Planning How to Teach

Group 1

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

Preparation

Phase 2

• 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)

• Determine the evidence of learning (many assessment)

1. Diagnostic

2. Formative

3. Summative

Popular Methodology

Learning Experiences

Model of Instruction

• Direct Instruction• Lecture Discussion• Guided discovery• Group interaction

Presentation

• The role of teacher• Organising Student and Activities• The teacher as performer• Rapport

The role of teacher

• Controller• Prompter• Participant• Resource• Tutor

Organising Student and Activities

• Get student involved, engaged and ready. • feedback

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.

Rapport

• The relationship that the students have their teacher and vice versa.

Teaching class in particular learning context

a. Class Size

b.Mixed abilities student

Class Size

a. One to one

b.Large class

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

MIXED ABILITIES

a. Different context

b.Different students actions

c. Teacher action

Testing and Assessment

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