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Learn How to Think with Inquiry-Based Learning

February 23, 2017

Inquiry-based learning is a teaching approach based on questioning students. It evokes curiosity and involves students into learning. A teacher presents a problem and a student suggests solutions while others listen to it and either approve or open up a discussion. Students come to the right conclusion by questioning. It is a new tendency that is based on the following strategies.

Teaching Questioning

The ability to ask questions is priceless, and to formulate them, and every student may learn how to ask questions and what types of questions they should ask. Students may ask questions depending on the information they already know and find any interconnection with a new topic. A teacher presents new topic and states a question. Students answer it and formulate a question on the analogy. The questions may vary regarding different aspects of phenomenon, its qualities, ingredients, and favourable conditions.

Silent Questioning

In case it is a serious topic, that may be confusing for students to give feedback and answer the question right away. That’s why silent questioning gives time to think over and come up with valuable, thoughtful questions. During the process of individual or group consideration of an issue, a teacher may come up and correct their questions by any additional information. Or, give the source for evoking a question.

Result-Oriented Approach

Students should not only ask questions regarding the topic, but predict the results of the future processes. For, example, there is a phenomenon, and after students initiate a question, they should calculate a possible outcome of the suggested question. This skill is impeccable and significantly important for future life problems solution. Questions make students curious and evolve a desire to discover a number of facts about any phenomenon, that’s how students learn any topic meticulously.

Investigation and Presentation

As questions may be different, time to answer them varies. A teacher may give them rather complicated topics that require thorough preparation, time and grand analysis. That’s why students may work at a topic for a couple of days and then present their investigation regarding a question. After that, students present information in the form of presentations, infographics, memos, cards.

Reflection

After students give presentations, ask them to reflect on their discovery, why they operate certain facts and why they work for a certain phenomenon, students’ main skills they attained after topic investigation, and the last, and the most complicated one, whether students discovered any objective laws they may apply next time.

Conclusion

Inquiry-based learning is a type of learning that matches modern challenges in education. It is question-based, thought-provoking, and discovery initiating teaching approach. Practicing it, make students active learners who will analyze and discover the best solutions to any issue. 

Three Teaching Strategies That Actually Work

February 5, 2017

Traditional teacher-driven methods seem to be going out of fashion very quickly. Oftentimes present-day students will lose interest, once they become bored when studying materials being either too complicated or irrelevant for them. With so much engaging information at hand, to keep students highly productive and engaged is a real challenge for a teacher.

To be on the same page with students, you should try out different techniques. It may be impossible to find a one-fit-all solution for all groups and courses, but there are some general teaching strategies that can be applied. Take a look at those that are listed in the next three passages. Who knows, maybe you will find some to be the best for your class.

Benefit-based teaching method

Whenever a new topic is introduced to the class, students may not realize what’s the final goal of it and why they should learn it. If no explanation is given, they would approach it as something they must know to be able to pass tests or exams successfully and then forget about it once and for all.

To avoid this pitfall, you should clearly define the benefit of learning the material. To do this right, you need to think like your students and then you will be able to formulate it correctly. The whole lesson should be built on this strategy. From the very first seconds your task is to get your students intrigued and avoid such frequently repeated phrases as ‘Today we’re going to discuss…’ Begin your lesson with a hook, i.e.: write a benefit of the lesson on the board and ask students to say why it is a real benefit for them. By realizing the value, they will understand what’s the point and have no doubts as to the relevancy of the topic.

‘A missing bit’ teaching method

Another strategy that proves to work well for students is to make them feel the extreme lack  of certain knowledge, skills, etc. You need to describe this painful scenario to your students. Here, the main idea is to properly explain it, so that students would nod their heads and agree with you. To sound persuasive it would be better to cite some practical examples. Pick up a highly respected public figure adored by your students for that.

Creating anticipation teaching method

Should you have a series of classes, it’s necessary to give a hint that each lesson will provide your students with some useful information. Experiment by showing teaser trailers of your future lectures, seminars, etc. For that you may even use some interesting and funny video fragments from previous year classes. It’s up to you which format to choose. The key goal is to make your students be hungry for knowledge and anticipate another meeting with you as a teacher.

Scoring Tips Every ESL Teacher Need To Know

November 6, 2016

Tip 1

Name of Analysis: San Diego Quick Evaluation or Graded Word List (GWL)
Source: Ekwall, at the., & Shanker, J. T. (1988). Diagnosis and remediation of the disabled visitor (3rd edition). Boston, Meters. A: Allyn and Cash, Inc., pp. 102-103

Analysis Goals: The San Diego Quick Assessment is a set of graded term lists that you can use to determine the learner's word recognition capability. Additionally, it helps to determine speed, Unplag plagiarism checker and automaticity of word identification.

Format, score procedure, time for you to administer: Set each of the pursuing word lists on a 3x5 inch index credit card. Hint: On the back again of the card put-

--. Pre-primer level
-. Primer
. First Grade level
. Second Grade Level
... Third Grade Level, etc.

The reason behind labeling is that if you drop the greeting cards, you can sort them as a way, but an more mature student cannot readily notify what grade level this individual or she is reading on. It is suggested to laminate cards or insert them in clear plastic sleeves.

Directions: Tell pupil "There are ten words on each card. I would really like you to try every word on this cards. " Provide the student one card at any given time. Write words mispronounced. Quality commences with the card of the words that are two levels below the real grade level of the student. The cards are read while the manager notes which words have been missed. Once the student misses three on a list, the test is compete and the testing goes no further.

1 word missed sama dengan Independent Level

2 words missed = Instructional Level

3 words missed sama dengan Frustration Level

Reason for giving this test: This kind of assessment is a tool to gain an mimic estimate of the present student's reading level, but will not measure comprehension or the ability of the student to define what. It serves as an indicator to whether more testing is acceptable.

Reflections: Even though this test is quick to administer and provides a snapshoot into a children's word recognition, other checks need to be given to get a full picture of the kid's abilities.

Tip 2

Brand of Assessment: The Developing Spelling Test
Source: M. Richard Gentry & Blue jean Wallace Gillet, 93

Analysis Goals: The Developmental Transliteration Test was designed to help teachers determine the specific stage of transliteration development when a child, in primary grades K-2, is functioning at. The five stages are Precommunicative, Semiphonetic, Phonetic, Transitional, and Conventional.

Format: The tutor calls out each punctuational word on the list, then the provided phrase, and then repeats the spelling word again. The teacher should, "explain that the experience will not be graded as correct or incorrect, but will be used to observe how children think certain difficult words should be spelled. Be encouraging, and associated with activity challenging, lively, and fun" (Gentry, 1993). Teachers are looking for inventive spelling.

Sort of word list:

1. Monster    I do not like to watch monster movies.
2. United    You are in the Combined States.
3. Dress    The woman wore a new dress.
4. Bottom    A big seafood lives at the lower part of the lake.
5. Hiked    We hiked to the top on the hillside.
6. Human    Miss Piggy is not a human.
six. Eagle    An eagle is a powerful bird.
8. Closed    The little girl closed the door.
9. Bumped    The car bumped into the shuttle bus.
10. Type    What type of pet do you need?

Scoring Treatment:

Precommunicative spellers randomly chain letters together to form words: spelling will not match to sound. (Example: rtes for monster)
Semiphonic spellers know that letters signify sounds, but usually cancel the spelling in a way that either leaves off initial and/or last sounds. (Example: m for monster)
Phonetic spellers mean the words as they sound, though spelling may ne unconventional. (Example: mostr for monster)

Reason for administering this test: To see the place that the child places in spelling and create instruction that will reinforce the student's skills. This can be used as a measure of expansion as we. Seeing where the student needs help, for example with end sounds, instruction and activities can do done that give attention to the ending tones of words.

Reflection: It truly is helpful to let the child know that this spelling test is not a graded test but that the student is assisting you, the teacher learn how children think when they are attempting to spell unfamiliar words. This is also good to catch potential spelling issues early enough to train proper spelling patterns and guidelines that would be helpful as the student goes in the upper grades.

Improve Language Learning - Multimedia in the ESL, TEFL, TESOL Classroom

November 1, 2016

Visuals are a great tool to help with student awareness as well as choose your English Language Teaching (ELT) as well as English Language Learning (ELL) or any type of language classroom a more exciting location to learn. Sadly, only some schools are prepared in this type of learning but most colleges will have a multi-media room that can be employed on an "as needed" basis by way of a teachers. In addition, the lesson could entail graphics and pictures using less technology based methods for presentation. For example, minus an LCD, look at using Flashcards or an overhead projector. Just displaying your handout can truly help an British as a Second Vocabulary student grasp what you are trying to say or accomplish. It is far superior to a teacher standing in front side of the class with a worksheet while directed at something the students can't see.

Precisely what is Multi-Media?

Multimedia is various combinations of textual content, graphics, sound, video and animation. It can be controlled, coordinated and provided on a computer display screen and implies interactivity which means the person is engaged in the presentation of information. In addition, multi-media can act as a more 'capable peer' as well as become a tool for student-student and student-teacher discussion. It can lead to more collaborative learning experience while allowing students to learn with multi-media or from multi-media.

Exactly why is multimedia important to the training process?

The brain acknowledges a lot more in the aesthetic cortex where our aesthetic memory is located. Awareness can often only arise after students can easily create a mental picture of what is meant. When the student forms a mental image, then the concept is 'understood'. As a result, the more visual we make learning, the increased the number of subject matter that can be memorized and retained. I don't would like to get long winded and pedantic but I think this can help getting you thinking how to make your language learning lessons more exciting whether it is your first coaching job or you have been teaching for years!

Here are several great sites for multi-media and pre-made power-points lessons:

ESL TEFL TESOL Lessons: totalesl. com/lesson. php

Interactive English Grammar: totalesl. com/education. php

PBSKids: pbskids. org

EdTech: edtech. sandi. net

Jefferson County Universities: jc-schools. net/ppt. html

Right now there are many more but this should get you started. If you would like to see a complete set of educational resources online, I have made a listing of ESL TEFL TESOL Resources (TotalESL. com/resource. php) based upon the school subjects.

Relaxed Reading and Language Centered Assessments For Elementary Class Students: Pt 2

October 30, 2016

Examination 2

Name of Evaluation: Roswell-Chall Diagnostic Reading Test out
Source: Florence G Roswell and Jeanne S. Chall

Assessment Goals: Designed to assess the basic word research (decoding) and word acknowledgement skills of primary class children. To determine present student's ability to decode words using firm and short vowel sounds, vowel patterns, term families, consonant blends, multi-syllabic words, and letter acknowledgement and sounds.

Format: Section 1A - Ask pupil to share you the audio the letter makes. If perhaps they cannot, keep these things tell you a word that starts recover letter. Section 1B - Repeat procedure from 1A. Section 1C - Have got student to vertically browse the words in each expression family group. You may model the first one. Example: Read, "am", then read, "clam". Section 2A - Have the students read the words across. If they read a word incorrectly, write down what they said. That is assessing students' capacity to decode words with short vowel sounds. Section 2B - The vowels are in isolation. Request student to tell you the long and brief sound each vowel makes. Section 2C - Experience the student look at the two vertical words in each column. For example, show "mat/mate". This section determines student's ability to decode words with a "silent e". Sections 3A&3B - Assessing long vowel seems with and without vowel pairs. Have students read the words across. Section 4 - Tell students, Here are some for a longer time words. " Model the first word, and then ask the student to read the rest of the words across.

Credit scoring Procedure: Each correct answer is worth one point. There is a credit scoring sheet. The assessment is to help the trainer plan instruction to support and strengthen weak areas.

Time to administer: Virtually no time constraints.

Reason for offering this assessment: To determine the student's ability to decode words that are performed up of different sounds and blends also to determine if trainees knows vowel patterns and guidelines such as "silent e", and dissimilarities extended range and short sounding vowels and vowel pairs. In addition, it helps to evaluate basic word analysis (decoding) and word recognition skills.

Glare: This can be a basic analysis that builds on phonemic awareness. Also, if a student is not successful in completing all parts and instruction is made to improve weak skills, retesting would show any improvement the student makes.

Assessment 3

Name of Assessment and source: Gates-McKillop-Horowitz Reading Analysis Tests: Second edition, Educators College Press, 1981
(Auditory Blending and Auditory Discrimination)

Assessment Goals: "Assess the strongest and weakest factors in reading and related areas of a particular child. " Auditory mixing and discrimination tests are given to give you the teacher with insight for the present student's ability to understand that words are comprised of phonemes. Both subtests also determine students' auditory (listening) comprehension. To diagnose reading problems requires assessment in phonemic awareness and expression recognition.

Format: Auditory Blending-Teacher is to accurately enunciate the phonemes of each word. Trainees after tuning in to the word shall put it together and say the actual notice. The student is allowed a second attempt if they are incorrect in their first identification.

Oral Discrimination-Turn the student around and have their backside facing the instructor. The teacher may provide the student with an example such as showing a pen and pencil and asking whether they are the same or different. The teacher reads two words and students, without looking, is as a solution either if the words are exactly the same or different.

Scoring Process: Auditory Blending-The teacher is to write just what the student says. A organic score is constructed giving1 point for correct on the first try, and half a point for correct on the second try. Then, the report is when compared to average.

Oral Discrimination-The student is given one trial and the raw score is composed of how many correct answers the student gets. The scores are then in comparison to an average decided score.

Time to provide: These portions of the test are relatively quick to tests to provide. There are no time restrictions or constraints.

Methods assessment guides instruction: These kinds of tests determine the scholar's receptive and auditory capabilities. Frequently, reading difficulties come from a young child not able to distinguish sounds or individual phonemes, or are not able to put them jointly. The test may help simplify where those difficulties lay, so as corrective instructions can be given.

Glare: Often when a young child had multiple headsets infections during sensitive dialect acquisition stages, they might go through a degree of the loss of hearing. The child may have difficulty deciphering certain looks or unit phonemes. This kind of test may pick up on a hearing concern that can impact on language related skills.

Relaxed Reading and Language Centered Assessments For Elementary Class Students: Pt 1

October 7, 2016

Table of Items:

Assessment 1    The Names Check of Decoding
Assessment 2    Roswell-Chall Diagnostic Reading test
Evaluation 3    Gates-McKillop-Horowitz Reading Diagnostic Check
Assessment 4    San Diego Speedy Assessment or Graded Expression List (GWL)
Assessment 5    The Developmental Spelling Test
Examination 6    Wepman Auditory Discrimination Check
Assessment 7    The Harp Free of charge Retell
Assessment 8    Barr Rubric for writing
Assessment 9    CLOZE
Assessment 10    Concepts About Printing

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Assessment 1

Brand of Assessment: The labels Test of Decoding
Supply: Phonics they use by Patricia M. Cunningham

Evaluation Goal: Anything decoding and word knowledge test using single and polysyllabic first and last names

Formatting: The test comprises of a set of 35 first and last names (70 words in all), which represents various patterns, phonetic tones, consonant blends, vowel appears, and syllables. It is a more natural and appropriate set of words to decode, for students in grades four and up. Ask the child to pretend these are the teacher and they are taking morning presence.

Scoring procedure: Make use of a check to indicate correct responses and write the phonetic punctuational for any incorrect reactions. In the event the student does not attempt a name, write "no" next to that name and encourage the child to continue. Intended for polysyllabic words, consider the word correct regardless of where the student places the accent on the word. Each correct word/name is one point. On the other hand, I was unable to find what scores reveal frustration, instructional, and 3rd party levels in Phonics each uses or in my research. (See reflections below).

Time to Administer: Presently there are no time restrictions in this assessment.

Purpose for administering this test: There are many term recognition and decoding checks that can be given, but according to Cunningham, " I needed a solution of their (students) phrase identification ability that was not confounded but framework but that was not simply a list. Cunningham travelled on to make clear that reading from a term list is unnatural and choosing the words is difficult since you associated risk choosing sight words they may have found that. This test id more real and meaningful

Reflections: Since this is a qualitative test, I imagine there are no scoring levels and i also might be mistaken about each term being worth one point. This test is designed to see; in what phonetic area the college student needs instruction or support. This is a far more real means of looking at a student's word harm techniques and decoding skills.

Applying Social Media for Course Actions

July 22, 2016

USING YOUTUBE
Vimeo is the second most frequently used google search, right after Google. It has got greater than a billion unique monthly visitors and this number accounts for their importance in social communication today. Teenagers are more comfortable with using YouTube to explore the world today and this should be a starting place for teachers who want to additionally engage their students of this age group.

The task for a modern day teacher is to encourage students to explore the educational potential of Vimeo videos. Teachers could guide students to learn this network and find an educational video that they liked the most. This is currently quite easy to make an online video and upload it to social network. Besides this, most average teenagers already have a YouTube consideration and probably an amount of subscribers. You can even encourage them to make their own videos and publish them on their stations. Chances are they'd favor this than solving a printed test or writing an essay.

USING FACEBOOK OR MYSPACE GROUPS
Facebook is the major social media networking currently available. Both small companies and large enterprises have realized the great things about using Facebook for people who do buiness promotion. What makes it convenient for businesses may make it convenient for teachers as well.

Teachers can participate students on Facebook by setting up a class group or a webpage where they'd regularly share both casual, interesting materials and class related news. Facebook cannot actually replace their tests but it offers the course more interesting and so contribute to their general involvement in course contents. Consider sharing funny photographs related to school, puns and viral videos to make this site more interesting. Let the students view the lighter area of the course and discover how to make use of the knowledge in real life.

USING TWITTER
Twitter may seem to be as a sociable network with significantly less options for using in class. However, there are several ways to use Twitter in classroom. Teachhub. com has even published a nice set of 50 ways to use Twitter in class. The most important, nevertheless , is to discover how most of your students actually use Twitter actively. If the number is large, you should consider setting up a category hashtag or a bunch. This kind of would motivate students to interact in class conversations and perhaps even do some projects together.

Facebook can be used for promoting a class blog and announcing news. The point is merely to continue to keep it everyday so nobody would feel as if they were monitored through their private stations.

They are just some of the ways in which social media can help engaging students in the classroom. Teachers and oldsters have been struggling for some time to prevent teenagers to use the world wide web extensively, but using social media does not necessarily have to be unproductive. Strategic integration of social media into school room activities can bring a double gain - students are more enthusiastic for learning and the professors find their jobs much easier.

Educational technology in this form or another has made a real wave in classrooms worldwide.

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