Using statistics and avoiding parochialism is what content knowledge is required to have. It is necessary to have content knowledge because content knowledge is the key in succeeding in education. From content knowledge that is essential for slow knowledge, to experimentation and critical thinking, ending with learning to use statistics and avoiding parochialism. To each and every one of these three explanations I gave examples which show why content knowledge is a great factor of learning so you can better understand my point better. All in all, having content knowledge is a major factor in learning.
Since I was endowed with such an abundance of speech, I have taken a strong interest in language, and the numerous ways that it can be used to convey a variety of information. I feel that each student in my education community should be guided toward their highest goals. Every student that walks in the door has the ability to discover a field that interests him/her, and to develop knowledge in that field. It is my job as a teacher to foster each student’s interests, and provide them with the appropriate tools of language that will allow them to succeed in any field, and thus meet their goals. This is quite easier said than done.
Wilkins (1972), an early representative advocate of the communicative approach, clearly indicated that learning vocabulary is as important as learning grammar. Whether the leaner has achieved near native speaking level or not can be judged based upon whether he/she can use and say collocations well. It is argued that lexical competence is at the heart of communicative competence and according to Verhallen&Schoonen (1998), this lexical competence can be a “prediction of school success” (P. 452).Allen (1983) also emphasizes this view stating that “lexical problems frequently interfere with communication; communication breaks down when people do not use the right words” (P. 05). In other statement Wilkins (1974) states, “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. The role of vocabulary is so important that, Lewis(1993) said that "vocabulary is core of language.
With that being said, there are many approaches that teachers are able to take to teach their students in ways that they are able to obtain full knowledge of the subject, referring to grammar. “One way in which we might integrate grammatical systems with the teaching of formulaic sequences would be to first explicitly teach language in chunks and then later look at these as exemplars of particular aspects of grammar. (Jones, page 321)” I agree with the part that teaching formulated sequences in an explicitly manner is one of the best approaches to teaching the subject of grammar. The explicitly teaching manner is where the teacher teaches the subject straight to the point. This teaching strategy allows for a clearer understanding of the knowledge
As long as information can be perceived through sight, visual learners will have an easie... ... middle of paper ... ...ng methods to be sure that my students have a firm understanding of linguistics. The best way to learn a language is by using it in conversation, so an auditory style would work best for these subject areas. As for social studies, art, and computers, visual learning techniques can be very effective. Maps, pictures, and diagrams are all helpful in different ways for each respective subject area. Teaching styles must be flexible and adaptable in order to accommodate the learning styles of students.
After repeated practice, the students may find it easier to restore the translation to its original version but this is not the end of the practice. The ultimate goal of this practice is to encourage the students to put into practice the “new” words and expressions and sentence patterns. Suggestion There are some suggestions for teacher to apply translation in teaching writing. Firstly, it is necessary to plan carefully and fully, and to identify the right kinds of aims. Then, choosing the material really does focus on the aims.
Within the report, the Panel determined that phonics is indeed an effective solution for improving children 's ability to read and spell words. Specifically, the report identified systematic phonics instruction as a substantial and meaningful strategy in effective reading instruction. Also, it was determined that phonics can be effectively taught to individuals, small groups, and entire classes. The earlier which phonics is introduced to the learners the more effective it is likely to be. However, phonics is not designed to stand alone as a definitive answer or total reading program.
Gilmore (2007) asserts that authentic texts can motivate language learners and stimulate their interests. Considering the benefit of authentic texts, Language other than English (LOTE) teachers need incorporate authentic materials into the target language teaching. T... ... middle of paper ... ... be taught in the pre0teaching activity because strategies such as guessing meaning from the context is still encouraged in L2 learning. In summary, I believe that these texts I selected are very attractive, accessible and appropriate, thereby, they can stimulate discussion about the topic and motivate student learning. By decoding what they hear and observe from the speech and non-verbal language and what they read from the text structure, students can learn to match these with what they know of the language and finally comprehend the meaning of the words and phrases within the authentic cultural context.
Since one key to a good lesson is gaining and maintaining learner attention, we must use PowerPoint effectively. In making lessons more visual, PowerPoint provides us with several capabilities; we can use photos, clip art, fonts, font art, charts, graphs, and we can animate these features along with inserting videos. Teachers may hesitate to use the software because they think mastery will involve making use of many of the application's sophisticated features. With all these possibilities available, the challenge lies in how best to use them. A bare bones approach (Morgan, 2008), however, seems to be more effective for learning and retention (Kosslyn, 2007).
Reading accurately and fluently is a very important skill that students should master. According to Common Core Stat Standers CCSS, one of the third grade standards in reading is that students should read with sufficient accuracy and fluency to support comprehension. To fully understand this standard, we should break it down by thinking about the following questions: First, what does sufficient accuracy mean? Second, what does sufficient fluency mean? Third, how accuracy and fluency should be measured?