Methodology
Which is an example of "Learner-Centered-Teaching"?
a. Lecture for 40 minutes, assign a worksheet for homework.
b. Students read the textbook to understand the topic, then do the assignment.
c. Students look at an example sentence, find the error and attempt to explain it. The teacher provides positive feedback on their ideas and confirms/denies the explanations. In the end, ss form the correct answer.
c. Students should be responsible for their learning rather than only receive information.
What does it mean to "think about your thinking process"? Is it important to reflect in this way?
a. evaluation
b. metacognition
c. task-based teaching
d. look back
b. metacognition
yes!
Which scenario is DEmotivating for a student?
Teacher notices a lot of mistakes in a student's verbal response in class, so he...
1. thanks her for the response and makes a mental note of the major errors the student used. Later in class, he quietly explains a few of the student's errors to her with a smile.
2. corrects all the errors for the class to hear once the student finshes.
1. Be sure to not deflate your students, but rather encourage them to keep trying and responding. Mistakes are part of learning to communicate in a new language!
Spelling words in English out loud while simultaneously using sign language for the letters is an example of catering to:
a. kinesthetic learners
b. visual learners
c. audio learners
a. kinesthetic- learn by doing or movement
To teach about irregular past tense verbs, the interaction goes like this:
teacher: "What day was yesterday?"
Students: "Yesterday was Monday.".
T: Exactly! What is the verb?
SS: was
T: Right again! Is the verb "was" in the present or past?
SS: Past
T: Wow! You are so smart! It is in the past...but it doesn't have 'ed'. Hmm. Why not? Some verbs are "Irregular"
This is a good example of:
a. sequencing
b. scaffolding
c. question leveling
b. scaffolding. The T presented the familiar (Old) example so ss can realize they already use it. Then T makes the connection with the topic of the day "irregular verbs".
old knowledge BEFORE new knowledge!
(This builds ss confidence!)
An approach that aims to achieve communicative competence rather than linguistic competence through learner interaction.
a. Question Leveling
b. Information Processing Model
c. Communicative Language Teaching
c. Communicative Language Teaching
using the language is MORE IMPORTANT than being grammatically correct in this approach.
How can you best encourage/implement metacognition with your students?
a. Keep and store their tests after they take them.
b. Trade and grade activities.
c. Explicitly ask them to give you a number 1-5 with how much of class they feel they understood.
c. Ask them to auto-evaluate their learning. They can become responsible to checking what they understood.
What are the two types of motivation?
intrinsic (internal)
extrinsic (external)
What are the four skills that you can practice when teaching English?
1. writing
2.
3.
4.
writing
speaking
listening
reading
What should a good lesson plan include?
Examples:
timing, resources, activities, materials needed, objectives, modifications for high/low
Put the questions in order from lowest to most advanced level:
a. If you had ten sisters, how would you like to play with them?
b. How do you play with your sister?
c. Do you play with your sister?
c-1
b-2
a-3
I teach for 45 minutes and ask if there are any questions with the last 2 minutes of class. Usually there are none. Is this the best approach to engage students?
No. You need to include the students in their own learning. Engage them interaction, call and response, etc.
1. What are some internal motivations for teachers?
2. What are some external motivations for teachers?
1. love students, love sharing knowledge, value education, etc.
2. Money, promotion, boss and coworkers look to you for advice, necessary step to something else (increase English to take the TKT)
List two activities which would be "tasks" in the task-based learning approach.
create their own game and play, song, venn diagram, dialogue, etc.
Worksheets, fill-in-the-blanks, etc are NOT tasks. They are exercises.
Exercises ARE important. They should be used before assigning a task to help teach the language.
Tasks reinforce the language learned and require students to use it in a more natural (communicative) way.
How can you teach to overcome students' "barriers to using English"?
a. Use interactive instruction (movement, different activities, call and response)
b. Use think Write pair share. Ask a questions. Student write the answer in their notebook, then tell their neighbor what they wrote, then raise their hand to share with the class.
c. ask a question and call on a student to answer who is nervous to speak.
a and b
Also, smile at ss when they feel scared to speak. Let them speak it in your ear and you share when it is CORRECT with the class to praise them and increase their confidence!
What are the benefits of Task Based Learning? (Using tasks, not just tests or worksheets)
*Requires communication to complete the task. Students are talking and LISTENING in English (if you require it).
*Uses interaction to fill in the gaps in knowledge and language skills.
* Allows the students to produce something as a result of their communication. There is a sense of ownership. Accomplishment. Success.
*Encourages more critical thinking. Students move towards Level 2 and Level 3 questions.
Requires more than rote memorization. These tasks require manipulating the langu
Many of the students don’t pay attention, and they quietly talk to each other. The teacher ignores the noise and speaks to the students who are listening. Finally, she reprimands the one student who talks the most. The student stops talking for a minute or two, but starts talking again. She does this a couple times with different students. She doesn’t get angry and continues to explain, trying to draw students’ attention through occasional questions. How does this teacher get her students to stop talking and pay attention?
Use more activity management so students are too busy participating in activities to talk.
Reinforce the good behavior with a reward. Keep consequences for bad behavior consistent.
1. Be firm with students at the start; you can relax later.
2. Get silence before you start speaking to the class.
3. Know and use the students’ names.
4. Prepare lessons thoroughly and structure them firmly
5. Be mobile; walk around the class.
6. Start the lesson with a ‘bang’ and sustain interest and curiosity.
7. Speak clearly.
8. Make sure your instructions are clear.
9. Have extra material prepared (eg. for slower-/faster-working students).
10.Look at the class when speaking, and learn how to ‘scan’ (keep an eye on what
is going on in all parts of the room).
11. Make work appropriate (to students’ age, ability, cultural background).
12.Develop an effective questioning technique.
13.Develop the art of timing your lesson to fit the available period.
14.Vary your teaching techniques.
15.Anticipate discipline problems and act quickly.
16.Avoid confrontations.
17.Clarify fixed rules and standards, and be consistent in applying them.
18. Show yourself as a supporter and helper to the students.
19.Don’t patronize students; treat them with respect.
20.Use humor constructively.
21.Choose topics and tasks that will activate students.
You have a wide range of levels in your classroom. Take this level 1 question and make a level 2 and level 3 question for your middle and more advanced ss to answer.
Level 1: Is Canada north of the United States?
Level 2:
Level 3:
Examples
Level 2: Where is Canada located?
Level 3: Where would you move Canada if you could?
The Information Processing Model speaks both to how a learner takes in language information and how they process it mentally. Short term and long term memory are both involved in language learning. How can teachers help get English knowledge into our students long-term memory?
repeat, reuse, and recycle in the same year, keep using the language learned in unit one all throughout the year.
the spiral method- Learn a concept gradually, a little at a time. Come back to the same topic in different years in a more profound way. Go more in depth each time.
You have a wide mix of learning styles among your students. What is an activity that you can do that would best suit each type of learning style to present past tense verbs?
1. auditory learners
2. visual learners
3. kinesthetic learners
1. explain the grammar of adding ed. Students practice repeating and making their own.
2. Show the students many examples of adding ed on the board. Use flashcards to practice.
3. Have a pile of notecards. Learners match cards as one base verb and one "ed' card to make all the past tense verbs. (manipulate something tangible)
What are common student barriers to using English?
shame, fear, lack confidence, no knowledge, Believe they can’t, etc.
The curriculum is grammar based. Teacher starts the year with simple present tense and moves through simple past tense and simple future tense. The students take tests to check that they can use this grammar correctly. Most of the students can make correct sentences, but not many students volunteer to speak or respond to my questions in class. They can pass a multiple choice test, but can NOT have a conversation in English. Is there another good way to conduct class?
Use the Communicative Language Teaching approach to encourage English interaction.
How can a teacher motivate their students?
- Use Cognitive hooks: figure out what they like and use it in class.
- offer controlled choices: you can do this activity or this one.
- Balance difficulty: activities should be challenging, but achievable by all students.
- Make learning special.
- create win-win situations: everyone who completes xyz will get xyz reward rather than only the first person/group to finish.
What is something we have learned in this course you plan to implement into your own teaching this year?
___?
You have a struggling student in class. What do you do as the teacher?
1. assess/diagnose the problem: Is it motivation, barriers to language, knowledge, learning style, etc?
2. adjust your teaching style, approach to benefit the student.