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This document discusses using storytelling to teach listening skills in a foreign language classroom. It covers the benefits of storytelling, stages of listening, methodology including interviews and surveys, results and analysis of student preferences for stories, suggested classroom activities, and conclusions about strategies for improving listening skills through engaging stories.
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The document proposes a K-12 education plan focused on meeting student needs. It discusses analyzing learning needs, establishing learning objectives, identifying gaps, and determining how to help students progress from their starting point to the desired destination. It also covers adapting instructional plans, monitoring effectiveness, learning styles, comprehensive input/output, language acquisition vs learning, autonomy, integrated evaluation domains, minimum achievements, understanding by design, TESOL standards, cooperative learning, cognitive science, Finland's education success, and quality circles for staff training. The overall goal is to develop a plan to help students improve skills and meet learning goals through an effective instructional approach.
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This document provides an agenda for a listening skills workshop. It includes sections on macroskills, listening phases (pre-listening, while-listening, post-listening), categories of skills (receptive like listening and reading, productive like speaking and writing), and strategies for each listening phase. The pre-listening section suggests using brainstorming, visuals, and problem-solving activities to prepare students. While-listening has teachers monitoring students as they listen and complete tasks. Post-listening focuses on checking understanding through discussion, creative responses, and reflection.
Mª Aránzazu Porteiro SuáRez
The document outlines the 5-step work sequence for a project and then compares the advantages and disadvantages of various classroom resources including class libraries, skills practice books, teacher resource books, websites, video, and games. It notes that class libraries encourage reading but the language may be too simple, skills books focus on individual skills but may not fit the coursebook, and websites provide variety but it can be difficult to find the right material for learners.
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This document outlines the Teaching Proficiency through Reading and Storytelling (TPRS) method for teaching foreign languages. TPRS uses a combination of reading, storytelling, and interactive questioning to help students learn in a comprehensible way. It discusses key steps and techniques in TPRS like introducing vocabulary, asking questions to co-create a story with students, reading passages, lesson planning, assessment, and addressing common questions about implementing the method.
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These slides are from a workshop, led by Dr Mina Vasalou and Dr Laura Benton (UCL Knowledge Lab), and present a critical evidence-based approach to evaluating reading games developed as part of a research study undertaken by the iRead Project. During the workshops participants had the opportunity to share their own experiences using games with pupils with dyslexia as well as trial, evaluate and discuss several commercial reading games for themselves using the iRead analytic framework. They also heard about the findings from the iRead study and the upcoming school pilot.
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The document discusses flaws in traditional English language learning methods and proposes solutions from Qooco. Current methods have large student-teacher ratios, rely on static textbooks, and do not improve speaking skills. As a result, Asian students arrive at Western universities poorly prepared to communicate. Qooco offers an innovative technology platform with interactive content, live instruction at learning centers, and video call tutors. This provides personalized feedback and a more effective solution to developing English communication skills.
Communicative Classroom
This document discusses effective communication skills for teachers. It emphasizes using interactive teaching methods like pair work, group work, asking questions to elicit student responses, and incorporating technology. Good communication involves clear instructions, active listening, appropriate body language, and making students feel comfortable participating. The document provides tips for areas teachers may want to improve like involvement of students and use of collaborative learning tools. Overall it promotes developing strong language and interaction skills to engage students in the learning process.
A study on the use of neuroeducational techniques to help students with atten...
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Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.Classroom research
1) Classroom observation is a common technique for collecting data in classroom research that allows researchers to study behaviors and events in the second language classroom setting.
2) When conducting classroom observations, researchers must consider issues like the observer effect, maintaining objectivity, obtaining permission, and developing coding schemes or adapting existing schemes.
3) Action research, which is more oriented toward teacher and learner development, is another type of classroom-based research that teachers can undertake to identify and address problems through intervention and evaluation.
Differentiated Insruction (english)
The document discusses techniques for differentiating instruction when teaching English as a foreign language. It provides examples of how to differentiate based on content, tasks, support, products, learning styles, interests and other factors. Some key ideas include differentiating content by using texts of varying levels of difficulty, tasks by varying the complexity and open-endedness of questions, and support provided through modeling, scaffolding and grouping. The document emphasizes that differentiation involves providing students choice and a variety of instructional approaches rather than focusing on weaknesses.
Leones rules
The document outlines 4 class rules for students to follow: using appropriate communication skills, staying on task, respecting each other, and respecting personal and school property. Examples of both following and not following the rules are provided. Consequences for not complying with rules include detention, suspension, or expulsion, while positive consequences include good grades and privileges.
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Topic (2)
- 2. PROBLEM
- 3. JUSTIFICATION
- 4. LITERATURE REVIEW Storytelling in a foreign language Benefits, stages
- 6. Stages of the listening Pre-listening While-listening Post-listening
- 7. Activities for listening Using pictures, charts True or false Identify Listen for mistake
- 8. METHODOLOGY INTERVIEW Expert Open questions SURVEY Students Closed questions
- 9. RESULT AND ANALYSIS DO YOU LIKE STORIES? When the teacher tells a story, what would you like to see? What kind of stories do you like?
- 10. Suggested Classroom Activities Fables Fairy Tales Legend
- 11. CONCLUSIONS AND RECOMENDATIONS The listening skill is not a difficult skills. Enhances teachers and students suitable activities to improve this skill. Strategies Interesting stories Materials