1. The document discusses principles of learning put forth by Carl Rogers, including that learning is most effective when it is relevant to students' personal interests and when external threats are minimized.
2. It also discusses Gattegno's "Silent Way" method where the teacher remains silent and allows student-initiated learning through discovery and hypothesis formation.
3. Stephen Krashen's theory of language acquisition is covered, distinguishing between acquisition through meaningful interaction versus conscious learning, and emphasizing the role of comprehensible input and low anxiety environments.
This document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes directions to incorporate at least one technology tool explored in the course and details for phonemic awareness activities. The template has various sections to fill out over the course of sessions, including general information, assessments of students' phonemic awareness, strategies for targeting skills, and reflections. The strategies proposed target skills like syllable segmentation, blending, and manipulation using manipulatives, games, and recordings.
This document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates to plan phonemic awareness lessons incorporating technology tools. It also provides space to reflect on readings, choose linguistic activities to assess students, and analyze a student assessment recording. The templates guide the creation of grade-level plans, selection of assessment procedures and activities, and analysis of a student's phonemic awareness skills.
This document provides guidance on teaching comprehension of nonfiction texts. It discusses the importance of activating background knowledge before reading, using strategies like questioning during reading, and making connections after reading. Specific strategies are modeled, including using graphic organizers like KWL charts, comment cards, and anticipation guides. The document emphasizes the teacher's role in explicitly modeling strategies and encouraging student-generated questions. Overall, it promotes an integrated approach to teaching comprehension that includes preparation, active engagement while reading, and reflection after reading.
Community language learning slide show chater 7Rebaz Ameen
1. The Community Language Learning method considers students as whole persons and aims to reduce anxiety through a counseling approach.
2. The teacher acts as a language counselor, helping students communicate in the target language by providing translations in chunks. Students then create a transcript of the conversation.
3. Throughout the learning process, students work independently and in groups while the teacher facilitates activities focused on communication, reflection, and building community among learners.
This document outlines a final project for a course on supporting phonemic awareness in the classroom. It provides a template for students to develop plans to teach phonemic awareness that incorporate assessment procedures, analysis, activities, and the use of technology tools. The template includes sections for general classroom information, reflections on readings, identifying student strengths and weaknesses based on assessments, developing instructional strategies and activities, connecting activities to standards, integrating technology, and reflecting on learning.
The document discusses reading strategies and techniques for teaching reading. It provides assumptions about the nature of reading, including that readers need to understand some words to understand meaning and construct meaning from both bottom-up and top-down processes. It also outlines guidelines for beginning reading instruction, including starting with letters and their sounds before names. Various reading tasks and activities are proposed, such as pre-reading questions, summarizing, and representing the context through drawings or diagrams. Characteristics of efficient and inefficient reading are contrasted.
This document provides an overview and agenda for a class on critical approaches and post-method era in TESOL. It includes announcements about upcoming events, the planned agenda which involves reading reflections, presentations, and group work. It also shares reflections from students on their readings about mismatches in language teaching and the importance of context-sensitive and practical approaches. The document discusses key aspects of post-method pedagogy including its rejection of a single teaching method in favor of particularity and sensitivity to local context.
Dogme ELT focuses on emergent, conversational language that is driven by students and requires minimal materials. It rejects pre-planned syllabi and standardized testing in favor of negotiation and prioritizing student-generated topics. While low-prep and student-centered, Dogme classes can be low-efficiency and difficult to control, especially for less experienced teachers. It works best in combination with more traditional methods.
This document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes directions to incorporate at least one technology tool explored in the course and details for phonemic awareness activities. The template has various sections to fill out over the course of sessions, including general information, assessments of students' phonemic awareness, strategies for targeting skills, and reflections. The strategies proposed target skills like syllable segmentation, blending, and manipulation using manipulatives, games, and recordings.
This document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates to plan phonemic awareness lessons incorporating technology tools. It also provides space to reflect on readings, choose linguistic activities to assess students, and analyze a student assessment recording. The templates guide the creation of grade-level plans, selection of assessment procedures and activities, and analysis of a student's phonemic awareness skills.
This document provides guidance on teaching comprehension of nonfiction texts. It discusses the importance of activating background knowledge before reading, using strategies like questioning during reading, and making connections after reading. Specific strategies are modeled, including using graphic organizers like KWL charts, comment cards, and anticipation guides. The document emphasizes the teacher's role in explicitly modeling strategies and encouraging student-generated questions. Overall, it promotes an integrated approach to teaching comprehension that includes preparation, active engagement while reading, and reflection after reading.
Community language learning slide show chater 7Rebaz Ameen
1. The Community Language Learning method considers students as whole persons and aims to reduce anxiety through a counseling approach.
2. The teacher acts as a language counselor, helping students communicate in the target language by providing translations in chunks. Students then create a transcript of the conversation.
3. Throughout the learning process, students work independently and in groups while the teacher facilitates activities focused on communication, reflection, and building community among learners.
This document outlines a final project for a course on supporting phonemic awareness in the classroom. It provides a template for students to develop plans to teach phonemic awareness that incorporate assessment procedures, analysis, activities, and the use of technology tools. The template includes sections for general classroom information, reflections on readings, identifying student strengths and weaknesses based on assessments, developing instructional strategies and activities, connecting activities to standards, integrating technology, and reflecting on learning.
The document discusses reading strategies and techniques for teaching reading. It provides assumptions about the nature of reading, including that readers need to understand some words to understand meaning and construct meaning from both bottom-up and top-down processes. It also outlines guidelines for beginning reading instruction, including starting with letters and their sounds before names. Various reading tasks and activities are proposed, such as pre-reading questions, summarizing, and representing the context through drawings or diagrams. Characteristics of efficient and inefficient reading are contrasted.
This document provides an overview and agenda for a class on critical approaches and post-method era in TESOL. It includes announcements about upcoming events, the planned agenda which involves reading reflections, presentations, and group work. It also shares reflections from students on their readings about mismatches in language teaching and the importance of context-sensitive and practical approaches. The document discusses key aspects of post-method pedagogy including its rejection of a single teaching method in favor of particularity and sensitivity to local context.
Dogme ELT focuses on emergent, conversational language that is driven by students and requires minimal materials. It rejects pre-planned syllabi and standardized testing in favor of negotiation and prioritizing student-generated topics. While low-prep and student-centered, Dogme classes can be low-efficiency and difficult to control, especially for less experienced teachers. It works best in combination with more traditional methods.
The document discusses the importance of vocabulary instruction for reading comprehension. It notes that direct vocabulary instruction is needed, especially for subject-specific words, rather than relying only on incidental learning. Effective vocabulary instruction engages students actively in developing their understanding of words through strategies like semantic mapping, involves personalizing learning, immerses students in multiple exposures to words, and builds on multiple information sources. Dictionary use should supplement, not interrupt, the reading process.
This document discusses using writing as a learning strategy in elementary classrooms. It provides examples of how "writing to learn" assignments like learning logs, exit slips, and quick writes can help students recall and clarify what they are learning. Brief writing assignments take less than 10 minutes and can be done in any content area. The document also addresses teaching students to write quality nonfiction pieces using mentor texts, the writing process, and 6 Traits. It emphasizes showing students examples of good writing and having them write frequently across genres.
Developing listening and speaking skills Franaya74
The document discusses developing listening and speaking skills in the classroom. It emphasizes the importance of listening as key to effective communication. Some principles of listening discussed include stopping talking, maintaining eye contact, avoiding distractions, keeping an open mind, and listening for ideas rather than just words. Common problems identified are that students' only interaction with English is in class and they make mistakes when speaking. The document provides tips for activities to improve listening skills, such as games, surveys and paired or group work. It also discusses making speaking class relevant by using current events and problems to promote critical thinking.
This document discusses 10 different language teaching approaches: Grammar-translation Approach, Direct Approach, Reading Approach, Audiolingual Approach, Communicative Approach, The Silent Way, Community Language Learning, Functional-notional Approach, Natural Approach, and Total Physical Response. Each approach is summarized with its key principles and classroom techniques. The document advises teachers to try different approaches and see what works best given their unique classroom and students.
The document discusses classroom management and interaction. It provides options for how teachers can respond in different classroom situations, such as a student not wanting to do an exercise or an activity taking longer than planned. It also discusses how to maximize student interaction, including using small groups, pairs, questions that require longer answers, and listening to students. The goal is for students to have more opportunities to speak with each other rather than just the teacher.
The document discusses several approaches to teaching English as a foreign language, including student-centered, teacher-centered, grammar-translation, direct method, reading, audio-lingual, community language learning, silent way, communicative, functional-notional, total physical response, and natural approaches. Each approach is described in terms of its methods, advantages, and disadvantages. The document provides an overview of the major considerations and guidelines for English language teachers in selecting an approach.
This document provides a template for a cumulative assessment product (CCAP) on developing plans to teach phonemic awareness in the classroom. It includes sections for general information, why phonemic awareness is important, current assessment practices, linguistic components, audio recording examples, conducting a student assessment, analyzing student results, instructional strategies, connecting to standards, using technology, and reflecting on learning. The template is to be completed throughout a training course and submitted for review.
This document discusses the benefits of pair and group work in language learning classrooms. It outlines that pair and group work allows students to speak more, improve their speaking skills, and interact in a more natural way similar to real life. It encourages collaboration and individualized learning. The document then compares traditional classroom teaching to pair and group work, noting that pair and group work allows students to initiate their own exchanges, focus more on fluency than accuracy, and gives the teacher more flexibility. Finally, it provides suggestions for implementing effective pair and group work, such as choosing easy activities, preparing necessary language, providing feedback, and giving examples of everyday pair and group activities.
This document discusses the benefits of pair and group work in language classrooms. It argues that pair and group work (1) allows students more opportunities to speak, (2) improves speaking skills through natural interactions, and (3) encourages a collaborative learning environment. It then compares traditional teacher-centered instruction to pair and group work, noting that pair and group work shifts the focus from accuracy to fluency and gives students more autonomy over their learning. Finally, it provides tips for implementing effective pair and group work, such as choosing manageable activities, providing necessary vocabulary, and giving regular feedback.
This document describes a technique for teaching descriptive writing through visualization and the five senses. The author, Katherine Carter, implemented this technique in her intermediate English class in Namibia. The technique involves: 1) Reading a short story or poem aloud that stimulates the senses, having students underline sensory details; 2) Guiding students to visualize the text and discuss their mental images; 3) Having students visualize and note details about a special place using the five senses; 4) Discussing their places with partners to add more details before writing a descriptive paragraph. The technique aims to engage students and improve writing by activating their background experiences and helping them see vivid images to describe.
TPR Storytelling is a language teaching method that combines elements of TPR and storytelling. It involves introducing vocabulary, telling stories acted out by students, and reading activities. The method provides comprehensive input through repetition and engaging students physically and emotionally in the language. Research supports that this keeps input comprehensible and aids acquisition similar to how children learn their first language.
The document summarizes a lesson given by the author to a 5th year secondary school class. The lesson was based on the communicative language teaching approach and focused on using visual aids, comprehensible input, and pair/group work. Key strategies used included pictures and videos to support a listening activity on food and health. Students participated actively but some challenges remained around student tardiness and managing distracted students. The author felt the organization of activities worked well overall and aims to improve student engagement and time management.
This document discusses and compares four main approaches to teaching beginning readers:
1) The phonics approach teaches letter sounds and blending.
2) The look-and-say method has students recognize whole words through flashcards.
3) The language experience approach uses students' own drawings and words.
4) The context support method uses books with longer sentences on one page and shorter versions on the facing page. All four methods can be combined to engage students and support their reading development.
This document provides a template for a final project on supporting phonemic awareness in the classroom. It includes directions to develop assessment procedures, analysis, and activities incorporating technology and other phonemic awareness strengthening activities. The template has sections for general classroom information, reflections on phonemic awareness readings and assessments, analysis of a student assessment recording, and strategies for instruction.
Pair and group work provides benefits over traditional classroom teaching by allowing students more opportunities to speak actively and freely with each other. It encourages natural language use through interactions like hesitation and unfinished sentences. Students can learn from each other in a lower pressure environment compared to performing alone in front of the whole class. The teacher's role shifts to facilitating student-led exchanges and providing individualized feedback. Effective pair work involves choosing manageable speaking activities, ensuring students have the needed vocabulary, selecting appropriate groupings, and providing regular praise and feedback to students. Sample daily activities include discussing questions together, doing homework as a pair, brainstorming answers before an activity, testing each other, and rehearsing together.
This document discusses various approaches to teaching English as a foreign language (TEFL). It describes 13 different methods: Direct Method, Grammar Translation Method, Audio Lingual Method, Structural Approach, Suggestopedia, Total Physical Response, Communicative Language Teaching, Silent Way, Community Language Learning, Immersion, Task Based Language Learning, Natural Approach, and Lexical Approach. Each method is briefly characterized by its focuses, techniques, and underlying theories of language learning. The document provides an overview of the history and key aspects of different TEFL approaches.
The document provides a template for a final project on teaching phonemic awareness in the classroom. It includes sections for general information, reflections on phonemic awareness assessments and readings, linguistic components, audio recording practice, student assessments, analysis of assessment results, teaching strategies, standards, technology integration, and a reflection. The template is to be completed throughout a six-session course and submitted for review and feedback.
This document discusses content area literacy, which refers to using reading and writing skills to learn information in various subject areas. It explains that content literacy begins early as children read for different purposes like learning, enjoying, and inquiring. The document also outlines strategies for teaching content literacy, such as explicitly teaching text features and comprehension strategies like questioning, summarizing, inferring, and making connections. Teachers should support students in using these strategies when reading informational texts.
The document discusses Benchmark Sample Committees (BSCs) and the need for holistic assessment rather than mechanical assessment in language learning programs. It explains that BSCs were created to implement holistic assessment through Benchmarks and representative language samples, rather than rubrics, in order to best assess student language proficiency rather than just what was taught.
The document provides instructions for setting up a new email account. It explains that the user will receive an email with their username and temporary password. The user then goes to the provided URL to sign in, entering their email address and temporary password. They are prompted to change the temporary password to a new permanent password. Finally, the user can access their email by clicking on Gmail after signing in.
This document provides an overview of curriculum training module #1. It begins by defining what a curriculum is and then discusses some key differences between a conventional ESL curriculum and the INTERLINK curriculum being presented. Specifically, it notes that a conventional curriculum focuses on what content to teach rather than how students learn. In contrast, the INTERLINK curriculum is designed to be student-centered, experiential, pragmatic, interactive, holistic, needs-based, and heuristic to better facilitate learning. The overall goal is to allow teachers to focus on meeting students' needs rather than following a predetermined teaching agenda.
The document discusses the importance of vocabulary instruction for reading comprehension. It notes that direct vocabulary instruction is needed, especially for subject-specific words, rather than relying only on incidental learning. Effective vocabulary instruction engages students actively in developing their understanding of words through strategies like semantic mapping, involves personalizing learning, immerses students in multiple exposures to words, and builds on multiple information sources. Dictionary use should supplement, not interrupt, the reading process.
This document discusses using writing as a learning strategy in elementary classrooms. It provides examples of how "writing to learn" assignments like learning logs, exit slips, and quick writes can help students recall and clarify what they are learning. Brief writing assignments take less than 10 minutes and can be done in any content area. The document also addresses teaching students to write quality nonfiction pieces using mentor texts, the writing process, and 6 Traits. It emphasizes showing students examples of good writing and having them write frequently across genres.
Developing listening and speaking skills Franaya74
The document discusses developing listening and speaking skills in the classroom. It emphasizes the importance of listening as key to effective communication. Some principles of listening discussed include stopping talking, maintaining eye contact, avoiding distractions, keeping an open mind, and listening for ideas rather than just words. Common problems identified are that students' only interaction with English is in class and they make mistakes when speaking. The document provides tips for activities to improve listening skills, such as games, surveys and paired or group work. It also discusses making speaking class relevant by using current events and problems to promote critical thinking.
This document discusses 10 different language teaching approaches: Grammar-translation Approach, Direct Approach, Reading Approach, Audiolingual Approach, Communicative Approach, The Silent Way, Community Language Learning, Functional-notional Approach, Natural Approach, and Total Physical Response. Each approach is summarized with its key principles and classroom techniques. The document advises teachers to try different approaches and see what works best given their unique classroom and students.
The document discusses classroom management and interaction. It provides options for how teachers can respond in different classroom situations, such as a student not wanting to do an exercise or an activity taking longer than planned. It also discusses how to maximize student interaction, including using small groups, pairs, questions that require longer answers, and listening to students. The goal is for students to have more opportunities to speak with each other rather than just the teacher.
The document discusses several approaches to teaching English as a foreign language, including student-centered, teacher-centered, grammar-translation, direct method, reading, audio-lingual, community language learning, silent way, communicative, functional-notional, total physical response, and natural approaches. Each approach is described in terms of its methods, advantages, and disadvantages. The document provides an overview of the major considerations and guidelines for English language teachers in selecting an approach.
This document provides a template for a cumulative assessment product (CCAP) on developing plans to teach phonemic awareness in the classroom. It includes sections for general information, why phonemic awareness is important, current assessment practices, linguistic components, audio recording examples, conducting a student assessment, analyzing student results, instructional strategies, connecting to standards, using technology, and reflecting on learning. The template is to be completed throughout a training course and submitted for review.
This document discusses the benefits of pair and group work in language learning classrooms. It outlines that pair and group work allows students to speak more, improve their speaking skills, and interact in a more natural way similar to real life. It encourages collaboration and individualized learning. The document then compares traditional classroom teaching to pair and group work, noting that pair and group work allows students to initiate their own exchanges, focus more on fluency than accuracy, and gives the teacher more flexibility. Finally, it provides suggestions for implementing effective pair and group work, such as choosing easy activities, preparing necessary language, providing feedback, and giving examples of everyday pair and group activities.
This document discusses the benefits of pair and group work in language classrooms. It argues that pair and group work (1) allows students more opportunities to speak, (2) improves speaking skills through natural interactions, and (3) encourages a collaborative learning environment. It then compares traditional teacher-centered instruction to pair and group work, noting that pair and group work shifts the focus from accuracy to fluency and gives students more autonomy over their learning. Finally, it provides tips for implementing effective pair and group work, such as choosing manageable activities, providing necessary vocabulary, and giving regular feedback.
This document describes a technique for teaching descriptive writing through visualization and the five senses. The author, Katherine Carter, implemented this technique in her intermediate English class in Namibia. The technique involves: 1) Reading a short story or poem aloud that stimulates the senses, having students underline sensory details; 2) Guiding students to visualize the text and discuss their mental images; 3) Having students visualize and note details about a special place using the five senses; 4) Discussing their places with partners to add more details before writing a descriptive paragraph. The technique aims to engage students and improve writing by activating their background experiences and helping them see vivid images to describe.
TPR Storytelling is a language teaching method that combines elements of TPR and storytelling. It involves introducing vocabulary, telling stories acted out by students, and reading activities. The method provides comprehensive input through repetition and engaging students physically and emotionally in the language. Research supports that this keeps input comprehensible and aids acquisition similar to how children learn their first language.
The document summarizes a lesson given by the author to a 5th year secondary school class. The lesson was based on the communicative language teaching approach and focused on using visual aids, comprehensible input, and pair/group work. Key strategies used included pictures and videos to support a listening activity on food and health. Students participated actively but some challenges remained around student tardiness and managing distracted students. The author felt the organization of activities worked well overall and aims to improve student engagement and time management.
This document discusses and compares four main approaches to teaching beginning readers:
1) The phonics approach teaches letter sounds and blending.
2) The look-and-say method has students recognize whole words through flashcards.
3) The language experience approach uses students' own drawings and words.
4) The context support method uses books with longer sentences on one page and shorter versions on the facing page. All four methods can be combined to engage students and support their reading development.
This document provides a template for a final project on supporting phonemic awareness in the classroom. It includes directions to develop assessment procedures, analysis, and activities incorporating technology and other phonemic awareness strengthening activities. The template has sections for general classroom information, reflections on phonemic awareness readings and assessments, analysis of a student assessment recording, and strategies for instruction.
Pair and group work provides benefits over traditional classroom teaching by allowing students more opportunities to speak actively and freely with each other. It encourages natural language use through interactions like hesitation and unfinished sentences. Students can learn from each other in a lower pressure environment compared to performing alone in front of the whole class. The teacher's role shifts to facilitating student-led exchanges and providing individualized feedback. Effective pair work involves choosing manageable speaking activities, ensuring students have the needed vocabulary, selecting appropriate groupings, and providing regular praise and feedback to students. Sample daily activities include discussing questions together, doing homework as a pair, brainstorming answers before an activity, testing each other, and rehearsing together.
This document discusses various approaches to teaching English as a foreign language (TEFL). It describes 13 different methods: Direct Method, Grammar Translation Method, Audio Lingual Method, Structural Approach, Suggestopedia, Total Physical Response, Communicative Language Teaching, Silent Way, Community Language Learning, Immersion, Task Based Language Learning, Natural Approach, and Lexical Approach. Each method is briefly characterized by its focuses, techniques, and underlying theories of language learning. The document provides an overview of the history and key aspects of different TEFL approaches.
The document provides a template for a final project on teaching phonemic awareness in the classroom. It includes sections for general information, reflections on phonemic awareness assessments and readings, linguistic components, audio recording practice, student assessments, analysis of assessment results, teaching strategies, standards, technology integration, and a reflection. The template is to be completed throughout a six-session course and submitted for review and feedback.
This document discusses content area literacy, which refers to using reading and writing skills to learn information in various subject areas. It explains that content literacy begins early as children read for different purposes like learning, enjoying, and inquiring. The document also outlines strategies for teaching content literacy, such as explicitly teaching text features and comprehension strategies like questioning, summarizing, inferring, and making connections. Teachers should support students in using these strategies when reading informational texts.
The document discusses Benchmark Sample Committees (BSCs) and the need for holistic assessment rather than mechanical assessment in language learning programs. It explains that BSCs were created to implement holistic assessment through Benchmarks and representative language samples, rather than rubrics, in order to best assess student language proficiency rather than just what was taught.
The document provides instructions for setting up a new email account. It explains that the user will receive an email with their username and temporary password. The user then goes to the provided URL to sign in, entering their email address and temporary password. They are prompted to change the temporary password to a new permanent password. Finally, the user can access their email by clicking on Gmail after signing in.
This document provides an overview of curriculum training module #1. It begins by defining what a curriculum is and then discusses some key differences between a conventional ESL curriculum and the INTERLINK curriculum being presented. Specifically, it notes that a conventional curriculum focuses on what content to teach rather than how students learn. In contrast, the INTERLINK curriculum is designed to be student-centered, experiential, pragmatic, interactive, holistic, needs-based, and heuristic to better facilitate learning. The overall goal is to allow teachers to focus on meeting students' needs rather than following a predetermined teaching agenda.
The document provides instructions for using an online forum called the Interlink Forum. It describes how to register for an account, log in, navigate through the different sections and boards, start new topics, reply to existing posts, and format text. The forum is intended for communication among teachers at different language centers and includes categories for staff meetings, benchmarks, center discussions, and classroom contributions.
The document discusses providing feedback on a student's writing assignment. It considers various approaches to feedback and identifies some key issues to focus on, such as prioritizing important problems, giving encouragement, having the student do revision work, and tailoring feedback to individual students' needs. The goal is for feedback to help students learn and improve rather than feel discouraged.
The document discusses the role of teachers in facilitating learning. It uses the analogy of a parent teaching a child to ride a bicycle to illustrate that teachers can provide support, encouragement and a safe environment for learning, but cannot impart skills themselves, as learning requires active effort by the student. While teachers can help with affective factors, students themselves must develop the psycho-motor and cognitive abilities required.
This document provides an overview of curriculum training module #1. It begins by defining what a curriculum is and then discusses some key differences between a conventional ESL curriculum and the INTERLINK curriculum being presented. Specifically, it notes that a conventional curriculum focuses on what content to teach rather than how students learn. In contrast, the INTERLINK curriculum is designed to be student-centered, experiential, pragmatic, interactive, holistic, needs-based, and heuristic to better facilitate learning. The overall goal is to allow teachers to focus on meeting students' needs rather than following a predetermined teaching agenda.
1. The document discusses the roles of teachers and learners in the learning process based on the example of a parent teaching a child to ride a bicycle. While a parent may think they are "teaching" the skill, they are actually facilitating the child's learning by providing encouragement, advice, and ensuring safety.
2. The actual learning is done by the child through their own effort, practice, and active participation. No amount of effort by the teacher can impart skills without engagement from the learner.
3. An effective teacher focuses on the affective domain by helping students feel comfortable, motivated, and overcoming obstacles, rather than directly imparting knowledge or skills. Their role is to facilitate conditions for learning.
1. The document discusses principles of learning put forth by Carl Rogers, including that learning is most effective when it is relevant to students' personal interests and when external threats are minimized.
2. It also discusses Gattegno's "Silent Way" method where the teacher remains silent and allows student-led discovery learning, as well as principles of experiential and inductive learning advocated by Krashen and others.
3. Key ideas discussed include focusing learning on the student rather than the teacher, minimizing anxiety, and acquiring language through meaningful use and interaction rather than explicit instruction.
The document outlines the core tenets of an instructional plan, drawing from educational theorists like Carl Rogers and Caleb Gattegno. It discusses that learning is most effective when: (1) relevant to students' interests; (2) external threats are minimized; and (3) self-initiated. The plan focuses on student-centered, experiential learning where students work inductively by using language in context. Drawing from theorists like Krashen and Holt, it emphasizes that students learn best through meaningful use of language and by doing, rather than studying abstract concepts. The role of the teacher is to facilitate learning, provide comprehensible input, and help students become autonomous learners.
This document discusses the importance and process of listening. It identifies 5 stages of listening: receiving, understanding, remembering, evaluating, and responding. At the receiving stage, the listener focuses on the speaker's message. At the understanding stage, the listener attempts to determine the meaning while being aware their own perceptions may differ. The remembering stage involves retaining the message. During evaluating, the listener judges the value of the message. Finally, at the responding stage, the listener provides feedback through their actions. The document also explores top-down and bottom-up listening processes and identifies 16 key listening skills. It emphasizes the importance of listening for both comprehending and acquiring a new language according to theories like Krashen's input hypothesis.
This document discusses different types of learning methods including massed learning, spaced learning, repeated recitation, whole versus part learning, and serial learning. It explains that spaced learning is more effective for long-term retention compared to massed learning which is prone to quick forgetting. Repeated recitation is also beneficial for permanent memory retention. Whole learning is generally superior to part learning up to about 240 lines, but parts may be better for children. Language plays an important role in learning as it facilitates discovery, collaboration and inquiry.
The document summarizes Stephen Krashen's theory of language acquisition, known as the Natural Approach. It was developed by Krashen and Tracy Terrell in 1983. The theory includes five main hypotheses: 1) acquisition vs learning, 2) natural order, 3) monitor, 4) input, and 5) affective filter. The Natural Approach focuses on providing comprehensible input through activities to help students acquire a language naturally without explicit instruction of grammar rules. The teacher's role is to create a low-anxiety environment and use materials to promote meaningful communication and comprehension.
This document is an introduction to a teaching methodology guide for teaching English as a foreign language for public health professionals. It outlines three key principles that guided the development of the course materials: teaching should be learner-centered, learner-driven, and focus mainly on language production for adults. It then describes some classroom teaching techniques like elicitation to draw out responses from learners rather than just telling them answers, and how to handle error correction to avoid demotivating learners. Finally, it discusses ways to check student understanding of vocabulary rather than just asking if they understand, and the benefits of varying classroom interactions like pair work to build confidence.
The Silent Way is a language teaching method developed by Caleb Gattegno that emphasizes using physical objects and problem-solving to teach grammar and vocabulary with minimal spoken instruction from the teacher. The teacher uses gestures and materials like rods and charts to elicit responses from students, who are encouraged to produce as much oral language as possible. The goal is for students to become independent, autonomous learners who can use their existing language knowledge to explore the target language.
The document discusses how students learn best. It notes that students do not all learn in the same way, as Howard Gardner's theory of multiple intelligences outlines. It also discusses Kolb's learning styles and how different students are better suited to different styles, such as concrete experience or abstract conceptualization. The key takeaway is that as teachers, it is important to understand how individual students learn best and design activities that align with their strengths, as this will lead to more meaningful and effective learning. Knowing students well is essential to achieving this.
1. Teachers in all content areas must model reading strategies to help struggling readers become independent learners. They should break down assignments, provide vocabulary support, and highlight textbook features.
2. Students can be grouped based on where they sit in the classroom - those in front tend to value education more, those in middle are more pragmatic, and those in back are more at-risk and disengaged.
3. There are five key areas of reading instruction supported by research: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Teachers must explicitly teach these skills and strategies.
The Natural Approach method was developed by Stephen Krashen and Tracy Terrell in 1983. It is based on Krashen's theories of language acquisition, including the idea that adults can acquire a second language naturally through meaningful interaction alone, without formal instruction. In the Natural Approach classroom, the teacher focuses on meaning over form and does not correct errors. Learners progress through three stages, first developing listening skills, then speaking with errors, and finally extended discourse. The teacher acts as a facilitator and encourages a "silent period" where students listen before speaking. While it creates a low-anxiety environment, the Natural Approach has been criticized for being slow and leaving grammatical development to chance.
This document provides guidance on teaching productive language skills like speaking and writing. It discusses how teachers can focus on all four language systems (vocabulary, grammar, functions, phonology) to help students develop fluency. Speaking is prioritized as it is the skill students most want to develop to communicate when traveling or working. The document outlines the Presentation-Practice-Production (PPP) approach for teaching language skills, with examples for introducing vocabulary, drilling practice, and student production exercises. It also discusses sub-skills like pronunciation, vocabulary, fluency and grammar that teachers can help students improve to develop oral communication abilities. Preparation and choosing engaging topics at the appropriate level are emphasized for effective conversation class planning.
This document discusses strategies for building students' vocabulary and background knowledge. It begins with an anecdote comparing two first grade students, Marco and Nicholas, who visited the same park but had very different experiences due to their backgrounds. Marco had limited experiences and vocabulary, while Nicholas was inquisitive and knew terms like "buffalo" and "bison".
The document emphasizes the importance of explicitly teaching vocabulary using multiple modalities. It also stresses the need to provide opportunities for student talk and discourse to develop thinking. Strategies discussed include asking open-ended questions, giving wait time, listening to students, and using various language registers appropriately. The overall message is that teachers must be intentional in building vocabulary and background knowledge for all
Building and enhancing new literacy across curriculum 1.pdfAnjelaMayHintoloro
1. The document discusses the differences between acquiring a first language and learning a second language. Acquiring a first language is a subconscious process that happens through exposure to the language from a young age, while learning a second language requires more conscious effort.
2. There are different theories on the best way to teach a second language. Some argue the best approach mirrors how children acquire their first language through comprehensible input. Others believe learning requires conscious attention to the language as well.
3. Good language learners and teachers have certain key characteristics. Good learners try new things, aren't afraid of mistakes, and practice whenever possible. Good teachers consider cultural backgrounds, potential language barriers, and provide scaffolding to support
Approach and Methods in TESOL-The Designer MethodsAishianks
The document discusses four language teaching methods: Total Physical Response (TPR), The Silent Way, Suggestopedia, and the Natural Approach. TPR uses physical movements and actions to teach language. The Silent Way relies heavily on silence and gestures from the teacher. Suggestopedia aims to enhance learning through suggestion and a rich sensory environment. The Natural Approach models how humans naturally acquire their first language through a focus on communication over language structures.
The document is a lesson plan created by Mehmet Durmaz for a 50-minute English reading lesson for pre-intermediate level students. The main focus of the lesson is on practicing reading skills like skimming and scanning through a text about birth order. The lesson plan outlines the aims, materials, procedures, and timeline. It includes the reading text and accompanying activity sheets as appendices.
This document discusses the Affective Effective Language Teaching Method (AELTM), which aims to teach English in an effective way by encouraging affective attitudes in students. It summarizes Krashen's theory of second language acquisition and emphasizes reducing anxiety and promoting meaningful interaction. The method considers students' multiple intelligences and uses techniques from suggestopedia and behaviorism. Activities focus on building background knowledge, lowering anxiety, and making learning enjoyable and relaxed. The teacher's role is to create a supportive environment where students feel confident to experiment with the language.
Suggestopedia is a language teaching method developed by Georgi Lozanov that aims to accelerate language learning through the use of suggestion. It relies on building student trust in the method and creating a relaxed environment. The method has three stages: presentation to relax students and introduce material through dialogues accompanied by music, concerts where students memorize the material while listening to music, and practice through role plays and games. Suggestopedia aims to replace negative assumptions about learning with positive ones to help students unlock their full learning potential.
This document discusses humanistic approaches to teaching English as a second language that emerged in the 1970s, including the Silent Way method and Community Language Learning (CLL) method. The Silent Way method, developed by Caleb Gattegno, involves the teacher remaining silent to encourage student problem-solving. CLL, created by Charles Curran, focuses on student interaction and understanding language through collaboration. Both aim to make the student the center of learning rather than the teacher.
1. Constructivist learning theory holds that learning is an active process where learners construct meaning based on their experiences and prior knowledge.
2. Effective teaching utilizes multiple methods to accommodate different learning styles and keeps students actively engaged in constructing their own understanding with guidance from the teacher.
3. Students learn best when they are actively involved in making sense of information themselves, such as by applying knowledge or preparing to teach others, rather than passively receiving information from lectures or readings.
The INTERLINK instructional plan differs significantly from conventional ESL curriculums by focusing on the learner rather than a prescribed list of content to teach. It emphasizes student-centered, experiential, holistic, needs-based, interactive, and heuristic approaches to learning. Rather than being teacher-centered and focusing on discrete grammar rules, the INTERLINK plan individualizes instruction according to students' needs and involves active engagement through discovery and problem-solving.
The INTERLINK program provides intensive English language training on US university campuses to prepare international students for academic study. The program focuses on experiential learning through student-centered, needs-based classes with small class sizes of 8-12 students. INTERLINK offers housing assistance, including options for dorms, homestays, and independent housing. All INTERLINK centers are accredited by the Commission on English Language Accreditation.
Plagiarism involves copying the work or ideas of others and presenting them as one's own. It is a serious offense in academia that can result in punishment. There are various forms plagiarism can take, such as turning in another's work or copying directly from a source without attribution. While teachers work to detect and prevent plagiarism, an overemphasis on punishment can undermine the student-teacher relationship and learning process. It is better to address the root causes of plagiarism, such as students feeling pressure or lacking writing skills/confidence, and encourage original student work. Teachers can help by focusing on the writing process rather than just the final product and fostering students' pride in their own writing abilities.
The document discusses plagiarism and strategies to prevent it. It defines plagiarism and notes its prevalence in academia. It argues that a focus on catching plagiarism undermines the teacher's role, and suggests addressing the root causes instead. Common causes of plagiarism include not understanding it, feeling pressure or inadequacy, and lack of interest. The document recommends emphasizing writing process over product to build students' confidence and engagement in their own work.
The document discusses the Core Project curriculum approach. It emphasizes that Core Projects provide structure through project ideas and guidelines while allowing freedom as they are templates that can be modified. Core Projects are vehicles for language practice and developing skills through authentic communication rather than objects of learning themselves. The teacher takes on an advisory role, diagnosing needs and providing support, while students work actively on project activities and communication.
This tutorial provides an overview of the different online resources and materials available for students, including HTML, Joomla, PDF, and YUDU versions of the student books. It demonstrates how to access and navigate each version, highlighting advantages like interactive features in HTML and full functionality in Joomla. Site Directors are encouraged to familiarize themselves with the resources to train teachers on using them.
The document discusses the role of teachers in facilitating learning. It uses the analogy of a parent teaching a child to ride a bicycle to illustrate that teachers can provide support, encouragement and a safe environment for learning, but cannot impart skills themselves, as learning requires active effort by the student. While teachers can help with affective factors, students themselves must develop the psycho-motor and cognitive abilities required.
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.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, 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.
1. To advance to the next screen, click the left mouse button. To pause or go forward or back or to a specific slide, click the right mouse button, then click Go , and then Slide Navigator . CURRICULUM TRAINING MODULE #3 Mark Feder Director Curriculum and Training
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3. Student-centered teaching is epitomized by Gattegno’s phrase, “the subordination of teaching to learning,” and his dictum, “the student works on the language and the teacher works on the student.” ourworld.compuserve.com/ homepages/g_knott/ #3 Training Module #3 Roger’s principles are consistent with what we know about learning and teaching from the bicycle example and indicate a shift of focus from the teacher to the student. The expression student-centered is used to embody these ideas.
4. The Silent Way demands that students work inductively, discover patterns, and establish hypotheses. #4 Training Module #3 Gattegno’s Silent Way is so named because the teacher remains silent and allows the student to initiate learning and develop criteria of correctness. In antithesis to a deductive approach in which the teacher provides explanations and rules for students to memorize and apply, the Silent Way demands that students work inductively, discover patterns, and establish hypotheses.
5. Learning that is inductive , heuristic , individualized , and needs-based is affectively oriented and places the focus clearly on the learner (student-centered) rather than the teacher – and in Roger’s terms is relevant to the learner. #5 Training Module #3 In the Silent Way, the student’s mind is actively engaged in solving problems and making discoveries (learning heuristically). Because the student initiates and controls the learning, this approach caters to individual needs. The student gets what he or she needs rather than whatever the teacher happens to dish out.
6. The teacher, if he is indeed wise, does not bid you to enter the house of wisdom but leads you to the threshold of your own mind. Khalil Gibran #6 Training Module #3 I cannot teach anybody anything, I can only make them think. Socrates Teaching is the art of assisting discovery. Mark van Doren www.fau.edu/wise/publish.html Heuristic learning or learning through discovery is learning that has real meaning and relevance.
7. Tiger by Bud Blake #7 Training Module #3 Rogers was a great proponent of experiential learning (which he labeled significant learning), that is, learning connected to real-life situations. In the field of language learning, experiential learning indicates learning by using language rather than by studying grammar, vocabulary or other elements of language.
8. “ Not many years ago I began to play the cello. Most people would say that what I am doing is ‘learning to play’ the cello. But these words carry into our minds the strange idea that there exists two very different processes: (1) learning to play the cello; and (2) playing the cello. They imply that I will do the first until I have completed it, at which point I will stop the first process and begin the second. In short, I will go on ‘learning to play’ until I have ‘learned to play’ and then I will begin to play. Of course, this is nonsense. There are not two processes, but one. We learn to do something by doing it. There is no other way.” (Instead of Education, 1976) www.bbc.co.uk/cymru/arolwg2001/ 14-cerddorfa.shtml #8 Training Module #3 Educator and author John Holt provides this insight into experiential learning – learning by doing:
9. #9 Training Module #3 Almond says that the increased popularity of the piano at the turn of the century spawned many “mass-produced teaching systems touted by large publishers” which required the reading of musical notation. The boredom and frustration engendered by a method (now the norm) which stifles creativity, discovery and enjoyment, is responsible for millions of people quitting piano after taking lessons as children. Continuing our musical interlude, consider the thesis of the piano method advocated by Mark Almond in his video lesson Piano for Quitters. Almond suggests that many quit the piano because of conventional teaching methods. Almond’s experiential method stimulates interest and fosters autonomy by enabling learners to make music and experiment after the first 5 minute lesson. The parallels between conventional piano instruction and language instruction that begins with learning about grammar and memorization of vocabulary are obvious. When the learner is deprived of meaningful language use and focuses on exercises, autonomy and engagement are inhibited.
10. I hear and I forget. I see and I believe. I do and I understand. Confucius #10 Training Module #3 You learn to speak by speaking, to study by studying, to run by running, to work by working; and just so, you learn to love by loving. All those who think to learn in any other way deceive themselves. Saint Francis de Sales One must learn by doing the thing. Sophocles Don’t learn to do, but learn in doing. Samuel Butler Skill to do comes of doing. Ralph Waldo Emerson Learning by doing applies not only to music but to all forms of learning.
11. The Acquisition-Learning Distinction acquisition learning similar to child first language acquisition formal knowledge of language “ picking up” a language “knowing about” a language subconscious conscious implicit knowledge explicit knowledge formal teaching does not help formal teaching helps From The Natural Approach , Stephen Krashen and Tracy Terrell, 1983 #11 Training Module #3 Stephen Krashen advocates an experiential approach and distinguishes between acquisition, which he views as a natural and powerful developer of language skills, and conscious learning, which he considers limited and far less significant.
12. According to Krashen, "Acquisition requires meaningful interaction in the target language -- natural communication -- in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding." www.perkowitz.net/ photo/all.html #12 Training Module #3 In other words, learning experientially, learning by doing, is the only practical way to master a foreign language.
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14. Language Acquisition Device The affective filter acts to prevent input from being used for language acquisition. Acquirers with optimal attitudes are hypothesized to have a low affective filter. Classrooms that encourage low filters are those that promote low anxiety among students, that keep students off the defensive. From The Natural Approach , Stephen Krashen and Tracy Terrell, 1983 input filter acquired competence #14 Training Module #3 Another component of Krashen’s acquisition theory is what he terms the affective filter.
15. “ I happened to get [a job] teaching ESL. I had never heard of ESL before…my approach was very casual and low pressure. My method usually consisted of thinking up a topic to talk about, introducing it, and encouraging each student to express her feelings.” The teacher goes on to say that his students’ skills improved and he decided to take up a career in ESL. Feeling guilty about the casual approach of his first class, and attempting to become a truly professional ESL teacher, he adopted a “traditional authoritarian style with the textbook dominant.” He concludes: “ I can look back on these four years and see a gradual decline in the performance of my students…My present style of teaching bypasses the students’ feelings and basic needs, and concentrates on method. I never see successes like those first [students].” From Teaching Languages: A Way and Ways , 1980 #15 Training Module #3 For Krashen, the role of the teacher is to provide students with extensive comprehensible input and to supply affective support. Earl Stevick relates a story supporting this position and affirming his own insistence that in order to learn, students must have a feeling of “primacy in a world of meaningful action.”
16. “ Students learn what they care about . . .," Stanford Ericksen has said, but Goethe knew something else: "In all things we learn only from those we love." Add to that Emerson's declaration: "the secret of education lies in respecting the pupil." and we have a formula something like this: "Students learn what they care about, from people they care about and who, they know, care about them . . . Barbara Harrell Carson, 1996, Thirty Years of Stories No man can be a good teacher unless he has feelings of warm affection toward his pupils and a genuine desire to impart to them what he himself believes to be of value. Bertrand Russell Theories and goals of education don’t matter a whit if you don’t consider your students to be human beings. Lou Ann Walker #16 Training Module #3 Of all the qualities necessary for effective teaching, none is as important as empathy and sincere caring for the student. If methodology gets in the way of such caring, the result is invariably disastrous.
17. #17 Training Module #3 The teacher cannot impart knowledge but can provide a key to how to learn. www.cksc.com / While it appears that the teacher does not teach the actual subject matter but makes it possible for the student to learn it, there is something that the teacher can legitimately be said to teach -- how to be a learner. A good teacher is one who does not feed information but provides the student with the tools to learn, not only for the matter at hand, but for the future.
18. We now accept the fact that learning is a lifelong process … and the most pressing task is to teach people how to learn. Peter F. Drucker #18 Training Module #3 The object of teaching a child is to enable him to get along without a teacher. Elbert Hubbard The greatest sign of success for a teacher ... is to be able to say, “The children are now working as if I did not exist.” Maria Montessori A teacher is one who makes himself progressively unnecessary. Thomas Carruthers A master can tell you what he expects of you. A teacher, though, awakens your own expectations. Patricia Neal The teacher is, in effect, teaching the student to be an independent, autonomous learner capable of enhancing skills outside of the classroom. Being an autonomous learner is especially important in a task as colossal as learning a language, because learning must continue after the language course ends.
19. home.talkcity.com/librettoln/ kayrol/Books.htm Student-centered Experiential Needs-based Inductive Heuristic Individualized Autonomy-focused #19 Training Module #3 We now have some ideas about the nature of learning and teaching to serve as a foundation for our curriculum. We have established that while language learning utilizes cognitive, psycho-motor, and affective elements, teaching deals mainly with affective matters impacting readiness to learn. To open the door to student learning, the curriculum should aim for instruction that is student-centered, experiential, needs-based, inductive, heuristic, individualized, and autonomy-oriented. In the next presentation we will see how these elements come into play in the INTERLINK curriculum.
20. References/Links You must be connected to the Internet for the following links to work. Just click an item and your browser will display the site. Stephen Krashen summary of Krashen’s theories Caleb Gattegno /Silent Way summary of information about Silent Way Humanism in Language Learning full text online of book by Earl Stevick Dissertation online thesis section on affect in language learning Autonomy in Language Learning plenary by David Nunan Second Language Teaching Methodologies ERIC database with many useful links Learning Theories links to articles on virtually all learning theories Theory Into Practice Database explorations in learning and instruction #20 Training Module #3 For additional information on subjects treated in this presentation, visit the web sites below.