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Transcript of Teacher Training
5. Automatic Use 1. Set Clear Objectives
2. Consider your audience
3. Refer to verbs for the task
4. Think of the Conditions of the task
5. Evaluate the degree of difficulty
6. Evaluate to measure progress Bloom's Taxonomy 1. Knowledge
6. Evaluation 1. Presentation Stage
2. Practice Stage
3. Production Stage It is not necessary to quiz your students or test them every day, but you need to find a way to evaluate if the objectives have been met or if the competences have been developed 1. Encounter
3. Remember Fluency 1. Internalization
2. Automatic Use By:
Jeannette Henriquez Competences Students must advance from basic to more advanced work by earning credit upon demonstration of learning by being able to apply specific skills and contents. 1. Students Advance Upon Mastery Activities that may be included at this stage: - Providing a clear context
- Giving students a chance to talk about the topic. This may help spark previous knowledge related to the topic.
- Providing a text to read or listen to in which they can focus on meaning.
- Eliciting vocabulary or sentences from Ss. Teachers can help by: ENCOUNTER Activities that may be included in this stage: Teachers can help by: REMEMBER Activities that may be included in this stage: Teachers can help by: INTERNALIZE Activities that may be included in this stage: Teachers can help by: AUTOMATIC USE Brainstorming
Answering questions with target vocabulary.
Labeling or describing a picture.
Filling in blanks.
Multiple choice activities.
Marking words, sentences or phrases that are unknown to them.
Finding meaning through context.
Clarify Teachers can help by:
Activities that may be included in this stage:
Recalling previous knowledge.
Providing a chance to peer teach.
Eliciting ideas from Ss.
Being able to explain the piece of language in different ways.
Using different color markers to highlight items.
Asking concept check questions.
Sorting words into groups or categories.
Asking questions (to peers or to the teacher).
Explaining (by peers and by the teacher).
Doing choral repetition.
Paying close attention to problems or difficulties that students have.
Giving Students specific feedback.
Peer quiz or questioning.
Having Ss do drills.
Playing games that require concentration or memorization.
Say and point. (relate a word to a picture)
Providing Ss a chance to use the piece of language in a familiar context
Giving Ss some time to think and reflect about ideas or experiences.
Doing activities with pen and paper first, and then working by memory.
Fill in the blanks without cues.
Ending a phrase, sentence, paragraph, etc.
Making up texts
Providing a good model of the activity.
Providing motivating and relevant communicative tasks.
Encouraging Ss to give complete and longer answers.
Providing Ss the opportunity to express thoughts and feelings.
Allowing peer correction.
HOW DO YOU SET OBJECTIVES? EFFECTIVE Lesson Planning At this point students should know how to handle the new piece of language.
Free practice is recommended at this time. Production Stage This is the stage in which the students practice the new acquired information.
Guided practice is recommended at this point to make sure there is comprehension and understanding. Practice Stage At this point you should:
Recall previous knowledge
Reinforce previous knowledge
Present the new information
Tie the new information to the previous information Presentation Stage Remember that this is your actual class.
This is where action takes place.
You need to see your objectives carefully so you can choose the appropriate activity for each step.
It consists on 3 steps: presentation, practice, and production. Procedures Before you assign a task, there are things that you need to consider:
Level of Comprehension
Level of Application
Affective Skills Things to Consider Objective:
“The 4-year-old children will be able to repeat the letter A in English from a poster. They will also be able to identify the letter among other letters we have studied and draw it on the worksheet.” Example You should describe the degree of difficulty in which the activity will take place.
Among other letters we have studied. Degree of Difficulty You need to determine the conditions in which the activity will take place.
In English from a poster. Condition “What” is it that the audience needs to do?
Should be able to repeat, identify, and draw upper case letter A. Task You need to determine “who” is going to be able to do what you expect them to do.
The 4-year-old students … Audience Audience
Degree of Difficulty Components of an Educational Objective Specific
Related to Success Characteristics of Goals An objective is a group of goals that determine what is it that we want to achieve. Objective This information you can obtain from the Scope and Sequence from the book.
You can also find this information in the unit opener.
These are the topics contained in a unit. Content Here you will place:
The number of the Unit
The name of the Unit Unit Rubrics Must Contain the Following Elements: Assessment: A broad term which includes all the others. You can include different aspects. Collect information from different sources, settings, and circumstances.
Measure: Assign a number figure to it.
Test: Have a specific purpose, taking a sample to represent the whole. Formal and Standardized.
Evaluate: Make a valued judgment based on specific criteria integrating new data. Definitions Formative assessments are aligned with learning objectives.
Students must receive immediate feedback when assessment occurs, which encourages students to return to difficult concepts and skills until they have achieved mastery.
Students need to learn to be accountable for their learning and should be able to self-assess. ASSESSMENT SHOULD BE A MEANINGFUL AND POSITIVE EXPERIENCE FOR STUDENTS By:
Jeannette Henriquez ASSESSMENT What's the difference between...? Evaluation