Classroom teaching strategies and techniques

classroom teaching strategies using technology and effective classroom teaching strategies ppt
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KirstyPotts,United States,Professional
Published Date:14-07-2017
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Classroom Strategies for English Medium Teaching and Learning Slides from Philip Hoare and Paul Stapleton Our class’s strategy • We have teachers from: – Many different content subject areas; – both CMI and EMI schools; – different levels of instruction; – different levels of schools. • Not all content in this class will directly apply to you, but much can be adapted for your individual context. We have only 75 minutes Much of what I say today… • …is what you already do in class; Starting points • The only reason for having EMI schools in Hong Kong is to give some students the chance to develop very high levels of fluency; • Subject teachers in EMI schools have to teach their subject content; • Subject teachers also have to help their students learn English, within the context of the subject. • If their English does not improve, their subject knowledge and understanding can’t improve; • “Using language is not sufficient by itself for successful content language teaching to occur” (Bunch, Abram, Lotan & Valdes (2001) p. 31). Special challenges of being an EMI subject teacher: • Students are learners of the language of instruction; • Teachers are (very proficient) second language speakers; • Students and teachers share their first language; • The curriculum is crowded and Put together, these represent academically challenging. a considerable challenge EMI teaching is good teaching and more • Students are learners of the content AND the language so all aspects of teaching usually require more care; • Teaching ≠ learning. Overview of EMI teaching and learning I (General points) • Teachers need to plan with regard to language as well as content; • Students need scaffolding; • Students need to talk, read and write, not just listen; • EMI teachers need to be language aware Planning • Interviewer: But have you already determined before the lessons which scientific terms you want the students to understand? • Science teacher: Yes. • Interviewer: So this is part of your planning process? • Science teacher: Yes. • Interviewer: How about the means which you use to teach the words? • Science teacher: You mean the ways I introduce the words, whether it’s through a story, whether it’s through the experiment, whether it’s just refer to the book, or the glossary in the book. Yes, I have thought about that. • Interviewer: So this is already in your head. • Science teacher: Yes. Scaffolding • Scaffolding (= language support) = support to enable students to carry out a task which they could otherwise not complete successfully (in English). • But the scaffolding must be withdrawn when it is not needed to make sure students learn to stand up on their own. Students need to talk, read and write, not just listen Geography : We have already discussed five problems about the scientific farming methods. I’d like you to first close your book, and then discuss the possible solutions. … Use your imagination, think about how you can solve these five problems that come from the scientific farming methods. You may now start to discuss. students discuss in pairs/groups for 2 minutes You may now come out and write. Students use their own ideas in talking to partners. They don’t repeat the teacher’s words. EMI teachers need to be language aware • Develop an awareness that certain words, sentence structure and speed of delivery may be too difficult for students; • Develop strategies for scaffolding students’ learning. Strategies for EMI • Content obligatory language; • Questioning techniques and feedback; • Signposting • Visuals; • Repetition, repair and paraphrasing; • Focusing language; • Organizing language such as transitions and other markers. 1. Content Obligatory Vocabulary • “Content obligatory vocabulary”: words or phrases which are the content – without these terms the content cannot be expressed. • In other words, the key words of a lesson. Teaching techniques Content obligatory vocabulary • There is no right way but there are a lot of useful techniques; • Explicit introduction is essential – making students notice that the new word is important; • Students need to know these words in English – so translation is unsuitable on its own; • Rule no. 1: Use several techniques Translation • Is there anything wrong with simply translating new and difficult words? Loquat Teaching techniques Vocabulary • Definition • Example • Synonym • Paraphrase • Analogy • Demonstration • Visual support • Derivations - relate to other words that students already know • Ask students to guess • Ask students to use a dictionary. • …and yes…translation – or, better, get the students to translate Gravity • Define- “This is the force that attracts objects to each other.” What does the force do? • Example- “What force keeps the moon revolving around the Earth?” • Demonstrate- pen falling into hand • Synonym- “a kind of force” • Translation- “What do you call this force in Cantonese?” Gravity

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