There are a few researches regarding to advantages of pretending in language teaching. For instance, Huang (2008) claimed that utilizing the role-play in classroom gives more chances to interface with alternate individuals from a group and additionally it helps them to enhance diverse language abilities, like listening, speaking and understanding the content. Holt and Kysilka (2006) additionally displayed that part players had clear comprehension of responses, qualities, emotions, and states of mind of the individual in the same group. It means, role players are just expected to show case alternate roles as they think how different roles may carry on. Besides, Elagriogoras (2010) asserted that role-play can be utilized for a wide assortment of aims.
Multiple intelligence theory active learning, technology and multi cultural education are among some of the techniques that may be applied to teaching in the class room. In addition to teaching modifications, teachers must include the parents in the class room activities. Teachers should be familiar with the obstacles they may face when implementing the techniques. These methods also have future implications in the higher education setting. Professors may utilize these techniques in their lectures.
In this regard, Shah (2009) states that nonverbal behaviors are the exposition and performance of both techers and students in different activities in teaching and lerarning process. I agree that behavior is an action of an individual which are used for specific purpose. But in the context of teaching and learning process, the action and strategies used by either teacher or student represent their behaviors that may influence teaching and learning. In general, we can say that there are different behaviors used in teaching and learning environment. The division of behaviors can be done with differently such as positive behavior and negative behaviors, verbal behavior and nonverbal behavior and so on.
Physical (kinesthetic): You prefer using your body, hands and sense of touch. Each person learn differently from each other. There are some ways of what people need to do to help them learn the information better. For example, the visual learner need be good at seeing and analyzing pictures or and type of data that is given. As well as for auditory.
Drawing on how conventions and prospects regarding what establishes the right way to talk (or even write) might influence the educational experiences of children from conventionally marginalized groups across a range of educational contexts in US society, this work primarily reformed how many research experts viewed the role of language in education, discourse in learning, and culture in communication. For the meantime, Sacks, Schegloff, and Jefferson (1974) were inspecting the organization of turn-taking in conversation, while Sinclair and Coultard (1975) were examining how teachers and students interacted with a focus on the very common initiation-response-evaluation (IRE) sequence present in most classroom
Educational objectives, then, represent the kinds of changes in behavior that an educational institution seeks to bring about in its students. The essence of education can be summed up by the phrase “changing behavior.” (Shiro, 52). Social efficiency is a means of organizational management; it looks
Does learner-centred teaching motivate learners to learn? What is learner-centred teaching? Learner-centred teaching, which at times referred to as student-centred teaching and learner-centred instruction, is a key concept in constructivism; a theory in which "learners construct and reconstruct knowledge, in order to learn effectively" (A. Attard, E. Di Ioio, K. Geven, 2010). Students are the protagonists in learner-centred teaching, unlike teaching-centred teaching in which teachers take the centre stage. In learner-centred learning, students "construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, problem solving and so on" (Perumal, 2015).
A learner capability of problem-solving and understanding situation will be upgraded above their actual development because constructivist believes the cognitive structures that still in the process of maturing will mature after compromising with the guidance or with the participation with others. Social constructivism also believe motivation are from both intrinsic and extrinsic. Learner is motivated by their internal drive to learn and also as a reward for having the knowledge. Advantages of social constructivism theory towards learning are the learning process itself is transferable, where the learners build knowledge and able to bring the knowledge to other teaching sessions. Learner will have the ownership their learning in view of is
Learning is more commonly conceptualized as a process that students actively construct their own knowledge and skills instead of characterizing it as a simple acquisition process based on teacher transmission (Barr and Tagg, 1995; DeCorte, 1996; Nicol, 1997). Students interact with subject content, discuss it with others, in order to internalize meaning and make connections with what is already known. Terms like ‘student-centered learning’ is one reflection of this new way of thinking. The core assumptions are active engagement in learning and learner responsibility for the management of learning in this new way of thinking (Lea et al., 2003). As seen learning is a process that students are to be engaged and take responsibility in stages of
The notion of curriculum is used in divergent ways both within and across HE systems, and often with- out a shared understanding of its meaning (Fraser and Bosanquet, 2006) and the term is using here in a broad way, to include learning, teaching, through academic support and induction, as well as program contents for learning outcomes. As Berger & Braxton (1998) stated that they view the curriculum as the primary way to engage students both academically and socially, and to build institutional commitment and belonging (Leathwood and O’Connell, 2003; Read et al., 2003; Thomas 2002). The curriculum is usually situated within a discipline, which determines the curriculum contents and the disciplinary norms and expectations that shape the academic culture and values and the ways of teaching and learning which are expected or assumed. A significant factor in students’ success or otherwise in their learning in higher education and in the disciplines is the intention with which they approach their studies (Marton and Saljo, 1976). This affects the degree to which the students engage with their subjects.