Download - Planning How to Teach
1. Pre-Preparation
• Gathering ideas and material
There are several things that teacher has to be aware to gather ideas and material for teaching English, such as:
General information about lesson Concern about learner needs’ Concern about learner characteristics’ Collect all material that related for your teaching
• Gathering ideas and material (cont’d)
Be creative and innovative Concern about the teaching material
(appropriate, publication, authentic, etc.) Self evaluation (about ideas and materials
itself)
• Knowing students’ characteristics
Before we teach, as a teacher it is really needs if we know our students’ characteristics, like:
Grade of studentsEconomic backgroundSocial backgroundLearning waysLearners’ intelligencesEtc.
• Knowing students’ needReason for learningThey need moved into target-language
communityThey need English for Specific PurposeThey need to access English-language academic
textThey need to speak in international
communication/travel
• Knowing Students’ possible starting-off points
Knowing school’s equipment/facilitateKnowing class sizeKnowing school’s policyKeeping up-to-date
• Making The Plan (Goals, Class Profile, Potential Learners, Problem and Solution)
Lesson Plan
• Decide what to teach
The Instructions
• Decide what methodology
1. Approach
A set of correlative assumptions dealing with the nature of language, learning, and teaching.
(Anthony:1963/1986:199)a. Science-Research Conceptions
b. Theory-Philosophy Conceptions
c. Values Based Conceptions
d. Art-Craft Conceptions
2. Method
An overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach.
(Anthony:1963/1986:200)
Methods of language teaching include: 1) Grammar-translation approach2) Direct approach3) Reading approach4) Audio-lingual method5) Oral situational6) Cognitive7) Affective humanistic8) Communicative language teaching
3. Technique
⇒ Specific activities implemented in the classroom.
⇒ Must be consistent with a method and in harmony with an approach.
(Anthony, 1963/1986)
Presentation
• The role of teacher• Organising Student and Activities• The teacher as performer• Rapport
The teacher as performer
Acitivity How the teacher should perform
Team game Engergetically, encouragingly, clearly and fairly
Role-play Clearly, encouragingly, retiringly,suuportively
Teacher Reading aloud Commandingly, dramatically, interestingly
Whole-class listening Efficiently, Clearly, supportively.
Class Size
a. One to onea.Make a good impression
b.Be Well prepared
c.Flexible
d.Adapt to students
e.Listen & watch
f. Give guideline
g.Do not be afraid to say no
Class Size
. Large Classesa.Be organizedb.Establish routinesc.Different pace for different taskd.Maximize individual worke.Maximize individual workf. Use studentg.Use pair work and group workh.Chorus reactioni. Take account of vision & acousticj. Take advantage of big groups
What is assessment?
• a process of gathering information about student’s learning• broader than testing and measurement;• includes all kinds of ways to sample and observe students’ skills, knowledge, and abilities
• can be formal, such as unit tests, or informal, such as observing.
(Woolfolk, 2005, p.504)
Purpose
• Diagnosis of learning and monitoring progress• Grading students • Predicting future achievement • Motivating students • Diagnosis of teaching
(Marsh, 1997)
Types of Assessment• Formative
– Checking on students’ understanding – On going– Feedback
• Summative– Judge students’ understanding – Usually as a culmination of teaching and learning process
Characteristics of good assessment
• Reliability – Should have consistent result
• Validity– Test what supposed to be tested
Current Trends of Assessment
• Authentic assessment• Performance assessment• Outcome-based assessment• Assessment tasks• Portfolios• Self-assessment
(Marsh, 1997)
Feedback
• Feedback types based on Spada (1997):– Explicit correction– Recast – Clarification request– Metalinguistic– Elicitation– Repetition
Concluding a Lesson and Reflection
• Self-evaluation• Q&A session• Checking students’ understanding• Improve teaching and learning process
Resources
• Woolfolk, A. (2005). Educational Psychology, Active Learning Edition (9Edition). Boston: Pearson Education, Inc. Module 39 th
• Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd Ed). Alexandria VA: ASCDAlexandria, VA: ASCD. Chapter 7
• International Baccalaureate Organization. (2009). Making the PYP Happen: A Curriculum Framework for International Primary Education. Cardiff, Wales: IBO.
Resources
• Harmer, J. (2007). The Practice of English Language Teaching 4th Edition. Pearson Longman.
• Rodriguez-Farrar, H. B. (2006). The Teaching Portfolio: a Handbook for Faculty, Teaching Assistants and Teaching Fellows. Brown University.
• http://www.facultyfocus.com/articles/philosophy-of-teaching/what-students-want-characteristics-of-effective-teachers-from-the-students-perspective/• http://oct.sfsu.edu/design/learner/htmls/stud_char.html