Strategies for teaching
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The document provides strategies for teaching English, including using pair work in small groups, focusing on interesting topics that engage students, and accounting for different learning styles. Teachers should consider each student's learning style and use a variety of materials like pictures and flashcards. They should also base activities on real-world situations relevant to students. Overall, the strategies emphasize keeping students engaged through small group work, relatable topics, and accounting for individual learning preferences.
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This document provides teaching strategies for elementary and middle school levels. It recommends (1) frequently reviewing previously learned content with questions and connecting new lessons to past lessons, (2) promoting on-task behavior by starting and transitioning lessons efficiently to maintain attention, and (3) monitoring academic progress during lessons and independent work by checking understanding and applicability of skills. It also discusses rituals, routines, respect, team building, and time on task.
Selection and use of instructional material
This document provides principles for selecting and using instructional materials effectively in the classroom. It emphasizes that instructional materials should supplement, not replace, the teacher. Teachers should choose materials that best achieve their instructional objectives and consider using a variety to engage different types of learners. It is important to check that any technology or materials will function properly before class. Finally, the document outlines best practices for utilizing instructional materials, such as learning how to operate them, providing context, and reviewing the learning experience.
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This document discusses different types of educational events: workshops, panels, and symposiums. It provides details on their objectives, procedures, scopes, and uses. Workshops involve groups of 10-25 people sharing interests or problems to improve skills through discussion. Panels involve experts discussing topics in front of audiences to provide information from different perspectives. Symposiums serve to inform audiences, crystallize opinions, and help arrive at decisions or understanding on issues. The document outlines the cognitive and skill objectives, procedures, and topics that these events aim to address.
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The document discusses the proper use of instructional materials. It recommends following the PPPF acronym: Prepare yourself, Prepare your students, Present the material, and Follow up. Teachers should know the lesson objectives, have a plan for how to proceed and evaluate learning. Students should be prepared by setting expectations and providing guide questions. Presentation of materials should be done under the best conditions to avoid running out of time unprepared. Instructional materials can help teachers achieve learning objectives if used effectively.
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This document provides teaching strategies for elementary and middle school levels. It recommends (1) frequently reviewing previously learned content with questions and connecting new lessons to past lessons, (2) promoting on-task behavior by starting and transitioning lessons efficiently to maintain attention, and (3) monitoring academic progress during lessons and independent work by checking understanding and applicability of skills. It also discusses rituals, routines, respect, team building, and time on task.
Selection and use of instructional material
This document provides principles for selecting and using instructional materials effectively in the classroom. It emphasizes that instructional materials should supplement, not replace, the teacher. Teachers should choose materials that best achieve their instructional objectives and consider using a variety to engage different types of learners. It is important to check that any technology or materials will function properly before class. Finally, the document outlines best practices for utilizing instructional materials, such as learning how to operate them, providing context, and reviewing the learning experience.
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This document discusses different types of educational events: workshops, panels, and symposiums. It provides details on their objectives, procedures, scopes, and uses. Workshops involve groups of 10-25 people sharing interests or problems to improve skills through discussion. Panels involve experts discussing topics in front of audiences to provide information from different perspectives. Symposiums serve to inform audiences, crystallize opinions, and help arrive at decisions or understanding on issues. The document outlines the cognitive and skill objectives, procedures, and topics that these events aim to address.
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The document discusses guidelines for effective use of instructional materials. It recommends following the acronym PPPF which stands for Prepare yourself, Prepare your students, Present the material under the best possible conditions, and Follow up. It also lists Robert Gagne's nine instructional events and notes that instructional materials should be used to achieve learning objectives, not as a replacement for an effective teacher.
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For pre-k students, normal classroom teaching always seems to be boring. So, now the teachers are creating classroom themes for making their classes interesting. The classroom themes can give a certain excitement of anticipation from week to week for learning new subjects without having any difficulties. Go through the following slide to know about the contribution of classroom themes for creating an effective lesson plan for pre-k students.
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The document provides guidance for educators on organizing their classroom and teaching plans. It emphasizes the importance of preparation, understanding students, and creating a positive learning environment. Key points include:
1) Educators should focus on organization, preparation, and creating a dynamic learning environment to facilitate student learning. This involves knowing the subject matter, identifying necessary materials, and setting the tone on the first day.
2) Understanding individual students through profiles and discussions helps tailor instruction and promote motivation. Factors like age, gender, ethnicity, and interests should inform how information is presented.
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The document discusses guidelines for effective use of instructional materials. It recommends following the acronym PPPF which stands for Prepare yourself, Prepare your students, Present the material under the best possible conditions, and Follow up. It also lists Robert Gagne's nine instructional events and notes that instructional materials should be used to achieve learning objectives, not as a replacement for an effective teacher.
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The document contains responses from higher ability students on what teachers can do to create challenge, explain things clearly, and help students learn better. Some of the key strategies mentioned include:
1) Letting students be self-motivated and offering help when needed, while also challenging students with extension questions and frequent topic tests.
2) Using worked examples, clear explanations, and checking for understanding while allowing independent practice.
3) Varying lesson structure and content, providing engaging activities, and revisiting topics to reinforce learning.
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1) The document discusses guidelines for selecting and using instructional materials effectively. It emphasizes that the materials must contribute to learning objectives and be appropriate for students.
2) It recommends preparing oneself, students, and materials according to the PPPF framework: Prepare, Present, Follow up. Teachers should understand objectives and have a lesson plan.
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This document provides tips for creating effective presentations in the classroom. It recommends including interactive components, visual and hands-on elements to engage all types of learners. Presenters should be enthusiastic and keep students involved with activities like quizzes. Consistency is important so students recognize patterns. Teachers should be aware that students learn differently, through visuals, audio, or hands-on experiences. The document also provides suggestions for appropriate presentation technologies and tips for structuring presentations with openings, activities, and conclusions.
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DEVELOPING TEACHING STRATEGIES AND TECHNIQUES WITH BEGINNER STUDENTS AT UNIDA...UNIVERSIDAD MAGISTER (Sitio Oficial)
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. – 2014.
How To Motivate Students
This is a workshop to demonstrate how riveting motivating students in the interlearning process is. Just some aspects to be considered in the classroom management
Ppp23
This document discusses the selection and use of materials for English language lessons. It emphasizes that teachers should use a variety of materials to engage different learning styles and keep students interested. These may include authentic materials adapted for the classroom, as well as materials created by students, which helps motivate them. Both textbooks and other resources have advantages and limitations, so teachers should supplement and adapt materials to meet their students' specific needs.
Taller planning 09 primaria
The document provides guidance for English language teachers on lesson planning. It discusses key concepts in lesson planning such as objectives, materials, activities and assessment. It provides examples of different parts of a lesson including warm-up, presentation, practice and production. It also outlines principles for planning such as variety, flexibility and considering the needs of students, school and community. Guidelines are given for developing clear instructions and checking student comprehension.
Examining the effectiveness of some creative teaching techniques used at the ...
This document summarizes a study that examined the effectiveness of creative teaching techniques used in an English language classroom at a university in Macedonia. The study found that using creative lessons, such as role playing interviews and debates, had positive effects on student motivation, participation, and learning. Previous research also supports the benefits of creative teaching, noting it can encourage original thinking, risk-taking, and establish a positive learning environment. The author concludes that creativity and motivation are important for improving language instruction and should be regularly applied.
Position paper milton...eulicer
This document discusses the importance of materials in teaching English as a foreign language. It outlines several materials that teachers can use, including pictures, videos, authentic materials, chalkboards, dictionaries, and social networks. Teachers must carefully select materials that are appropriate for their students' ages, levels, knowledge, and contexts. A variety of materials should be used to avoid boring students. Social networks and technology can be useful resources when incorporated appropriately.
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Strategies for teaching
- 2. PAIR WORK O One of the most successful strategies to teach English is to keep students working on groups. But be careful it should not be a big group.
- 3. INTERESTING TOPICS O Try that most of the things you are going to teach are related with the students’ interest. Topics that hook the learners could provide a better opportunities for then to learn.
- 4. Learning styles O One of the most important things to take into account is that each student has its own way of learning, so you have to find the way to involve all of them in the process
- 5. THE MATERIAL O Use materials that caught the attention of the learner’s such as: flash cards, pictures, and so on…
- 6. REAL SITUATIONS O A powerful tool you can use to keep students engage with the activities is to teach them through activities that are based on real situations or things that could happen in their real context.
- 7. DIFFERENT LEARNING STYLES O One of the most important things to bear in mind is that each student has its own way to learn, so you should try to include most of them to make the learning process for your student easier.