There are various methods of teaching English.Through those methods students are getting interested in English learning.These are through games,songs and even video films .These ways are not only structural and giving information by words but by miming and acting.
This Powerpoint Presentation is about the history of the ELT methods from the early Grammar Translation Method to the Communicative Approach, reviewing each method's learning theory, linguistic basis and the teacher-student interaction along with the techniques followed.
There are various methods of teaching English.Through those methods students are getting interested in English learning.These are through games,songs and even video films .These ways are not only structural and giving information by words but by miming and acting.
This Powerpoint Presentation is about the history of the ELT methods from the early Grammar Translation Method to the Communicative Approach, reviewing each method's learning theory, linguistic basis and the teacher-student interaction along with the techniques followed.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2015.
How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.
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Student-Centered Teaching and its Impact on Learning.docxorlandov3
Student-Centered Teaching and its Impact on Learning Outcomes
Tyronnica Mingo
Concordia University
A Research Report Presented to The Graduate Program in Partial Fulfillment of the Requirements
For the Degree of Master’s in Education
Concordia University - Portland
Running head: STUDENT-CENTERED TEACHING 1
2019
Student-centered Teaching and its Impact on Learning Outcomes Today’s teachers are presented instruction in different ways. Teachers want learning to be spontaneous. Teaching and learning are no longer traditional. Teachers are not handing out notes and students are following along taking notes. The days are long gone. Students have formative assessment throughout their lessons to check for understanding. Through research and professional developments, teachers have learned to measure their student’s success in a new way. In this new way of learning and teaching, the lessons are more student-centered. Teachers still write lesson plans, but in hopes that students will use strategies previously learned to keep all students engaged in the lesson. The question is how the instructional outcomes becomes successful when they are student-led when students are still in grade school. Students begin to learn this process at the beginning of school in hopes to get better each week. In most schools, holidays breaks come in towards the ends of the year. At this time, educators notice that students are not really engaged in the lesson. The middle years of schooling have been identified as a time when disengagement with education is likely (Chan, Baker, Slee, & Williamson, 2015). This is a problem for teachers because engagement is key when measuring the success of the lesson taught. Engagement is seen as important in promoting school completion (Chan et al., 2015). In rural areas, grades have been shifted around to meet budget cuts. Sixth grade is now considered still elementary in most of these areas. In the older days, sixth grade was the start of middle school. You would remain in middle school until eighth grade graduation. In order to cut the dropout rate, students must come to school and participate in their learning. This means that the lesson must be interested, and less teacher oriented. Research shows that engaging students is a challenging and often frustrating task for mathematics teachers (Madelinebevs, 2013). The planning of activities to go along with the curriculum is key. Students should use strategies that keeps everyone talking and thinking. Student-centered teaching can help alleviate this disengagement. It increases time spent in class on engaging activities (Gorzycki, n.d.). The literature review shows in research that lessons and curriculums that provides room for student-centered activities will have a positive impact on grade schools. The instructional outcomes are met using these strategies.
Review of the Literature
Cooperative Learning vs. Teacher Oriented Learning
Research shows that an experime.
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Soha Sadiq D/O Sadiq Khan
1. To enhance the conceptual understanding in
teaching English Reading through using
reciprocal teaching method at primary level
Presenter:
Ms. Soha Khan
Supervisor:
Ms. Shanilla Memon
Coordinator
Miss Nadia
Govt. Elementary College of Education (W) Hyderabad
2. Content:
Introduction
Problem Statement
Research Objectives
Research Questions
Significance of the study
Literature review
Research Methodology
Population and Sample
Action plan/Time Spain
Findings
Conclusion
Recommendation
3. Introduction:
Reciprocal teaching is a powerful research-based teaching Technique/Method. Reciprocal
teaching was designed to focus on just four important strategies that good readers use to
comprehend text. Reciprocal teaching is an interactive teaching strategy and a cooperative
learning instructional method Based on Vygotsky Theory (Galloway 2001). This method consist
on four Strategies: According to Oczkus (2013) the strategies of Reciprocal Teaching as follows:
Reciprocal teaching Strategies
Predicting Questioning Clarifying Summarizing
Means
Nature of
interaction since
one person act in
response to another
4. Problem Statement:
Throughout my teaching practice, I observed that students they are not able to recognize and
understand the text that concerned with the second language, because lack of teacher knowledge
about using approved strategies that helpful to the students in which students learn how they are
easily comprehend English reading text material. ?. I also observed the main reasons that affect
on the students reading performance.
Research Objectives:
To explore the conceptual understanding of the teacher in using reciprocal strategies in teaching
English reading.
To apply reciprocal strategies which are helpful to develop conceptual understanding in learning
English reading.
Lack of reading text material, students totally focused on text
book.
Lack of teacher knowledge about strategies, teachers totally
focused on traditional way in which firstly teacher read the text and
after teacher reading, one by one student comes to read the text.
Lack of parent’s involvement. Because the family background
play vital role in students academic performance.
Lack of monitoring student’s progress
5. Research Question:
1. What strategies of reciprocal teaching in classroom are used by teachers?
2. What are the influences of reciprocal strategies on increasing fifth grade student’s behavior
towards English reading?
Significance of the study:
Students understanding in English subject reading. Referring to the significance of my
topic in which promote reading comprehension skill through using Reciprocal strategies,
the students should be well prepared with the skill as early as achievable so they are
familiar to comprehending what they read in their daily life. It is essential to implement
strategies that can help solve the students’ problems in reading. One of the strategies that
help students recognize reading materials is Reciprocal Teaching (RT) method. Reciprocal
Teaching, based on the explanation greater than, has many advantages. This research study
will be beneficial to know about the reciprocal teaching strategies because mostly teacher
not aware to this method, but some teachers use reciprocal strategies in-direct way. This
method appears to be the most appropriate for students, because it provides high order
thinking instructional strategies that can make the students totally engaged in English
reading learning process.
6. Literature Review:
Authors
Year of
Publications
Statement
Palinscar and Brown (1984)
Reciprocal Teaching, based on the explanation greater than, has
many advantages. It provides clear teaching through direct
instruction that can make understandable what will the
students do in reading learning process
Piaget (1994)
Piaget’s view is that learners must be self-initiated and actively
involved in learning. In reading comprehension, teachers must
be able to model good behavior of reading with understanding
so that learners will ultimately take responsibility for their own
learning
Bruner’s (1960)
Reciprocal teaching is based on Bruner’s constructivism or
discovery learning theory. According to Bruner’s, theory on
constructivism encompasses the idea of teaching and learning
as an active process and through applying reciprocal teaching
method teacher develop critical thinking where students
learning are able to new idea based on what their current
knowledge is as well as their previous knowledge
7. Research Methodology:
Conduct Interview
Reconnaissance
Meet With HM
Cycle 04
Cycle 02
Cycle 01
Cycle 03
Observational checklist
Conduct workshop
Develop reading corner
Collect data
Post assessment of
Reciprocal Teaching
9. Time Spain:
S/No Date Action Place Data collection
Tool
Reflection
01 19-9-2019 Reconnaissance
Primary P.C
Urdu section
school attached
with G.E.C.E
(W) hyd
Interview
Questionnaire
Tool
I have visited PC primary school.
First I meet with HM (miss Surya)
than I told about my research topic
and its importance, after that asking
some question about Reciprocal
teaching method
02
2-10-2019
3-10-2019
18-10-2019
Cycle 01
Primary P.C
Urdu section
school attached
with G.E.C.E
(W) hyd
Observational
checklist
I was observe and analyze the
teacher information about the
reciprocal strategies and also
observed the way of teachers that
they was apply RT strategies during
teaching English Reading,
03
23-10-2019
28-10-2019
Cycle 02
Primary P.C
Urdu section
school attached
with G.E.C.E
(W) hyd
Conduct workshop
I will conduct workshop in which I
will be present my research topic to
the teachers of P.C Urdu section
school. After conducting workshop I
will take reflection to the teachers
about how RT helpful to the
Teachers and students and what
they have learnt through the
workshop.
10. 04 30-11-2019 to
5-11-2019
Cycle 03
Primary P.C Urdu
section school
attached with
G.E.C.E (W) hyd
Develop Reading corner
I will conduct workshop in
which I will be present my
research topic to the teachers of
P.C Urdu section school. After
conducting workshop I will take
reflection to the teachers about
how RT helpful to the Teachers
and students and what they
have learnt through the
workshop.
11. Findings:
reconnaissance stage result indicated that teachers not have awareness about
Reciprocal Teaching Method but Indirect manners teacher know some things
about RT strategies.
After observation researcher identify that Teachers read Students in the
traditional way they not use those strategies that help the students to
comprehend the text meaning.
When conducting workshop, in this stage findings indicate that teachers share
some problem that related to the students reading they said that mostly students
not have interest during the reading because students not understand the second
language.
12. Conclusion:
It has been concluded that Reciprocal Teaching Method is one of reading
comprehension methods that encompasses four activities (predicting, questioning,
clarifying, and summarizing).This method appears to be the most appropriate for
students because it provides high order thinking instructional strategy that can
make the students fully engaged in reading learning process. This study focused
that if the teachers are used this method so teach the students in effective manner
then definitely would be possible to develop critical thinking and comprehension
skills of the students. This research purpose to give an suitable information and
awareness to teacher that how improve reading in English subject.
13. Recommendation:
Primary school teachers should apply and use the Reciprocal teaching
Method when she teach English subject reading
Teachers should polish the ability of students in Reading comprehension
skills not ignoring their talent and abilities.
Teacher should be motivate the students during reading because each student
right to read and write in a correct manner
Teachers and prospective teachers should study this method because this
research helpful to the teachers and trainers
14. References:
Galloway, C. A. (2001). Vygotsky's learning theory. In M. Orey (Ed.), Emerging perspectives
on learning, teaching, and technology. Available
Website:http://projects.coe.uga.edu/epltt/index.php?title=Vygotsky%27s_constructivism
Bruner. (1961). INSTRUCTION: APPLYING BEHAVIORAL,COGNITIVE, AND
CONSTRUCTIVIST APPROACHES. 373.
bruner's. (n.d.). Bruner’s Theory on constructivism. Retrieved 2019, from http;//www.teach-
nology.com
Palincsar, A. S. (1984). Reciprocal teaching of comprehension fostering and comprehension
monitoring activities. Cognition and Instruction .
salvin. (1994). Retrieved 2019, from Reciprocal teaching - eric:
http;//files.eric.ed.gov>fulltext/EJ10883607.pdf