Techniuqes and materials
•Download as PPTX, PDF•
0 likes•14 views
The document discusses techniques and materials for language lessons. It identifies a variety of techniques that can be used, from controlled manipulative techniques to free communicative techniques. It also discusses how to evaluate and adapt textbooks and other materials to meet lesson objectives. Key factors for evaluating materials include checking their alignment with course goals, students' backgrounds, approaches, language skills, content, quality, sequencing, vocabulary, and social/linguistic factors. The document emphasizes adapting existing materials where possible rather than creating everything new.
Report
Share
Report
Share
Recommended
The role of materials dudly
Materials play an important role in English for Specific Purposes (ESP) courses by exposing learners to language, supporting learning, and motivating students. There are several types of materials, including paper-based resources, audio/video, computers, and real objects. Effective materials present authentic language, maximize language exposure, involve learners cognitively, and are challenging yet achievable. Teachers can select existing materials, be creative with available resources, modify activities, and supplement materials to best meet learners' needs. Learner-generated materials like framework activities can also enhance learning.
Materials Evaluation
Данный файл Power Point содержит презентацию "Materials Evaluation", созданную в 2011 г. 751 группой в рамках курса "Профильное обучение иностранному языку".
What this module is about
This module aims to help elementary school teachers gain knowledge and understanding of various approaches, methods, strategies and techniques for achieving learning objectives in English. It discusses the communicative language teaching approach, best practices for beginning reading instruction, and strategies for teaching comprehension skills. The objectives of the module are for teachers to be able to identify, describe, and implement different approaches and methods using effective strategies to achieve learning goals in English.
2009 二上論文寫作期刊上台報告
1) The study examined the effects of a strategic reading component delivered through an online learning environment on the reading comprehension and strategy use of first-year English language students.
2) Students in the experimental group who completed the online strategic reading component showed statistically and practically significant improvements on reading tests compared to the control group.
3) At-risk students in the experimental group significantly increased their reading scores and use of reading strategies.
Selecting and grading product orientated syllabus
This document discusses product-oriented or grammatical syllabuses. It explains that product-oriented syllabuses focus on the knowledge and skills learners should gain through instruction. They are based on grammatical structures and organize language learning around the sequencing of grammatical items from simple to complex. The document also discusses different approaches to selecting and grading grammatical structures in a syllabus and compares analytic and synthetic methods.
M.Ed Teacher Education's Topic-Flanders interaction analysis
This document provides an overview of Flanders' Interaction Analysis Categories (FIAC) system for analyzing classroom interactions. It discusses the theoretical assumptions behind interaction analysis, focusing on the role of verbal communication between teachers and students. The core of FIAC is a 10-category coding system that classifies all verbal classroom behaviors into teacher talk, student talk, or silence/confusion. The document outlines the specific categories in FIAC and the procedures for observation, which involve an encoder recording behavioral codes and an analyst interpreting the coded data matrix.
Planning for instructional technology revised
The document discusses how technology can help teachers meet school improvement goals of increasing engagement, differentiating instruction, and using formative assessments. It provides examples of technologies like Kahoot, Padlet, QR codes, assistive technologies, and formative assessment tools that can help with these goals. The goal is for teachers to strategically use technology to engage and improve learning for all students by providing multiple ways to demonstrate understanding and scaffolding instruction based on student needs.
Ell classroom walkthrough_obs
The document provides a checklist for observing English language learner classrooms with sections scoring instruction, student engagement, and teacher behaviors. Instruction is scored on a scale of 0-3 for how evident strategies are like using visuals and academic language. Student engagement scores how much time students spend responding individually, in pairs, or as a group. Teacher behaviors are scored on classroom management, pacing, and checking for understanding. The goal is to evaluate English learner instruction, participation, and teaching quality for a total possible score of 51 points.
Recommended
The role of materials dudly
Materials play an important role in English for Specific Purposes (ESP) courses by exposing learners to language, supporting learning, and motivating students. There are several types of materials, including paper-based resources, audio/video, computers, and real objects. Effective materials present authentic language, maximize language exposure, involve learners cognitively, and are challenging yet achievable. Teachers can select existing materials, be creative with available resources, modify activities, and supplement materials to best meet learners' needs. Learner-generated materials like framework activities can also enhance learning.
Materials Evaluation
Данный файл Power Point содержит презентацию "Materials Evaluation", созданную в 2011 г. 751 группой в рамках курса "Профильное обучение иностранному языку".
What this module is about
This module aims to help elementary school teachers gain knowledge and understanding of various approaches, methods, strategies and techniques for achieving learning objectives in English. It discusses the communicative language teaching approach, best practices for beginning reading instruction, and strategies for teaching comprehension skills. The objectives of the module are for teachers to be able to identify, describe, and implement different approaches and methods using effective strategies to achieve learning goals in English.
2009 二上論文寫作期刊上台報告
1) The study examined the effects of a strategic reading component delivered through an online learning environment on the reading comprehension and strategy use of first-year English language students.
2) Students in the experimental group who completed the online strategic reading component showed statistically and practically significant improvements on reading tests compared to the control group.
3) At-risk students in the experimental group significantly increased their reading scores and use of reading strategies.
Selecting and grading product orientated syllabus
This document discusses product-oriented or grammatical syllabuses. It explains that product-oriented syllabuses focus on the knowledge and skills learners should gain through instruction. They are based on grammatical structures and organize language learning around the sequencing of grammatical items from simple to complex. The document also discusses different approaches to selecting and grading grammatical structures in a syllabus and compares analytic and synthetic methods.
M.Ed Teacher Education's Topic-Flanders interaction analysis
This document provides an overview of Flanders' Interaction Analysis Categories (FIAC) system for analyzing classroom interactions. It discusses the theoretical assumptions behind interaction analysis, focusing on the role of verbal communication between teachers and students. The core of FIAC is a 10-category coding system that classifies all verbal classroom behaviors into teacher talk, student talk, or silence/confusion. The document outlines the specific categories in FIAC and the procedures for observation, which involve an encoder recording behavioral codes and an analyst interpreting the coded data matrix.
Planning for instructional technology revised
The document discusses how technology can help teachers meet school improvement goals of increasing engagement, differentiating instruction, and using formative assessments. It provides examples of technologies like Kahoot, Padlet, QR codes, assistive technologies, and formative assessment tools that can help with these goals. The goal is for teachers to strategically use technology to engage and improve learning for all students by providing multiple ways to demonstrate understanding and scaffolding instruction based on student needs.
Ell classroom walkthrough_obs
The document provides a checklist for observing English language learner classrooms with sections scoring instruction, student engagement, and teacher behaviors. Instruction is scored on a scale of 0-3 for how evident strategies are like using visuals and academic language. Student engagement scores how much time students spend responding individually, in pairs, or as a group. Teacher behaviors are scored on classroom management, pacing, and checking for understanding. The goal is to evaluate English learner instruction, participation, and teaching quality for a total possible score of 51 points.
Teacher-Teacher Collaboration in Higher Education: EFL Teachers' Professional...
Recently teacher - teacher collaboration as means of professional development has gained a lot of importance. However, data driven research of how collaboration takes place particularly in the Saudi Arabian EFL context is nonexistent. Based on this premise, this empirical study presumes that is first of its kind to investigated the effect of collaborative initiatives on English as foreign language teaching and learning in higher education. To this end, 15 teachers of intensive English program at a private university in Saudi Arabia took part in the study and data was obtained over the period of 2 semesters. A lab classroom was used to conduct needs based Collaborative Learning Sessions (CLSs) and teacher interaction was kept informal. The success of this initiative was assessed with a help of a survey, interestingly results showed significant interest among the participants and positive outcomes of collaborations. The qualitative data analysis also revealed suggestive feedback for further facilitation of such ingenuities. Implications for educational practitioners and prospects of future research are discussed.
Communication and classroom interaction
The document discusses concepts of communication including definitions from Aristotle and Edger dale. It describes communication cycles having four components: a sender, message, medium, and receiver. The steps of communication are listed as ideation, encoding, transmission, decoding, and response. Types of communication include speaking, writing, and visualizing. Classroom interaction and interaction analysis are introduced, with Flanders's interaction analysis category system described as a process to observe and categorize teaching and learning patterns. The 10 categories of Flanders's interaction analysis are defined.
Tutorials
The document discusses tutorials in distance education. It defines tutorials as an important component of distance learning that supports students' learning needs. It describes different tutorial styles, such as telephone tutorials, face-to-face tutorials, synchronous and asynchronous online tutorials. It also discusses the role of tutorials in various open universities around the world and critical factors for effective tutorials, such as tutor preparation, conduct, and activities. Finally, it analyzes research on student expectations of tutorials and infrastructure needs to support high-quality tutorial programs.
Approaches and procedures for teaching grammar
This document outlines five approaches to teaching grammar: consciousness-raising, explicit knowledge, implicit knowledge, deductive approach, and inductive approach. It also describes a five-step procedure for teaching grammar that includes building student knowledge of a rule, eliciting rule functions, practicing the rule, checking student comprehension, and expanding their knowledge. The goal is to develop both declarative and procedural grammatical knowledge through focused instruction and communicative exercises.
Textual Enhancement
This document discusses using textual enhancement to improve grammar learning. Textual enhancement involves manipulating text, such as underlining, bolding, or italics, to make grammatical forms more noticeable. The goal is to draw learners' attention to linguistic patterns without explicit instruction. The document provides background on the difference between input (what learners are exposed to) and intake (what is processed in the mind). It also discusses theories that noticing and understanding grammatical rules is important for second language acquisition. Textual enhancement is presented as an implicit, external method of input enhancement aimed at helping learners notice grammatical patterns in context.
Novel teaching method and its implementation
This document discusses various teaching methods including problem solving, microteaching, discussion, and demonstration methods. It provides characteristics of good teaching methods such as providing varied experiences, allowing creative expression, and promoting student interest. The problem solving method involves identifying and defining problems, formulating hypotheses, testing through experiments, interpreting results, and drawing conclusions. Microteaching teaches small units to small groups in short time periods and requires skills like introduction, explanation, and stimulus variation. Discussion and demonstration methods are interactive and visual ways to communicate ideas and concepts to students.
Assessing Task-based Language Teaching
This document discusses approaches to assessment in task-based language teaching. It outlines key concepts like the differences between evaluation, assessment, and testing. Assessment in task-based language teaching should reflect what has been taught through direct, performance-based measures rather than indirect tests. Both direct and indirect assessments have benefits, as do criterion-referenced and norm-referenced tests. Task-based assessment requires learners to complete authentic language tasks. The purposes, techniques, and criteria for assessing learner performance in task-based language teaching are also covered.
Flander’s interaction analysis
Flander's interaction analysis is a technique for analyzing classroom interactions between teachers and students. It involves encoding verbal exchanges into categories to quantify dimensions like communication, coordination, and integration. Flander developed 10 categories to classify teacher talk, student talk, and silence. The process involves an observer encoding exchanges in real-time, then decoding the data through matrices to analyze proportions of interaction types and identify constructive vs vicious interaction cycles. Advantages include providing teachers feedback to improve instructional quality and measuring social-emotional climate.
Cert-YE-Al-Hebshi
The document provides a trainer assessment sheet for Dr. Mohamed Al-Hebshi who delivered a training course on participatory monitoring and evaluation. He received an overall score of 86 out of a maximum of 100. The assessment found that Dr. Al-Hebshi took an interactive, participant-oriented approach and prepared well-structured training with clear objectives. He delivered content in a lively manner using various presentation methods and facilitated productive discussions.
The relationship between Language testing & SLA
there is the study of contributions which these two descipline could have about each other in implementation of rules & theories and in the relm of research they can help each other
Practica educativa ii chapter 4 harmer
Approach refers to theories of language learning, method is the practical application of an approach using techniques and procedures. Techniques are specific classroom strategies while procedures are ordered sequences of techniques. Common historical approaches include grammar-translation which focused on grammar rules and sentence translation, the direct method which used only the target language, and audiolingualism which used repetition for habit formation. Later approaches include communicative language teaching focusing on language use, the lexical approach emphasizing vocabulary chunks, and student-centered dialogic methods.
Presentation trial ml
This document outlines the requirements for a multimedia presentation to persuade stakeholders of the importance of supporting comprehension instruction. It instructs the presenter to:
- Explain at least two research-based comprehension strategies used by students and two instructional strategies used by teachers that are effective for grades 4-6.
- Support why these strategies are most effective and cite learning resources and research.
- Explain how cognitive and affective aspects inform comprehension, again citing learning resources and research.
- Describe a lesson from the week and identify the comprehension strategy and instructional strategy, considering students' needs.
- Differentiate between comprehension strategies and instructional strategies.
- Submit the 5-8 minute presentation by the deadline
Presentation trial ml
This document outlines the requirements for a multimedia presentation to persuade stakeholders of the importance of supporting comprehension instruction. It instructs the presenter to:
- Explain at least two research-based comprehension strategies used by learners and two instructional strategies used by teachers that are effective for grades 4-6.
- Explain why these strategies are most effective and support recommendations with research.
- Explain how cognitive and affective aspects inform comprehension, supporting the position with research.
- Describe a lesson from the week and identify the comprehension strategy and instructional strategy, considering classroom needs.
- Differentiate between comprehension strategies and instructional strategies.
Presentation trial ml123
This document outlines the requirements for a multimedia presentation to persuade stakeholders of the importance of supporting comprehension instruction. It instructs the presenter to:
- Explain at least two research-based comprehension strategies used by learners and two instructional strategies used by teachers that are effective for grades 4-6.
- Explain why these strategies are most effective and support recommendations with research.
- Explain how cognitive and affective aspects inform comprehension, supporting the position with research.
- Describe a lesson from the week and identify the comprehension strategy and instructional strategy, considering classroom needs.
- Differentiate between comprehension strategies and instructional strategies.
Learning A Second Language with Multimedia Materials
The document discusses instructional approaches for language minority students. It recommends using a multimedia approach that guides what students notice in words, sentences, passages and images through teacher feedback. Another strategy is a multimedia glossary for problematic vocabulary. Teachers can scaffold student comprehension by using advance organizers and graphic organizers to show links between concepts. Students benefit when they have control over how content is presented and can access supports like text-to-speech programs. Teachers must be aware of differences between home and school learning and show respect for students' first languages to create a supportive environment.
The nittygritty of language testing
This document discusses principles of language testing that test constructors should consider. It defines key terms like validity, reliability, practicality, authenticity, and washback/backwash. Validity refers to a test measuring what it intends to measure. Reliability is consistency of scores. Practicality considers resources. Authenticity matches real-world tasks. Washback/backwash is the influence of testing on teaching and learning. The document provides details on each principle to guide test construction.
Esl 235jass
A syllabus is defined by various scholars as specifying the content and objectives of what is to be learned, the sequencing of learning, and as a framework for carrying out learning activities. There are two main types of syllabuses: Type A focuses on predetermined content and objectives, while Type B takes a more experiential approach that immerses learners in real communication. Syllabuses can also be categorized based on their content, including structural, situational, notional/functional, skill-based, and task-based syllabuses.
Aac in-classroom---observing-the-classroom-environment
This document provides a procedure and framework for observing classroom environments to determine how to support students who use augmentative and alternative communication (AAC). The framework examines learning contexts, teacher communication behaviors, classmates' communication behaviors, and the student's own communication behaviors. Observers use this framework to identify supports and changes that could help students who use AAC participate more fully in the classroom.
Flanders interaction analysis ppt
Classroom interaction analysis is a technique used to record and analyze verbal and nonverbal interaction between teachers and students during lessons. It can capture both quantitative and qualitative aspects of a teacher's communication behavior. Classroom interaction is divided into two parts - verbal interaction, which can be direct or indirect, and student talk or silence, and nonverbal interaction. The analysis provides a way to study how teachers and students communicate in the classroom.
Programmed instruction in education
PROGRAMMED INSTRUCTION
Introduction:
Programmed Instruction method of teaching is an autocratic and individualised
strategy. Its main focus is to bring desirable change in the cognitive domain of the learner‟s
behaviour. The responses of the learner are strictly controlled by the programmer. Susan
Markle Susan Meyer Markle (1928–2008) was an American psychologist defines it as “a method of designing a reproducible sequence of instructional events to
produce a measurable and consistent effect on behaviour of each and every acceptable
student”.
The origin of modern programmed instruction is from the psychology of learning and
not from technology. It is an application of „operant conditioning‟ learning theory to teaching
–learning situations. It got historical momentum only after the publication of “The Science of
Learning and Art of teaching” articles by B.F. Skinner in 1954.
Programmed Instruction is a highly individualised instructional strategy for the
modification of behaviour. Besides instructional purpose, it can also be employed as a
mechanism of feedback device for improving teaching efficiency. Under this mode of
instruction, the student is active and proceeds at his own result. However, the Physical
presence of teacher is not essential in this strategy.
Definition:
“A progressively monitored, step-by-step teaching method, employing small units of information or learning material and frequent testing, whereby the student must complete or pass one stage before moving on to the next.”
“A method of teaching in which the information to be learned is presented in discrete units, with a correct response toeach unit required before the learner may advance to the next unit.”
Major objectives of Programmed Instructions are:-
• To help the student to learn by doing.
• To provide the situation to learn at his own pace.
• To help student to learn without the presence of a teacher.
• To present the content in a controlled manner and in logically related steps.
Purpose of programmed instructions are:-
• To manage human learning under controlled conditions.
• To promote learning at the pace of the learner.
• To present the material in small pieces.
• To provide quicker response
Major principles of Programmed Instruction are:-
1) Principle of Small Step.
2) Principle of Active Responding
3) Principle of Immediate confirmation.
4) Principle of Self - Pacing
5) Principle of Student - Testing.
Mind Mapping The nature of approaches and methods in language teaching
• The nature of approaches and methods in language teaching
• Constituents and Categories of Methods
INTRODUCTION TO TEACHER EDUCATION/ INSTRUCTIONAL TECHNIQUES
A buzz session is a classroom technique where students are divided into small groups to discuss an issue or task. Each group works simultaneously in the same room, creating a "buzzing" noise. To conduct a buzz session, the teacher divides students into groups in advance or on the spot, specifies each group's task, and allows 20 minutes or less for discussion. Groups then present the results of their discussion. Brainstorming is a related technique where ideas are spontaneously generated and discussed to solve a problem. It can be done individually or in groups, following rules to encourage wild ideas and avoid criticism.
More Related Content
What's hot
Teacher-Teacher Collaboration in Higher Education: EFL Teachers' Professional...
Recently teacher - teacher collaboration as means of professional development has gained a lot of importance. However, data driven research of how collaboration takes place particularly in the Saudi Arabian EFL context is nonexistent. Based on this premise, this empirical study presumes that is first of its kind to investigated the effect of collaborative initiatives on English as foreign language teaching and learning in higher education. To this end, 15 teachers of intensive English program at a private university in Saudi Arabia took part in the study and data was obtained over the period of 2 semesters. A lab classroom was used to conduct needs based Collaborative Learning Sessions (CLSs) and teacher interaction was kept informal. The success of this initiative was assessed with a help of a survey, interestingly results showed significant interest among the participants and positive outcomes of collaborations. The qualitative data analysis also revealed suggestive feedback for further facilitation of such ingenuities. Implications for educational practitioners and prospects of future research are discussed.
Communication and classroom interaction
The document discusses concepts of communication including definitions from Aristotle and Edger dale. It describes communication cycles having four components: a sender, message, medium, and receiver. The steps of communication are listed as ideation, encoding, transmission, decoding, and response. Types of communication include speaking, writing, and visualizing. Classroom interaction and interaction analysis are introduced, with Flanders's interaction analysis category system described as a process to observe and categorize teaching and learning patterns. The 10 categories of Flanders's interaction analysis are defined.
Tutorials
The document discusses tutorials in distance education. It defines tutorials as an important component of distance learning that supports students' learning needs. It describes different tutorial styles, such as telephone tutorials, face-to-face tutorials, synchronous and asynchronous online tutorials. It also discusses the role of tutorials in various open universities around the world and critical factors for effective tutorials, such as tutor preparation, conduct, and activities. Finally, it analyzes research on student expectations of tutorials and infrastructure needs to support high-quality tutorial programs.
Approaches and procedures for teaching grammar
This document outlines five approaches to teaching grammar: consciousness-raising, explicit knowledge, implicit knowledge, deductive approach, and inductive approach. It also describes a five-step procedure for teaching grammar that includes building student knowledge of a rule, eliciting rule functions, practicing the rule, checking student comprehension, and expanding their knowledge. The goal is to develop both declarative and procedural grammatical knowledge through focused instruction and communicative exercises.
Textual Enhancement
This document discusses using textual enhancement to improve grammar learning. Textual enhancement involves manipulating text, such as underlining, bolding, or italics, to make grammatical forms more noticeable. The goal is to draw learners' attention to linguistic patterns without explicit instruction. The document provides background on the difference between input (what learners are exposed to) and intake (what is processed in the mind). It also discusses theories that noticing and understanding grammatical rules is important for second language acquisition. Textual enhancement is presented as an implicit, external method of input enhancement aimed at helping learners notice grammatical patterns in context.
Novel teaching method and its implementation
This document discusses various teaching methods including problem solving, microteaching, discussion, and demonstration methods. It provides characteristics of good teaching methods such as providing varied experiences, allowing creative expression, and promoting student interest. The problem solving method involves identifying and defining problems, formulating hypotheses, testing through experiments, interpreting results, and drawing conclusions. Microteaching teaches small units to small groups in short time periods and requires skills like introduction, explanation, and stimulus variation. Discussion and demonstration methods are interactive and visual ways to communicate ideas and concepts to students.
Assessing Task-based Language Teaching
This document discusses approaches to assessment in task-based language teaching. It outlines key concepts like the differences between evaluation, assessment, and testing. Assessment in task-based language teaching should reflect what has been taught through direct, performance-based measures rather than indirect tests. Both direct and indirect assessments have benefits, as do criterion-referenced and norm-referenced tests. Task-based assessment requires learners to complete authentic language tasks. The purposes, techniques, and criteria for assessing learner performance in task-based language teaching are also covered.
Flander’s interaction analysis
Flander's interaction analysis is a technique for analyzing classroom interactions between teachers and students. It involves encoding verbal exchanges into categories to quantify dimensions like communication, coordination, and integration. Flander developed 10 categories to classify teacher talk, student talk, and silence. The process involves an observer encoding exchanges in real-time, then decoding the data through matrices to analyze proportions of interaction types and identify constructive vs vicious interaction cycles. Advantages include providing teachers feedback to improve instructional quality and measuring social-emotional climate.
Cert-YE-Al-Hebshi
The document provides a trainer assessment sheet for Dr. Mohamed Al-Hebshi who delivered a training course on participatory monitoring and evaluation. He received an overall score of 86 out of a maximum of 100. The assessment found that Dr. Al-Hebshi took an interactive, participant-oriented approach and prepared well-structured training with clear objectives. He delivered content in a lively manner using various presentation methods and facilitated productive discussions.
The relationship between Language testing & SLA
there is the study of contributions which these two descipline could have about each other in implementation of rules & theories and in the relm of research they can help each other
Practica educativa ii chapter 4 harmer
Approach refers to theories of language learning, method is the practical application of an approach using techniques and procedures. Techniques are specific classroom strategies while procedures are ordered sequences of techniques. Common historical approaches include grammar-translation which focused on grammar rules and sentence translation, the direct method which used only the target language, and audiolingualism which used repetition for habit formation. Later approaches include communicative language teaching focusing on language use, the lexical approach emphasizing vocabulary chunks, and student-centered dialogic methods.
Presentation trial ml
This document outlines the requirements for a multimedia presentation to persuade stakeholders of the importance of supporting comprehension instruction. It instructs the presenter to:
- Explain at least two research-based comprehension strategies used by students and two instructional strategies used by teachers that are effective for grades 4-6.
- Support why these strategies are most effective and cite learning resources and research.
- Explain how cognitive and affective aspects inform comprehension, again citing learning resources and research.
- Describe a lesson from the week and identify the comprehension strategy and instructional strategy, considering students' needs.
- Differentiate between comprehension strategies and instructional strategies.
- Submit the 5-8 minute presentation by the deadline
Presentation trial ml
This document outlines the requirements for a multimedia presentation to persuade stakeholders of the importance of supporting comprehension instruction. It instructs the presenter to:
- Explain at least two research-based comprehension strategies used by learners and two instructional strategies used by teachers that are effective for grades 4-6.
- Explain why these strategies are most effective and support recommendations with research.
- Explain how cognitive and affective aspects inform comprehension, supporting the position with research.
- Describe a lesson from the week and identify the comprehension strategy and instructional strategy, considering classroom needs.
- Differentiate between comprehension strategies and instructional strategies.
Presentation trial ml123
This document outlines the requirements for a multimedia presentation to persuade stakeholders of the importance of supporting comprehension instruction. It instructs the presenter to:
- Explain at least two research-based comprehension strategies used by learners and two instructional strategies used by teachers that are effective for grades 4-6.
- Explain why these strategies are most effective and support recommendations with research.
- Explain how cognitive and affective aspects inform comprehension, supporting the position with research.
- Describe a lesson from the week and identify the comprehension strategy and instructional strategy, considering classroom needs.
- Differentiate between comprehension strategies and instructional strategies.
Learning A Second Language with Multimedia Materials
The document discusses instructional approaches for language minority students. It recommends using a multimedia approach that guides what students notice in words, sentences, passages and images through teacher feedback. Another strategy is a multimedia glossary for problematic vocabulary. Teachers can scaffold student comprehension by using advance organizers and graphic organizers to show links between concepts. Students benefit when they have control over how content is presented and can access supports like text-to-speech programs. Teachers must be aware of differences between home and school learning and show respect for students' first languages to create a supportive environment.
The nittygritty of language testing
This document discusses principles of language testing that test constructors should consider. It defines key terms like validity, reliability, practicality, authenticity, and washback/backwash. Validity refers to a test measuring what it intends to measure. Reliability is consistency of scores. Practicality considers resources. Authenticity matches real-world tasks. Washback/backwash is the influence of testing on teaching and learning. The document provides details on each principle to guide test construction.
Esl 235jass
A syllabus is defined by various scholars as specifying the content and objectives of what is to be learned, the sequencing of learning, and as a framework for carrying out learning activities. There are two main types of syllabuses: Type A focuses on predetermined content and objectives, while Type B takes a more experiential approach that immerses learners in real communication. Syllabuses can also be categorized based on their content, including structural, situational, notional/functional, skill-based, and task-based syllabuses.
Aac in-classroom---observing-the-classroom-environment
This document provides a procedure and framework for observing classroom environments to determine how to support students who use augmentative and alternative communication (AAC). The framework examines learning contexts, teacher communication behaviors, classmates' communication behaviors, and the student's own communication behaviors. Observers use this framework to identify supports and changes that could help students who use AAC participate more fully in the classroom.
Flanders interaction analysis ppt
Classroom interaction analysis is a technique used to record and analyze verbal and nonverbal interaction between teachers and students during lessons. It can capture both quantitative and qualitative aspects of a teacher's communication behavior. Classroom interaction is divided into two parts - verbal interaction, which can be direct or indirect, and student talk or silence, and nonverbal interaction. The analysis provides a way to study how teachers and students communicate in the classroom.
Programmed instruction in education
PROGRAMMED INSTRUCTION
Introduction:
Programmed Instruction method of teaching is an autocratic and individualised
strategy. Its main focus is to bring desirable change in the cognitive domain of the learner‟s
behaviour. The responses of the learner are strictly controlled by the programmer. Susan
Markle Susan Meyer Markle (1928–2008) was an American psychologist defines it as “a method of designing a reproducible sequence of instructional events to
produce a measurable and consistent effect on behaviour of each and every acceptable
student”.
The origin of modern programmed instruction is from the psychology of learning and
not from technology. It is an application of „operant conditioning‟ learning theory to teaching
–learning situations. It got historical momentum only after the publication of “The Science of
Learning and Art of teaching” articles by B.F. Skinner in 1954.
Programmed Instruction is a highly individualised instructional strategy for the
modification of behaviour. Besides instructional purpose, it can also be employed as a
mechanism of feedback device for improving teaching efficiency. Under this mode of
instruction, the student is active and proceeds at his own result. However, the Physical
presence of teacher is not essential in this strategy.
Definition:
“A progressively monitored, step-by-step teaching method, employing small units of information or learning material and frequent testing, whereby the student must complete or pass one stage before moving on to the next.”
“A method of teaching in which the information to be learned is presented in discrete units, with a correct response toeach unit required before the learner may advance to the next unit.”
Major objectives of Programmed Instructions are:-
• To help the student to learn by doing.
• To provide the situation to learn at his own pace.
• To help student to learn without the presence of a teacher.
• To present the content in a controlled manner and in logically related steps.
Purpose of programmed instructions are:-
• To manage human learning under controlled conditions.
• To promote learning at the pace of the learner.
• To present the material in small pieces.
• To provide quicker response
Major principles of Programmed Instruction are:-
1) Principle of Small Step.
2) Principle of Active Responding
3) Principle of Immediate confirmation.
4) Principle of Self - Pacing
5) Principle of Student - Testing.
What's hot (20)
Teacher-Teacher Collaboration in Higher Education: EFL Teachers' Professional...
Teacher-Teacher Collaboration in Higher Education: EFL Teachers' Professional...
Learning A Second Language with Multimedia Materials
Learning A Second Language with Multimedia Materials
Aac in-classroom---observing-the-classroom-environment
Aac in-classroom---observing-the-classroom-environment
Similar to Techniuqes and materials
Mind Mapping The nature of approaches and methods in language teaching
• The nature of approaches and methods in language teaching
• Constituents and Categories of Methods
INTRODUCTION TO TEACHER EDUCATION/ INSTRUCTIONAL TECHNIQUES
A buzz session is a classroom technique where students are divided into small groups to discuss an issue or task. Each group works simultaneously in the same room, creating a "buzzing" noise. To conduct a buzz session, the teacher divides students into groups in advance or on the spot, specifies each group's task, and allows 20 minutes or less for discussion. Groups then present the results of their discussion. Brainstorming is a related technique where ideas are spontaneously generated and discussed to solve a problem. It can be done individually or in groups, following rules to encourage wild ideas and avoid criticism.
Running head TITLE IN ALL CAPS1TITLE IN ALL CAPS3.docx
Running head: TITLE IN ALL CAPS 1
TITLE IN ALL CAPS 3
Title
Name
Grand Canyon University: ESL 533
Date
Instructional Strategies for ELLs
Pre-Emergent Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking & Listening
Reading
Writing
Emergent Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking & Listening
Reading
Writing
Basic Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking & Listening
Reading
Writing
Intermediate Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking & Listening
Reading
Writing
References
Include references here if you used any. Remember to hang the references by highlighting and pressing control + T.
Running head: ELL CLASSROOM OBSERVATION 1
7
ELL CLASSROOM OBSERVATION
Title
Name
Grand Canyon University: ESL 533
Date
The Sheltered Instruction Observation Protocol (SIOP)
Observer:
Date:
Grade:
ESL Level:
School:
Teacher:
Class/Topic:
Lesson:
Total Points Possible: (Subtract 4 points for each NA given) _____
Total Points Earned: _____ Percentage Score: _____
Highly Evident
Somewhat Evident
Not Evident
4
3
2
1
0
Preparation
1. Content objectives clearly defined, displayed, and reviewed with students
2. Language Objectives clearly defined, displayed and reviewed with students
3. Content concepts appropriate for age and educational background level of students
4. Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals)
5. Adaptation of content (e.g., text, assignment) to all levels of student proficiency
6. Meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking
Comments:
Building Background
7. Concepts explicitly linked to students’ background experiences
8. Links explicitly made between past learning and new concepts
9. Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)
Comments:
Comprehensible Input
10. Speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners)
11. Clear explanation of academic tasks
12. A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)
Comments:
Strategies
13. Ample opportunities provided for students to use learning strategies
14. Scaffolding techniques consistently used assisting and supporting student understanding (e.g., think-alouds)
15. A variety of questions or tasks that promote higher-order thinking skills (e.g., literal, analytical, and interpre ...
Methods of teaching and learning
The document discusses various teaching and learning methods. It defines teaching as imparting knowledge or skills, while learning refers to acquiring new information. Some key teaching methods discussed include lectures, demonstrations, discussions, seminars, and microteaching. Lectures allow covering a large group but keep students passive. Demonstrations develop observation skills but have limited student participation. Discussions promote problem solving and peer learning but can be time consuming. Seminars stimulate thinking but require extensive preparation. Microteaching simplifies teaching in a controlled environment to improve skills through feedback. The document also examines learning processes and factors that influence effective instruction.
Learning theories 05
Descriptive,Generic,Explain how learning takes place to achieve certain outcomes and Apply to numerous learning situations
Frameworks for teacher training sessions and workshops pdf
The one-off teacher training workshop or seminar continues to thrive for practical and organisational reasons despite widely acknowledged limitations. We will consider ways of overcoming some of the drawbacks and of avoiding an unprincipled, ad hoc approach to such events. Four traditions of teacher training will be surveyed and related to practical frameworks for use when planning workshops or seminars.
Learning trough design and technology
This document outlines the steps in designing instructional technology-based materials. It discusses analyzing learners' characteristics, stating clear instructional objectives, analyzing content, selecting appropriate instructional methods, matching pedagogy with technology, implementing the lesson plan, and evaluating the results. The goals are to ensure materials are specifically designed to meet learning objectives and serve both teachers and students as tools to promote learning. Evaluation of materials and student achievement of objectives is important to improve future lesson planning.
UNIT 3. Learning Thru Design andTechnology
This document outlines the steps in designing instructional materials using educational technology. It discusses analyzing learners' characteristics, stating clear instructional objectives, analyzing content and selecting teaching methods and strategies. A key step is matching pedagogy to the appropriate educational technology. The process involves planning, applying the integration as planned, and evaluating results to improve future lessons that facilitate achieving learning objectives. Overall the document provides guidance to teachers on developing effective technology-integrated instructional materials tailored to students' needs.
Lesson Planning.pptx
This document discusses the Daily Lesson Log (DLL) template that teachers use to plan and log their daily lessons. It describes the basic parts of the new DLL template, including objectives, content, learning resources, procedures, remarks, and reflection. It also defines the different parts of the procedures section, such as reviewing previous lessons, establishing purpose, presenting examples, discussing concepts, developing mastery, and evaluating learning. Finally, it outlines some instructional strategies that teachers can use in their lessons, like direct instruction, indirect instruction, interactive instruction, experiential instruction, and independent study.
Learning Thru Designs and Technology
This document discusses principles for designing effective instructional materials using information and communications technology (ICT). It outlines steps in the design process, including planning, analyzing learners, stating objectives, analyzing content, selecting methods, matching pedagogy with ICT, applying the integration, and evaluating results. Key principles discussed include ensuring materials are specifically designed for educational purposes and objectives, serve as tools for both teachers and students, and specify content, techniques, and teaching modes.
Lecture,discussion, inductive and deductive
This document discusses different teaching methods including lectures, discussions, and deductive and inductive teaching. It provides details on each method such as how lectures can be used to introduce topics but are better suited for lower-level learning, while discussions allow for student participation and analysis. It also contrasts deductive (rule-driven) teaching where teachers explain concepts first before examples, versus inductive (example-driven) teaching where students derive rules from examples themselves. The document provides advantages and disadvantages of each approach.
Introduction to teacher education
The document discusses the lecture-cum-demonstration method of teaching. It involves both lecturing to convey concepts and demonstrating experiments or activities to enhance understanding. The key steps are planning objectives and materials, introducing the lesson, presenting content through demonstration while asking questions, and summarizing on the blackboard. Demonstration makes the content more concrete and engaging for students compared to only lectures. However, it also has limitations like not ensuring all students can practice skills. Tutorial teaching is then described as a follow up method for providing individualized instruction to address student difficulties through small group discussions and assignments.
Tefl
The document defines key terms related to language teaching methodology, including: approach, method, syllabus, technique. It categorizes techniques as being on a continuum from manipulative to communicative, and controlled to free. A taxonomy is provided that sorts techniques based on how controlled or free they are. Finally, the document discusses supporting materials that can be used, including textbooks, other written texts, audio-visual aids, realia, and computer-assisted language learning.
Danielson framework overview syracuse new york pptx copy 2.2003 version
The document provides an overview of the Framework for Teaching and how it can be used to improve teacher evaluation processes. It discusses flaws in typical evaluations and introduces the Framework's four domains and multiple components. Evidence is emphasized as the basis for assessment. The Framework structures evaluation around rubrics and is intended to facilitate collaborative, evidence-based conversations about teaching practice.
Esp section 3 application
This document discusses various aspects of syllabus design and evaluation for English for Specific Purposes courses. It begins by defining different types of syllabi, such as the evaluation, organizational, materials, teacher, classroom, and learner syllabi. It then examines criteria for organizing a syllabus, including by topic, structure, function, skills, situation, or task. The document also explores the role of the syllabus in course design, considering language-centered, skills-centered, learning-centered, and post-hoc approaches. Finally, it covers evaluation, distinguishing between learner assessment through placement tests, achievement tests, and proficiency tests, as well as course evaluation of aspects like needs, syllabus, materials, techniques, testing,
Module five task based learning; project based learning and content based ...
The document discusses task-based language teaching and project work. It describes tasks as activities that use students' available language to solve problems or share experiences. Tasks provide opportunities for negotiation of meaning. The document then outlines a 12-week project where students work in groups to choose a topic, design a questionnaire, collect and analyze data, and present their findings. The project aims to provide authentic language use and motivation while developing students' questioning, presentation, and collaboration skills.
Using clickers in SBCC college classrooms
The document provides information about clickers (also known as response systems) installed in various classrooms at SBCC. It discusses the RF receiver technology that allows clickers to work within a 200 foot range without needing line of sight. It also lists clicker resources for students and faculty, including training and technical support. Benefits of using clickers discussed include increasing student engagement through activities like peer instruction, formative assessment, and contingent teaching. Tips are provided on implementing clickers, along with information on TurningPoint software that allows clicker polling from any application.
domains of human learning
The document discusses three key domains of human learning: cognitive, affective, and motor skills. It then provides classifications and examples for each domain. Specifically, it outlines three levels for the cognitive domain (knowledge, comprehension, application), four levels for the affective domain (receiving, responding, valuing, characterizing), and one level for the motor skills domain (imitation). The document also discusses classifications and appropriate uses of educational technology to support teaching and learning objectives across different domains.
Chapter 6 teaching and distance education
This document discusses key aspects of teaching and distance education, including moving from teacher-centered to student-centered learning, the differences between distance learning and distributed learning, structuring instruction, instructional methods, using a course management system, policy issues, student support, and legal issues like plagiarism.
1.1.-The-Art-and-Science-of-Teaching.ppt
The document discusses different models of teaching including transmission, transaction, and transformation. It also discusses teaching as both an art and a science. Specifically, it emphasizes that teaching requires personal commitment from both instructors and learners. Effective teaching involves transferring skills to new applications and using appropriate instructional methods and techniques. As a science, teaching examines traditional practices and focuses on contexts, goals, learning environments, techniques, and evaluation. Overall, the document presents teaching as a holistic process requiring domain knowledge, flexible belief systems, and consideration of students and instructional design.
Similar to Techniuqes and materials (20)
Mind Mapping The nature of approaches and methods in language teaching
Mind Mapping The nature of approaches and methods in language teaching
INTRODUCTION TO TEACHER EDUCATION/ INSTRUCTIONAL TECHNIQUES
INTRODUCTION TO TEACHER EDUCATION/ INSTRUCTIONAL TECHNIQUES
Running head TITLE IN ALL CAPS1TITLE IN ALL CAPS3.docx
Running head TITLE IN ALL CAPS1TITLE IN ALL CAPS3.docx
Frameworks for teacher training sessions and workshops pdf
Frameworks for teacher training sessions and workshops pdf
Danielson framework overview syracuse new york pptx copy 2.2003 version
Danielson framework overview syracuse new york pptx copy 2.2003 version
Module five task based learning; project based learning and content based ...
Module five task based learning; project based learning and content based ...
Recently uploaded
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
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.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
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
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
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
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Stack Memory Organization of 8086 Microprocessor
The stack memory organization of 8086 microprocessor.
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Recently uploaded (20)
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Techniuqes and materials
- 1. CHAPTER 11 Techniques and Material
- 2. The Objectives Identify a wide variety of techniques that are viable for lesso n. Analyze a number of criteria that would lead to choose or rej ect potential materials for course or lesson. Use guidelines for textbook evaluation to revise,change or a dapt existing materials to better meet stated objectives 01 02 03 Understand the historical of developmet of communicative t echniques and task based instruction. 04
- 3. What is technique? The other terms related to the techniq ue 1 Task It refers to a specialized form of tec hnique or series of techniques close ly allied with communicative curric ula and as such must minimally ha ve communicative goal. 2 Activity Anything that learners do in the cla ssroom 3 Procedure The actual moment-moment techni ques, practices, and behaviors that operate in teaching a language acco rding to a particular methode. 4 Practice, behavior, exer cise,strategy Those appear to refer in varrying degrees of intensity,to what is de fined below as technique.
- 4. Various activities that either teachers or learners perform in the class inclu ding task and activitie.
- 5. Classification Of Technique From manipulation to communication 1) Manipulative side A technique is totally controll by the teacher and requires a predicted response from the students 2) Communicative side Teachers usually put into less controlled role, the students become free tobe creative with their responses and interactions with other students. Mechanical,meani ngful, and communicative drills 1)Mechanical drill It only has one correct response from a student, and have no implied connection with the reality. Repetation drills require for instance that the student repeat a word or phrase whether the student understaand it or not. 2) Meaningful drill It may have a predicted response or a limited set of possible responses, but it is connected to some form of reallity. 3)Communicative drill It offers the student the possibility of an open response and negotiation of meaning . It’s also called from-focused.
- 6. Teacher-centered Manipulative Structured Set Curriculum Classification Of TechniqueControlled to free techniques Predicted Students Respon Preplanned Objectives Controlled to free techniques Student-centered Communicative Open-ended Cooperative curriculum Unpredictable Responses Negotiated objectives
- 8. Controlled Techniques Warming up Mimes,dance,song s,jokes,play Setting Focusing in on lesson topic by verbal or non verbal evocation of the context relevant to the lesson by questioning,or miming, or picture presentation, possibly by tape recording of situation and people. Organizational : Structuring of lesson or class activities includes diciplinary action, organization of class furniture and seating, general procedures for class interaction and performance,structure and purpose of lesson,etc. Reading aloud, translation,dictati on etc.
- 9. Question answer Cued Narative/dialogue Information transfer Information exchange Semi Controlled Techniques
- 11. MATERIALS
- 12. Textbooks Much of the richness of language istruction is derived from supporting materials. The most obvious and most common form of material support for language instruction comes through textbooks. You don’t need to add more stress to your life by trying to create brand-new materials
- 13. TEXTBOOK ADAPTATION ? No teacher’s edition : devise ways to present the content and the exercises of the book to your class Teacher’s edition : use as many of its suggestions as you feel are appropriate..
- 15. Goal of The course Students Backgro und Approac h Languag e skills General content Material quality Sequenc ing Vocabul ary General socialing uistic factor Format Accomp aying material s Teacher’ s guide If your teaching situation allow you to choo se a textbook, you have an exciting but co mplex task ahead of you. Once you have carried out a thorough inv estigation of textbooks using some kind of consistent evaluation procedure, you will be rewarded by having chosen a textbook that best fits all of your criteria. Textbook Evaluation
- 16. Teacher Resource Books Other Student textbooks Realia & Commercially available visual aids Self-made-based visual aids OTHER TEXTS AND VISUAL AIDS
- 17. THANK YOU