Презентация по методике преподавания английского языка на тему "Effective teaching and learning. Key features of the updated English language Programme"

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  Effective teaching and learning
  Key features of the updated
  English language Programme
  New Programme
  New Plan
  New Strategies
  New Assessment
  «Our task is to make education a core of the new model of economic growth.
  Curriculum should be aimed at developing the skills of critical thinking and the skills of information search independently.»
  
  
  Message of the President of the Republic of Kazakhstan N.Nazarbayev to the people of
  Kazakhstan "The Third Modernization of Kazakhstan: Global Competitiveness"
  dated by January 31, 2017
  A. Bazylevskaya
  

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  What are the characteristics of effective teaching and learning?
  
  
  

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  Some characteristics
  of effective teaching and learning
  C
  B
  A
  D
  

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  G
  F
  E
  G
  H
  Some characteristics
  of effective teaching and learning
  

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  1 Active learning
  Learning from own experiences:
  Allows learners to experiment, construct meaning and develop understanding
  Relates new knowledge to existing knowledge
  Making mistakes makes us check and refine our understanding
  Results in deeper learning
  Changes attitudes
  
  Picture F
  

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  Structured group work:
  Improves interpersonal and communication skills
  Improves acquisition of information and higher-level thinking skills
  Promotes positive interdependence – ‘we succeed together’
  Can break down barriers between learners
  2 Collaborative learning
  Picture B
  

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  Meeting the individual learning needs of each learner:
  Increases progression of understanding and skills
  Improves confidence and motivation
  Stimulates creativity by helping learners to understand ideas better
  Benefits all learners
  Can raise expectations for all learners
  3 Differentiation
  Picture H
  

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  4 Cross-curricular links
  Creating links between subjects:
  Adds breadth and balance to the curriculum
  Allows deeper learning
  Provides a broader range of skills
  Can help with progression of understanding and skills
  Can help to put learning into a more meaningful context
  Can make learning more motivating
  Picture C
  

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  Checking learning and giving feedback to inform learning:
  Improves motivation and self-esteem
  Gives direction to teaching
  Provides opportunities for learners to improve their work
  Helps learners to understand how to learn more effectively
  5 Responding to learners’ needs
  Picture A
  

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  Learners talking about a task:
  Gives learners more ownership
  Encourages transfer of knowledge and skills between learners
  Encourages deeper understanding
  Provides opportunities for learners to reflect on their progress and decide what to do next
  Challenges and motivates learner
  
  6 Learning conversations
  Picture D
  

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  Using technology:
  Offers exciting tools for active learning
  Can be motivating
  Can be used to research, communicate, collaborate and create
  Can give learners more ownership of a task by allowing them to search for information and find their own tools
  Allows opportunities for learning outside the classroom
  7 Using e-learning and new technology
  Picture G
  

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  8 Modelling
  An expert giving an example whilst explaining their accompanying thought processes:
  Exposes learners to subject content and expert thinking simultaneously
  Breaks a task into steps, allowing learners to become increasingly independent
  Stimulates reflection on the processes
  Picture E
  

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  Making connections between key documents:
  subject programmes, course plans and assessment guidance
  
  Learning objectives
  Suggested activities based on learning objectives
  Supports decisions regarding Formative Assessment of learning objectives
  Subject programme
  Course Plans
  Guidance for Formative
  Assessment
  Details lesson objectives
  Lesson Plans
  The state educational standard
  

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  Subject programme: learning objectives and long-term plan
  Curriculum
  Long-term plan
  Mid-term plan
  Short-term plan
  

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  grammar
  vocabulary
  speaking
  Use of English
  reading
  writing
  listening
  In the past
  NOW
  

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  Learning objectives
  
  are the learning outcomes of the unit or topic i.e. what the learners should be able to know and do at the end of the series of lessons or the topic.
  Learning objectives are fixed.
  Learning objectives describe the over-arching objectives for the topic or unit
  
  

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  The learning objectives
  6 strands
  Content - C
  Listening - L
  Speaking - S
  Reading - R
  Writing - W
  Use of English – UE
  
  

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  Lesson objectives
  are the learning outcomes of the lesson i.e. what the students should be able to know and do at the end of the lesson that they could not do at the beginning.
  Lesson objectives are flexible.
  The students should be given the lesson objectives at the beginning of every lesson in order to be aware of the focus for learning.
  Lesson objectives should be S M A R T
  
  

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  S M A R T
  
  S-specific
  M-measurable
  A-achievable
  R-realistic
  T-timed
  
  SPECIFIC - precise and clear, rather than overly broad or ambiguous; says exactly what the learner will be able to do
  MEASURABLE - quantifiable: you establish concrete criteria for measuring leaners’ progress toward the attainment of each objective you set. Be able to answer questions such as: how much, how many, how will me and my learners know when it is accomplished?
  ACHIEVABLE - within scheduled time and specified conditions
  REALISTIC - relevant to the needs of the participant and the organization. You must truly believe that it can be accomplished.
  TIME BOUND/ TIME FRAMED - achievable by the end of the training session
  

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  The lesson objectives
  
  all relate to the main topic of the lesson.
  be SMARTER
  student-centered. The focus needs to be on the student’s needs.
  not look like this: "Teacher will teach the Past Perfect.“
  !!! - "By the end of the lesson, students will understand the Past Perfect," cannot be measured.
  Here are some examples of lesson objectives for lesson plans covering the main topic of the Past Perfect verb tense:
  By the end of the lesson, students will be able to:
  distinguish Past Perfect sentences from Simple Past sentences.
  demonstrate knowledge of the proper form of the Past Perfect by writing five sentences in the Past Perfect.
  demonstrate correct usage of the Past Perfect by speaking (or writing) three sentences correctly using this tense.
  
  

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  How to organize lesson objectives
  in a short term plan
  ALL – every pupil in the class will achieve this
  
  MOST – a large proportion of the class will achieve this
  SOME – a few of the more able will achieve this. Some pupils will not try to achieve this but instead focus on earlier success criteria
  

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  Learning objectives
  1.L3 recognise with support common names and names of places, recognise the spoken form of a limited range of everyday and classroom words
  1.S3 pronounce familiar words and expressions
  1.UE5 use interrogative pronouns which, what, where, how to ask basic questions
  1.UE8 use simple imperative forms
  [positive] for basic commands or instructions
  1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are
  All learners will be able to:
  -pronounce names of transport, places and actions;
  -Identify common names and names of places:
  -follow instructions;
  - make sentences using there is/are with support from the teacher
  Most learners will be able to:
  -use basic prepositions of location and position in, at, next to, near, on, to describe where people and things are with support
  -make questions with support
  Some learners will be able to:
  -use basic prepositions of location and position in, at, next to, near, on, to describe where people and things are without support
  -make questions without support
  SMART
  Lesson objectives
  

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  A spiral curriculum allows pupils to revisit a subject matter's content at the different levels of development of the subject matter being studied.
  
  This allows previous knowledge to be reviewed and extended and ensures that no knowledge is forgotten to never be used again.
  
  Progression – the spiral curriculum
  

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  Using your senses to learn
  

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  Level of tasks
  Evaluate
  Walk
  Pace
  Dialog
  Assessment
  Sprint
  Differentiation
  
  N Needs of leaners
  
  Degree of independenсe
  (all, most, some)
  
  

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  Text
  Role-play
  Active Learning Methods
  Teach a Friend
  TPR
  Group work
  Pair work
  Brain storming
  

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  Formative assessment
  All learners: Identify words and math preposition with picture
  
  Most learners: Math preposition with picture, draw the pictures
  
  Some learners: Math, draw and describe the pictures using prepositions
  Criterial assessment
  
  
  FA
  
  
  SA
  Assessment for education
  Assessment of education
  Connection with objectives
  assessment of learners during teaching and learning
  

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  Success
  New view
  New program
  New approaches
  Plan
  

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Презентация по методике преподавания английского языка