It is understood that language cannot be instructed in the Second Language classroom. It has to be reviewed to make them effective and learner friendly. In an environment where Second Language learning scenario has undergone a paradigm shift, the learner’s idea is to be changed and greater attention is to be given to the learning process. For this, the cultural domain of the l... ... middle of paper ... ...Yet exploratory research on learner’s strategy use needs to apply more carefully defined, reliable categories before it can point to targets for more controlled based classroom research in teaching English as a SL.
Also, teachers need to establish predictable classroom routines and procedures. Students can put their focus on content and activities when they know what to expect and are familiar with classroom routines. Teachers model routines and procedures by creating opening and ending procedures, procedures for distributing materials, positing agendas and schedules. It is important to keep in mind that ELs bring creative, capable minds which can process higher-order thinking and learning although those minds need strategic support, explicit instruction, and positive reinforcement to further promote learning. In the ELL classroom, several effective methods will promote and foster English acquisition, include modeling, rate of speech and wait time, use of nonlinguistic cues, giving instructions, and encouraging development of L1.
Teachers can use these notes to make better choices that impact student learning. These observations and interactions will also help us learn about other cultures. Having the opportunity to observe and interact with the students will equip you with information that cannot be learned from a book. “Culture consists of values, traditions, worldview, and social and political relationships created, shared, and transformed by a group of people bound together by a common history, geographic location, language, social class, religion, or other shared identity” (Nieto & Bode, 2008). Now that we have identified the characteristics of culture in the definition provided above, we can discuss the upbringing of the student I chose for my observation.
As a teacher in a classroom, I would do this by implementing active-learning strategies wherever possible, such as inquiry-based activities or real-world problem solving related to what the students know. In teaching students through this constructivist approach, with its emphasis on critical-thinking, I believe that students ' gain an essential skill for lifelong learning: 'adaptive expertise ', which is '[...] the ability to apply meaningfully-learned knowledge and skills flexibly and creatively in different situations. ' (Durmont et al. 2010, p. 84) Not only do they form the basis for lifelong learning, a constructivist-classroom that encourages critical-thinking naturally elicits greater social interactions through discussion and collaboration; an essential part of an education which produces active and
An example of an emotive role would be that of a friend or rival, a role that could potentially be sensitive or touchy. Finally, maturational would define those roles that we learn as we grow up or mature. Some examples of maturational roles are mother/daughter, adult/adult, or child/child. The author’s main point is that “We teachers should provide our students with enough English (a) to recognize the role-intentions of others, and (b) either to complement those roles or to counter them with personally-desired ones” There are many possible ways to incorporate these role-playing ideas into the classroom. One idea that came to mind would be to do what I call ‘ Script Mix Up’.
The interview with the learner corroborated my belief that using one method is a hazard in providing decent language education as well as the teacher saying that methods are to be used as a guideline, but are in need of extra material that does apply to the time and context the learners are expected to study. Works Cited Barcroft, J. (2004). Second language vocabulary acquisition: A lexical input processing approach. Foreign Language Annals, 2(73) Hixson, J.
Even so, I do believe that open-ended questions can be very beneficial as an aid to learning if they are asked properly. Research Question How does the use of questioning strategies in a whole class setting improve student understanding of conic sections? Literature Review There are many different types of questions. The questioning strategy the teacher adopts will depend on the subject, topic, student comprehension and foreknowledge, and the goal of the lesson. The teacher’s questioning strategy can help students obtain understanding and see connections as they work toward solutions to problems.
According to University of Hawai’i Manoa, developing student learning outcomes “helps students learn more effectively and make clear what students should expect from their educational experience”. For example, it is very important that teachers must show, read out, or write the learning outcomes on the board at beginning of lesson so that student can always refer and look at it to expect what they are going to learn and gain from the lesson. Not only that but, with the help of the teachers and the guiding questions and activities will help the students achieve the lesson outcomes. According to Goucher College, writing a lesson outcome “increased student awareness of their own learning which give students a way to think and talk about what they have learned and make it easier for students to “know what they know” and give them a language to communicate what they know to others. For example, when teacher give questions and activities for students to do, it should be questions and activities that will facilitates students learning and help them met the outcomes.
Linking instruction and assessment is critical to effective learning. Educators should provide students with various options for learning that include: different ways to learning (style and time), di... ... middle of paper ... ...re provided with ample opportunities to demonstrate their abilities. MI theory is used as formal and informal assessment in the classroom to allow students to be grasp and understand concepts. The use of multiple types of assessments in the classroom yield richer and more qualitative information about a child's achievement. If the ultimate goal is student learning, then there is a place for both standardized testing and authentic assessment using the MI theory in today's classroom.
Concerning these, Bloxham and Boyd (2007) argued that “for assessment to function in a formative way that supports students’ future learning, the findings have to adjust teaching”. For the case of practice learning, it helps mentors to get a clearer view of where learners are experiencing difficulties and they can adjust their support and guidance provided to the learners. This is supported by Black and William (1998) who suggested that assessment becomes ‘formative’ when the evidence is actually used to adapt the teaching to meet the needs of students or by the students themselves to change the way they work at their own learning. Formative assessment seeks to present learners with explicit goals or outcomes of instruction, to help them assess their current position in relation to these goals, and to equip them with the tools to bridge the gap between the two. Thus, effective formative assessment must help students answer the following questions: 1.