This is valuable for both the teacher and child because both are setting goals and developing the brain by the student is gaining more knowledge and getting tested to see how well they contained the material. For teachers they are learning different ways to have assessments that are valuable for each student in the class because not all students do well on standardized test some do well on performance-based assessments. Also, it helps the teacher see if they need to change the lesson around for the students who struggle on a certain topic on a
Teachers just use whatever instructional materials are available and are suited to the learning objectives. In consonance with the above statements, Gagne (2003) and Kinsella (2006) concluded that some instructional principles that include instructional materials are special venue to transform through education. Such instructional materials hold promise of helping teachers achieve flexibility in meeting the differences among students. Such activities include model building, independent study, and laboratory experimentation. He believed that when a person who use instructional materials have a major part of choosing them, the usefulness of such resources is really
Whole-class learning is able to proceed largely because students are able to learn when the task comes within the range of their current knowledge. Mixed groups at professional courses pose special problems for both learners and teacher. Learners in a mixed group class at professional courses possess different levels of linguistic and communicative competencies. Most teachers understand in practice that the learners have different linguistic standards in English language, i.e. learning ability and ability to perform in English.
Research has demonstrated that students learn best when the educational process is purposeful, integrated, and collaborative. In most cases, faculties have learning goals for the students or courses they teach. However, these may not be made explicit. The assessment process involves articulating your learning goals, so that they may be communicated to others, and evaluated for continued improvement. Helps in having explicit goals also facilitates the integration of courses and programs to identify areas of omission or redundancy, and allows you to document success.
In terms of applying videos in the English listening class, Harmer (2007) suggests that students should be provided with opportunity to watch while they listen because it has many uses in the classroom. Firstly, it offers students rich contextual settings of language in use. As watching videos, students can acquire language as well as paralinguistic cues involving the match between tones and facial expressions, between utterances and gestures and rule of behaviors. These non-language clues make the listening class become more real-life settings because “in most situation, listen is not an aural activity. We can usually able to see speaker who provides non-verbal clues to meaning, for example, lip movement, facial expression and gesture”
As educators, we also know that our students have diverse needs and have different capabilities with a variety of learning styles, including a difference in cultural, social and linguistic backgrounds. The students’ skills and knowledge can be manifested in various ways. Since we have these differentiated instruction methods, it only leads to differentiated assessment to facilitate learning. The students’ perseverance, commitment and motivation are very important. These assessment methods need also to assist students with learning disorders.
This method suggests that activation of these capabilities such as recalling large numbers of materials, problem solving and creatively responding to complex stimuli can be achieved through suggestion. Optimal use of the brain capacity can be obtained through the teacher creating an environment conducive to learning. The task for the learners is to remove the prior unconscious patterns and open their mental reserve to access this great potential. Without removing these patterns it would be hard for suggestion to
Focused Effort Makes All The Difference Being able to deliver excellent performance requires focused effort – by giving your full attention during training sessions. When it comes to language learning, certain things require more attention than others, such as the speech flow and patterns, sentence intonation or colloquial usage in certain situations, to name a few. Think about what you’d like to improve on. If you set your heart on conversational fluency, then paying attention to native speakers’ recorded conversations is a great place to start! Learning complete sentences is beneficial when it comes to the context of expression and intonation, and it’s best applied when starting from short to long.
Students who know more words and can also use them in the right context have a significant advantage in school and can continue using that skill to their advantage in college and career. Students can use of note taking to progress learning vocabulary. Note-taking is the practice of recording information captured from another source (Carter, John F.; Van Matre, Nicholas H. 1975).Vocabulary is one of five core components of reading instruction that are essential to successfully teach children how to read. These core components include phonemic awareness, phonics and word study, fluency, vocabulary, and comprehension (Nation, 2001). The concept of a word can be defined in various ways, but three significant aspects need to be aware of and focus on are form, meaning, and use.
According to Shelly, Cashman and Vermaat “….a computer is an electronic device, operating under the control of instructions stored in its own memory”. Computer can help students to improve their’ achievement, to motivate them and also to improve school climate and to promote school reform by fostering learner centered instruction. Research has shown that children see the importance of peer communication while using computers. (Rhee & Bharnagri, 1991; Bergin, Ford, & Hess, 1993; and Clements, 1994) states that the social effects are "overwhelmingly positive.” With the use of a computer student get a chance to relate better with each other as they get involved in the learning process. Research has also shown that “computers provide valuable support to young children 's language development” (Clements, 1994).