Teacher Inquiry
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The document examines using a balanced approach to vocabulary instruction in the classroom. It discusses using a variety of strategies, like word walls and creative videos, to help students better understand and remember new vocabulary words. A study found that this balanced approach was effective, as students reported feeling more comfortable with vocabulary and having a deeper understanding when exposed to words in multiple ways, such as a creative video to illustrate a concept.
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2) It explains that mastering vocabulary is essential for learning a language.
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1) Presenting new words using visuals, gestures, context, and other techniques like dictionaries.
2) Helping students remember words through review games, memorization games with classmates, and socio-affective activities.
3) Ensuring students make words their own through personalized vocabulary records, creative writing using new words, and finding words in other materials.
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The document summarizes a research study on exploring gender inclusive language through Krashen's theory of language acquisition among teachers in San Guillermo Elementary. The study found that teachers have a strong understanding of gender inclusivity but only a slight awareness of gender sensitivity. It also found that teachers are highly employing Krashen's monitor and affective filter concepts in teaching English. The proposed course of action to strengthen gender inclusive language skills includes seminars, workshops and implementing projects to promote its use in teaching.
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Deeper learning approaches include problem based learning, project-based learning, challenge based learning, and inquiry-based learning. These approaches encourage creative problem-solving and actively implementing solutions. Studies show deeper learning approaches can lead to stronger academic outcomes, better attendance, lower dropout rates, and higher graduation and college attendance rates. Deeper learning is most commonly used at the K-12 level because it incorporates real-world problems and builds critical thinking skills.
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This document presents research on the use of questioning strategies to develop speaking skills for English learners at the B1 level. The researcher observed English lessons at a school to identify the learners' levels and teaching methods used. Questionnaires were used to gather learners' perspectives on speaking lessons and teachers' perspectives on strategies used. The researcher then held lessons using questioning strategies and administered another questionnaire to evaluate the lessons. The goal was to determine how questioning strategies influence B1 learners' speaking abilities and identify the best ways to teach speaking skills to this level.
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The document discusses using goal setting to help adult English language learners take control of their learning. It describes two case studies where teachers implemented goal setting activities. In the first case study, teachers had students at a community organization complete questionnaires about their English use and goals. In the second case study, teachers gave an ESP class a weekly questionnaire to set goals and strategies for independent study. The document concludes that having students actively set and track goals can increase autonomy and help them get more from independent study.
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During the 2016-2017 school year, it became apparent to me that my students at Watkins Overton High School in Memphis, TN, might enjoy a greater sense of academic achievement if they had a better understanding of what was required to receive a rating of Proficient or Advanced when their artifacts are assessed. In the Audio/Visual Production field, these artifacts are almost always something the student must create. I am specifically interested in improving their commercials and public service announcements. Although, high school students have a lot of competing interests, providing rubrics for assignments would give them a way to focus their energy when completing projects and provide a way for them to assess the quality of their own work before submitting it for assessment. Their attention to detail and quality has further implications for post-secondary success. Rallying behind the mantra, Destination 2025! In the year, 2025, our school district’s goal is to have 80% of graduates, college and career ready, 90% graduating on time and 100% of college and career ready graduates will enroll in post-secondary opportunities (Shelby County Schools, n.d.). What tools can I actively use to help my students get the advantage in life and become champions at work? The purpose of this paper is to determine can developing and utilizing rubrics with my high school A/V Production students help improve the quality of their films for public service announcements and commercials. These are my Next Steps.
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This document summarizes an action research study that aimed to motivate high school language learners in Thailand using Computer-Assisted Language Learning (CALL) technology and a Communicative Language Teaching (CLT) approach. The study had three goals: to confirm the use of CLT and CALL in motivating learners, to improve student motivation in language learning through the interventions, and for the researcher to explore teaching skills and earn a master's degree. The study used qualitative and quantitative methods including interviews, observations, and pre- and post-tests with 19 students to analyze the impact of the CALL and CLT interventions over 10 weeks. The roles of various theories in the study and measures to ensure credibility and ethical treatment of participants are
Scaffolding to Improve Student Learning
Thank you for sharing. Let's continue our discussion in a constructive manner.
Naf powerpoint july9-2010_v5
This document outlines techniques for using student voices and data-driven decision making to improve schools. It discusses Photolanguage, an innovative process using black and white photos to stimulate reflection. Data-in-a-Day is also introduced, which involves collecting data from multiple stakeholders over the course of a day to facilitate dialogue about improvement strategies. Guidelines are provided for analyzing data to identify themes, determine program effectiveness, and guide decisions. The goal is for evaluators and schools to work collaboratively to understand challenges and make ongoing improvements based on consensus.
Oral Language Assessment In The Classroom 20080415
This document discusses approaches to assessing students' oral language skills in the classroom. It describes using oral language profiles to track students' development of communicative competence over time through informal observations and structured tasks like book talks and group discussions. These assessments provide information to guide teaching and help students set goals. The key is using varied, developmentally appropriate measures in natural settings and involving students in understanding the evaluation criteria.
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The document describes the Metacognitive Model of Strategic Learning proposed by Chamot in 1999. The model organizes learning strategies to help students and teachers. It consists of four metacognitive processes - monitoring, problem solving, planning, and evaluating. Various strategies are described for each process, such as setting goals and self-management for planning, taking notes and talking through tasks for monitoring, using resources to solve problems, and checking goals and evaluating strategies for evaluation. Teachers are encouraged to explicitly teach these strategies to help students develop conscious control over their learning.
Article . ihtsham
1) The study investigated differences in language learning strategies between male and female students. It found that female students tend to use memory, cognitive, affective, meta-cognitive, and compensation strategies more than male students. However, male students tended to use communication strategies more than female students.
2) Interviews with students supported the results from the questionnaire. Female students reported using memory, cognitive, affective, meta-cognitive, and compensation strategies more, while male students reported using communication strategies more.
3) The conclusion was that gender differences exist in language learning strategy use, with females using most strategies more than males except for communication strategies, which males tended to use more.
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