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English Grammar & Smartboards

Final presentation for EDUC 311

Anna Hicks

on 22 November 2012

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Transcript of English Grammar & Smartboards

Most preconceptions about grammar are not positive, so teachers must work to overcome a negative mindset in many students by making the material more engaging and relevant to students' lives.
Introducing more complex terminology about basic sentences can turn students "off" to the entire lesson.
ESL students will most likely have the greatest obstacles in the beginning as other languages structure their sentences differently than English does. Pedagogy-Content The Lesson Technology Smartboards allow students to interact with the activities. Teachers can then encourage the students to become the facilitators in learning.
Smartboards are becoming more accessible in public schools. If a classroom does not have one, a white board, projector, and wireless mouse and keyboard work just as well.
Smartboards can be used in all grade
level classrooms, and there are
available programs for each. The
lesson I have created works in any
class in which the students are
beginning to learn the specifics of
English grammar. English Grammar & Smartboards By Anna Snyder Students will learn sentence structure/diagramming using a Smartboard program.
Begin the lesson with a traditional review of necessary terms, i.e. noun, verb, subject, predicate, preposition, clause, etc.
Smartboard program then allows students to become actively involved with the information as students come to the board in an orderly fashion to complete a few problems - creating proper sentences, labeling different parts of a sentence, editing and classifying sentences, etc.
Students who are not at the board will have a paper graphic organizer so they can partake in the activity while assisting their classmates.
The lesson ends with students completing a free-writing assignment on their own for assessment. Technology-Pedagogy Teachers can use Smartboards in a
variety of ways from using it to
introduce new concepts to
providing students with a
different way to use the material
to a reward system for the class.
Smartboards provide teachers
with a more engaging lesson as programs
allow students to learn in all ways: visual learners get the aid of the projection; auditory learners can discuss the information; kinesthetic learners can work with examples.
Teachers take on a supporting role, while students have more responsibility and primarily facilitate the learning. Pedagogy-Content The students and teacher are both using discussion, examples, demonstrations, practice & repetition, and finally independent practice. These methods encourage self-guided learning as well as group work throughout the lesson.
By beginning with a whole-class review and discussion, students access their prior knowledge and are ready to use this information during the rest of the lesson.
This lesson is based primarily in cooperative learning - students are working together during the activity. As individual students go to the front of the class to complete an example, other students in the class can watch and assist with getting the correct answer; students can then check their own work through the program.
Grammar is often learned most efficiently through straight practice, but working together helps make the information more meaningful for the students. Technology-Pedagogy-Content Technology-Pedagogy-Content Technology-Pedagogy Because Smartboards allow students more freedom in the classroom, the classroom management strategies employed by the teacher must take on some changes.
Programs such as these require an organized classroom wherein students understand what is expected of them and the consequences for misbehaving.
Teachers must know their students well enough to know if they can achieve the level of maturity and respect necessary to work in whole-class activities.
Although it may seem as if it would be easier to manage one large group of students instead of many small groups, the teacher must ensure the focus of all students without distraction.
Clearly laying out the rules and requirements of continued use of the Smartboard in class will cause most students to perform well. By using the Smartboard to illustrate the basics of English grammar and then allowing students to physically manipulate sentences, students will be able to understand these concepts much faster and easier than if they are trying to learn simply from workbook pages.
In order to learn the categorizations, proper structure, and diagramming methods for sentences, the students can manipulate the information at will while figuring out the best way they can learn the material; this will be especially useful for visual and kinesthetic learners as they will be able to see and work with the sentences simultaneously. This also plays into the dual code theory of memory.
Also because of the Smartboard, students will be able to work together in a more stimulating activity than simply having problems
written on the board. This activity provides much
more of an opportunity than simple standing-in for a
regular whiteboard as students can become more
engaged when learning about these essential concepts. While the traditional teaching methods work for some things in English, the use of a Smartboard program to spice things up in the classroom would make students more attentive and more involved with the material.
The program will allow students to see
multiple examples to every rule so that they can begin to learn
how to use the rules of sentence structure, rather than just learning to identify the different kinds and parts to sentences; this will advance them in English, Writing, and Reading all at once.
Students would also be more engaged with a Smartboard activity than they would a standard textbook or handout about this same topic; if a student is more engaged, they are more likely to understand, remember, and learn.
In addition to motivational benefits, I could also use the Smartboard as a review medium or a way to provide my students with extra credit when they are in need of it.
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