings and transcripts in developing listening skills.
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This document discusses methods for teaching reading to young English learners. It describes two main methods: read aloud/oral reading and silent reading.
For read aloud, the teacher reads stories, letters, or other materials out loud to engage students, develop comprehension and vocabulary, and foster imagination. Silent reading allows students to read independently and focus without interruptions.
The document also provides examples of techniques like making greeting cards and a washing line puzzle to make reading fun and help students practice skills like drawing, coloring, and making logical deductions from text. The overall goal is to introduce reading to young learners in an interactive and playful way.
Perbaikan reni yunita
The document discusses learning strategies training and classroom management techniques. It describes learning strategy training as teaching students skills like skimming, previewing, and think-aloud techniques to improve their reading comprehension and speed. Classroom management aims to ensure smooth lessons despite disruptive behavior and involves preventative techniques as well as managing instructional, engaged, and academic learning time. The goal of learning strategy training is to help learners continue independent language learning after formal study.
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This document provides descriptions and instructions for implementing various before, during, and after reading strategies. It discusses strategies such as first lines, concept sorts, peer-assisted learning, think aloud, think-pair-share, concept maps, double entry journals, story maps, SQ3R, reading guides, exit slips, question-answer relationships, questioning the author, summarizing, and frame routines. For each strategy, it explains why the strategy is beneficial and how to implement it in the classroom, with a focus on engaging students, improving comprehension, and assessing understanding.
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The document discusses strategies for introducing a text to students, including activating background knowledge, building cultural context, introducing key vocabulary, and doing a picture walk to preview illustrations. It provides tips for choosing vocabulary words and determining if a text is at an appropriate difficulty level. Teachers are instructed to practice these pre-reading strategies in small groups.
Repetition1
Repetition is defined as repeating something that has already been said or written, or the recurrence of an action or event. It is commonly used in teaching to help students learn new vocabulary, grammar rules, and manage dialogues. While repetition can aid memory and sound learning, overusing it risks becoming boring. The document recommends using repetition strategically, such as in short reviews at the start or end of class, interactive games, and disappearing dialogues. It is important to confirm student understanding rather than relying solely on drilling. Overall, repetition is a useful tool for teachers when applied judiciously.
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Repetition is defined as repeating something that has already been said or written, or the recurrence of an action or event. The document discusses how repetition can be used effectively in teaching by helping students remember new vocabulary, grammar rules, and dialogues, but it requires using varied methods to avoid becoming boring. Some effective ways to incorporate repetition into class include short reviews at the beginning and end of lessons, using flashcards, and having students repeat dialogues with fewer written prompts over time. While repetition can aid learning if done strategically, it depends on the teacher's implementation and ensuring students confirm their understanding rather than just repeating through rote learning.
Five Tips to help Students Speak in English
The document provides five tips to help students speak English: 1) Praise students for speaking English and encourage them to speak without fear of mistakes. 2) Set goals and provide clear instructions for activities, modeling activities for students. 3) Ask questions that require students to think personally and express their own opinions to develop speaking and listening skills. 4) Vary activities from simple to more meaningful to communicative to maintain student attention and involvement. 5) Use team competitions to motivate students to express themselves well and try to win.
Teaching vocabulary to advanced students Reflection
This document discusses effective approaches for teaching vocabulary to advanced English language students. It emphasizes that while students often learn many new words, they rarely learn how to use these words in context. To address this, the author recommends that teachers select vocabulary that is authentic and can be used in real contexts, and provide opportunities for independent and group work where students can practice using their new vocabulary. The document also stresses the importance of dictionaries for intermediate and higher-level students and encourages teachers to promote active use of language in class in order to motivate students to produce the target vocabulary and structures.
Number lesson used Comunncative Language Teaching
The document describes a lesson plan for teaching numbers at a Thai school. It includes 5 steps: 1) a warm up with listening exercises, 2) a lines game to encourage speaking, 3) introducing numbers and operations, 4) practicing with a crossword puzzle, and 5) concluding with number games like tic-tac-toe and hangman to reinforce the lessons. The plan focuses on communicative language teaching methods with an emphasis on listening, speaking, and interactive activities.
how to teach listening
There are many way that teacher can use to teach there students effectively. Therefore, teacher could use those essential strategic to teach their students which make the students easy to learn. As we know that listening skill is the most difficult subject in studying foreign language.
Jeopardy test
I do not actually have access to information about specific teachers, students or events at your school. My role is to discuss language teaching concepts in general.
Self evaluation
Andrea evaluated her own performance in her English class for the semester of January to May 2010. She rated herself on a scale of 1 to 5 in various categories related to participation, homework completion, punctuality, and respectfulness. Her total score was 57, indicating that she generally participated well but could improve in some areas like completing all homework and speaking more English in class. To improve, she plans to make sure she does all homework assignments, speak more English by watching movies, and study more after class through practice.
Feedback sheet 2
The document provides feedback on a classroom observation of a teacher, Pedro Samuel Torres, teaching an English class to 2nd year high school students. It summarizes the teacher's performance in different areas such as punctuality, use of the target language, seating arrangement, command of subject matter, lesson planning, recapping previous lessons, encouraging student participation, use of class time, responding to questions, and classroom management. The teacher received high marks in most areas, with some suggestions to work on drawing all students into participation and emphasizing pronunciation and note-taking. The overall grade for the class was 9.4, described as "excellent."
Teaching Writing
The key elements of good writing instruction according to the document are:
- Providing an environment that supports writing with space and tools;
- Teachers who model good writing strategies and provide feedback;
- Frequent opportunities for students to practice writing with guidance.
Feedback sheet
The feedback sheet summarizes the observation of an English class taught by Pedro Samuel de Moura Torres to 2 second year high school students. According to the feedback, Pedro was very punctual, tried to teach 100% in English but switched to Portuguese when needed, and seemed confident in the subject matter. However, the lesson plan did not adequately anticipate difficulties students may face understanding instructions in English. Pedro was good at encouraging student participation and managing the classroom but could apply principles of learner-centeredness more often by asking questions back to students rather than answering straightforwardly. The strengths noted were maximizing the target language use, rapport with students, and motivation. Areas for development included having backup plans for small groups and using more constructivist teaching
Class ix classmanagement
The document discusses strategies for dealing with various classroom management challenges, including having students of mixed levels, large class sizes, students abusing their first language, uncooperative students, and students who don't want to talk. It recommends using grouping techniques, student leaders, choral responses, different materials or tasks, motivating students to use English, setting clear expectations, and focusing teaching efforts on cooperative students. The document also notes the importance of not becoming the "English police" and dedicating too much time to discipline rather than teaching.
The Audio Ligual Method Observation
This document outlines the key principles of behavioristic theory for language teaching. It focuses on using repetition drills, imitation, and reinforcement to teach vocabulary, pronunciation, and patterns through dialog memorization and substitution drills. The teacher introduces new dialogs and uses only the target language, correcting errors and drilling repetition until automaticity is achieved.
Self evaluation--semester 2
This document is a self-evaluation by a student. It outlines their strengths in identifying strategies to solve children's problems by getting teacher feedback. As weaknesses, the student notes they need to improve at choosing the most suitable strategy and communicating more with teachers. Doing this assignment helped the student improve observation skills, problem-solving abilities, and applying classroom knowledge to real situations while also becoming more confident using positive language with children.
Good language learners
A good language learner is motivated, organized, and realistic. They follow steps from books to keep information in order and review what they learned daily. Input and output are important, so good learners write by hand, make pictures to remember words, and speak fluently to understand different audiences. Relying on only one learning resource will result in a poor level of learning, as using multiple strategies is best for improving a new language.
Jan Richardson- Next Step in Guided Reading
This document outlines the lesson format and materials for different levels of guided reading instruction. For pre-readers, lessons focus on letter recognition, sounds, and concepts of print using materials like alphabet charts and magnetic letters. Emergent readers work on sight words and phonics using leveled books, word study activities, and guided writing. Early readers use similar components with additional strategies, focusing first on lower level words and ensuring stories have natural language, pictures for support, and chances to problem-solve words.
Controlled Assessment Workshop
The document provides information about the format and assessment of the MFL GCSE controlled speaking and writing assessments. It outlines the objectives, assessment structure including internally and externally assessed tasks, and roles of teachers, students, and parents. It then describes the process of drafting, preparing, and completing the assessments. Finally, it provides several techniques for memorizing responses for speaking assessments and paragraphs for writing assessments, including looking sentence by sentence, using a mental room to place sentences, recording answers, and using keywords.
AFL7020 Language Teacher Education, Lecture 8: Developing listening skills
The document discusses techniques for developing listening skills in language learners. It provides a list of techniques and asks the reader to identify them as either effective or ineffective. It then categorizes effective techniques by focus, such as confidence building, strategy training, or language focus. Examples of purposeful listening activities are provided and the reader is asked to describe another example. Finally, it poses questions about using recordings and transcripts in developing listening skills.
Teaching reading eyl 1st group
This document discusses methods for teaching reading to young English learners. It describes two main methods: read aloud/oral reading and silent reading.
For read aloud, the teacher reads stories, letters, or other materials out loud to engage students, develop comprehension and vocabulary, and foster imagination. Silent reading allows students to read independently and focus without interruptions.
The document also provides examples of techniques like making greeting cards and a washing line puzzle to make reading fun and help students practice skills like drawing, coloring, and making logical deductions from text. The overall goal is to introduce reading to young learners in an interactive and playful way.
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AFL7020 Language Teacher Education, Lecture 8: Developing listening skills
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Perbaikan reni yunita
The document discusses learning strategies training and classroom management techniques. It describes learning strategy training as teaching students skills like skimming, previewing, and think-aloud techniques to improve their reading comprehension and speed. Classroom management aims to ensure smooth lessons despite disruptive behavior and involves preventative techniques as well as managing instructional, engaged, and academic learning time. The goal of learning strategy training is to help learners continue independent language learning after formal study.
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This document provides descriptions and instructions for implementing various before, during, and after reading strategies. It discusses strategies such as first lines, concept sorts, peer-assisted learning, think aloud, think-pair-share, concept maps, double entry journals, story maps, SQ3R, reading guides, exit slips, question-answer relationships, questioning the author, summarizing, and frame routines. For each strategy, it explains why the strategy is beneficial and how to implement it in the classroom, with a focus on engaging students, improving comprehension, and assessing understanding.
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ppt-readingapproach-201014070716 (1).pptx
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Learning strategies are mental steps that help students learn a new language and regulate their learning efforts. They include cognitive strategies like repetition, translation, note-taking, and contextualization that directly manipulate information, as well as metacognitive strategies for planning, monitoring, and evaluating one's learning like directed attention, self-monitoring, and self-evaluation. Learning strategy instruction teaches students how to learn and use strategies to be active, successful learners.
Gr for portal(1)
Guided reading involves teachers supporting small, flexible groups of students to read texts at their instructional level. The goal is to help students develop reading strategies. A typical lesson involves introducing a text, reading, discussion, teaching points, and word or comprehension work. While the teacher meets with a group, other students engage in independent literacy activities matched to their needs. Effective planning is key and involves grouping students, selecting texts, and differentiating activities. Lessons should challenge students and regrouping allows continuous progress toward reading independence.
Strategies
These five strategies are some of the ones we either studied in class or saw in our mentor's lessons and even had a chance to practice
paper of English Learning Strategy
This document discusses different language learning approaches and methods. It begins by defining key terms like approaches, strategies, methods, techniques and models. It explains that a learning approach is a teacher's view of the learning process, and can be student-centered or teacher-centered. Learning strategies are activities to achieve learning goals, while methods are concrete ways of implementing strategies. Techniques are how teachers carry out methods. A learning model combines approaches, strategies, methods and techniques.
The document then discusses formal and functional approaches. Formal approaches are traditional and assume language learning is routine. Methods include grammar-translation and reading. Functional approaches emphasize direct contact with native language users. Related methods are discussed in more detail, including direct method,
The learning process
This document discusses learning strategies and how to encourage learner independence. It defines learning strategies as specific actions that make learning easier and more effective. Direct strategies like memorizing and indirect strategies like self-evaluation are explained. The document also provides examples of cognitive, interpersonal, linguistic, affective, and creative learning strategies. To encourage learner independence, the document recommends setting goals, self-assessment, and giving learners choices in their learning process.
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Power point ctl
Contextual teaching and learning (CTL) is a method that helps teachers relate subject matter to real world situations to motivate learning. CTL is learner-centered and involves students actively constructing knowledge through meaningful connections, self-regulated learning, collaboration, and critical thinking. The teacher acts as a facilitator who plans lessons, implements activities, and assesses student learning through reflection and authentic assessments. CTL is based on constructivism and inquiry-based learning principles. It aims to make learning more productive and reinforce concepts for students by relating academic topics to real life experiences.
Role play.siti khtimah.pptx method
Role play is a teaching method where students assume roles or characters other than their own to practice skills and demonstrate understanding. It allows students to actively apply knowledge in a non-threatening environment using imagination. The teacher prepares scenarios for student groups to act out while others observe. This dynamic approach can enhance students' professional capabilities and train their imagination, though it requires creativity from both teachers and students and some students may feel embarrassed. Role play is concluded to be a situation where students demonstrate different characters to achieve learning goals.
Maulina method
This document discusses cooperative language learning. It defines cooperative learning as relying on small group learners to provide a way for learners to develop important life skills and the ability to work collaboratively. The document outlines the essential elements of a cooperative learning model, including positive interdependence, direct interaction, individual and group accountability, interpersonal skills, and group processing. It also provides guidance on selecting appropriate tasks, determining positive interdependence, and facilitating cooperative partnerships. Finally, it notes that effective cooperative learning management considers grouping, cooperative spirit, and classroom setting.
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Howard Gardner developed the theory of multiple intelligences in 1983 while at Harvard University. The theory proposes that there are eight different types of intelligence rather than just a single measure of intelligence as determined by IQ testing. Gardner identified eight specific intelligences: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, naturalist, and existential. He emphasized that teachers should take individual differences among students seriously and help them develop their unique minds.
Nurfatma (peer teaching and group dynamic)
The document discusses the peer teaching method. The teacher first explains the topic and then divides students into groups to learn from each other. Groups discuss the material and their results. Then the teacher re-explains the topic, provides suggestions, and draws conclusions. Peer teaching improves motivation, learning quality, social interaction, and teamwork. However, it requires time, basic knowledge from teachers, and extra attention. The document also discusses group dynamics and how to improve individual and group performance.
Whole language
The document discusses the whole language learning approach to teaching language, which involves learning language as a whole through activities like reading aloud, journal writing, and sustained silent reading, rather than focusing on fragmented parts like individual grammar rules. It notes that whole language classrooms provide examples and models for students to learn from, allow students to work at their own ability level, encourage sharing responsibility for learning, and provide feedback from teachers and peers. Teachers assess students through all of their classroom activities.
Blended learning khairurrahmi. method
This document discusses blended learning, which integrates online and in-person learning. It defines blended learning and outlines its key characteristics, strengths, and weaknesses. The document explains that blended learning can make learning more effective and engaging by individualizing instruction, accommodating different learning styles, and allowing for independent and collaborative work. However, it may require more resources and technology support. The teacher's role is to guide students and help develop their skills, while parents support the learning process. The goals of blended learning are to improve knowledge and increase student motivation to learn.
Susan pp
This document discusses the whole language approach to language learning. It provides an introduction and outlines the components, characteristics, teacher's role, strengths, weaknesses, and principles of the whole language approach. It also discusses specific techniques used in whole language like reading aloud, journal writing, and guided reading. It notes that the whole language approach presents language holistically rather than separate skills, encourages learning through modeling, and involves active and autonomous learning where the teacher acts as a facilitator. The document concludes by stating evaluation is based on observation and portfolios in a whole language framework.
Afni
Problem-based learning (PBL) is a student-centered pedagogy that uses real-world problems as a context for students to learn about critical thinking and problem solving. It has three key characteristics: it uses small collaborative groups, is centered around authentic problems rather than abstract concepts, and encourages self-directed learning. PBL aims to help students develop skills like communication, research, and lifelong learning by giving them responsibility for their own education in response to challenging issues. While it requires more resources from instructors, PBL has been linked to benefits like increased motivation, deeper understanding through application, and better preparation of students for specialty fields and academic careers.
Nami punya method
The Audiolingual Method emphasizes teaching listening and speaking skills before reading and writing. It is based on the theory that language learning involves habit formation through repetition and drills. Teachers use dialogues, pattern drills, and substitution drills where students repeat and transform sentences to practice grammar patterns. The goal is accurate pronunciation and quick responses through memorization and drilling, rather than emphasis on vocabulary or grammar rules. While it ensures active participation, some critics say it can be boring and not explain grammar in depth.
Anisa
ANISA is a method to motivate students to study using visual, audio, and physical involvement during learning. It helps students memorize subjects through comfortable environments with dim lighting, limited homework, and integrating music, drama and art. Errors are tolerated to focus on content. The method displays confidence, proper organization, and modest enthusiasm through presentations, concerts, and practice using role-plays and games.
Nara shinta agustin. drilling
This document defines and provides examples of different types of drills used in language teaching: repetition drills, substitution drills, transformational drills, response drills, and chain drills. Repetition drills involve students repeating what the teacher says. Substitution drills require students to replace words based on instructions. Transformational drills have students change sentences between forms like positive to negative. Response drills involve students answering questions. Chain drills see students taking turns greeting and questioning each other in a chain.
Lexical approach by umi darda, smstr 6 unit 4
The lexical approach is a method of language teaching developed in the 1990s that focuses on vocabulary learning and word combinations rather than grammar. It is based on the idea that understanding and using lexical phrases is central to language learning. The approach emphasizes accumulating vocabulary through meaningful chunks like collocations, idioms, and fixed expressions. While it aims to teach natural language use, the lexical approach provides little characterization of learning processes.
Cutsriwahyuni
The natural approach is a language teaching method developed by Stephen Krashen and Tracy Terrell in the 1970s. It focuses on acquiring language through meaningful interaction in a low-anxiety environment, emphasizing vocabulary and relaxing students. The method aims to help students speak quickly by learning through relaxation at an elementary level, though it may lack focus and activities due to time constraints.
Riydha karina slt
Situational language teaching is an approach developed in the 1930s-1960s that uses real contexts to teach language. It is based on behaviorism and teaches language through habit formation and oral practice of vocabulary and grammar in classroom, hospital, market, and other settings. Lessons start with stress/intonation practice, present new structures/vocabulary, include oral and reading exercises, and aim to prepare students for spoken interactions. While it effectively introduces basic structures, it lacks learner control and creativity.
Anita
Neuro-linguistic programming (NLP) is the science of modeling patterns of human behavior. NLP studies how language affects neurological and biological processes to influence thoughts and experiences. NLP can help improve communication, relationships, and overall life situations by developing skills like rapport building and communicating using another person's preferred modalities of visual remembered, visual constructed, auditory remembered, or auditory digital information processing. NLP is an effective toolkit that can be applied in teaching, learning, and all other areas of life.
Tpr power point
Total Physical Response (TPR) is a language teaching method that uses physical movement in response to verbal commands to help students learn a second language. It focuses on listening comprehension over speaking and aims to help students feel comfortable without forcing speech. TPR starts with broad concepts and tolerance for errors before focusing on details. Storytelling is an interactive art that uses words and actions to reveal a story's elements and images while encouraging listeners' imaginations. It presents stories through vocalization, movement, and gesture.
Ema
This document describes the traditional grammar-translation method of teaching foreign languages. It focuses on learning grammatical rules deductively and then practicing translation between the target language and the student's native language. Grammar rules are learned by rote memorization and drilled through exercises. There is little focus on listening, speaking, or communication aspects of the language. The method assumes languages are acquired through translation skills at the expense of oral skills.
Method of teaching ema
The grammar-translation method focuses on learning grammar rules and their direct application to translation exercises between the target language and students' native language. Vocabulary is taught through bilingual word lists and direct translation. Students learn rules deductively and practice by translating isolated sentences. There is little focus on speaking, listening, or communication in the target language. Advanced students may translate whole texts, and assessment focuses on translating literary passages or texts.
Community language learning ,by syarifah karmila sari
Community language learning (CLL) is a humanistic approach to teaching language developed by Charles Curran. It focuses on communication and views students as whole people. CLL emphasizes interaction between students and between students and teachers. Techniques include recording student conversations, transcription, reflection, and group tasks. Evaluation is done through student writing or interviews. When students make errors, teachers repeat what they said correctly without direct correction.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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Perbaikan reni yunita
- 1. LEARNING STRATEGIES TRAINING AND CLASSROOM MANAGEMENT BY RENI YUNITA
- 2. A. LEARNING STRATEGIES What is LST ? Is when research observed that language teachers time might be profitably spent in learning training. Such suggestion led to the idea of learning strategy training. Training students in the use of learning strategies in order to improve their learning effectiveness.
- 3. Experience Where the students will be working on improving their reading by learning to preview and to skim to get the main idea of a reading passage. Learning this strategy will improve their comprehension and the speed at which they read.
- 4. Reading strategies Skimming is read quickly only to find out what the main idea of the text.
- 5. We uses the think-aloud technique in this concept • To do first is read title. • Read the first paragraph. • When we read through the first paragraph quickly and don’t read every word, skip those if we don’t know the meaning of. • Don’t use dictionary.
- 6. The Advantage of This Concept • The benefit of learning strategy training is that it can help learners to continue to learn after they have completed their formal study to be more effective in learning the target language.
- 7. B. CLASSROOM MANAGEMENT Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students.
- 8. Techniques Corporal punishment Rote discipline Preventative techniques
- 9. Classroom Management As Time Management Allocated time Instructional time Engaged time Academic learning time
- 10. THE END