In addition Allery (2009) states that Charade game is a game to make a mental image of a word to aid in recalling the word (p.149). It means charades technique can help students in improving vocabulary and can help the studnets to remember the words easier. Based on the explanation above, the writer concludes that charade game is a game that able to help students know and memorize the meaning of the
However, the two approaches are different views of the nature of young children 's interests, needs, that teachers interact and cooperate with children in the classroom. In my opinion Reggio Emilia approach is the best curriculum because it provides for the children, the environment and materials that met their needs, it gives the student the opportunity to think and explore. Children have a verity of options in the classroom, they can do many activities and they can choose the activity that they like without teacher promotion, and there are many areas for children, such as, dramatic area that the child can act as a police officer or a doctor or any other character they like. Moreover, there is place for cooking, playing in sand, outdoor, and many other areas that help children to explore and get knowledge. In addition, I liked the role of the teacher in the Reggio Emilia schools, they emphasis on communication with parents and children and they believe that the relationship between children and parents are the developer key for the child so they try to be in touch with the parents and include them in the school activities.
It also offers opportunities for learners to deepen and contextualize their understanding within curriculum and linking across the different curriculum indifferent context and at all levels. We also know that people acquire and integrate knowledge by relating to prior learning and experiences. Their learning is effective and meaningful when they are able to apply their knowledge in practical situations besides they learn the best when they need knowledge to accomplish a goal they consider important. Teachers can help students develop the mental habits that will enable them to learn on their own by giving instructions to foster habits of mind includes both short term and long term
Müller ,et al. (2010) indicate that interactive digital storytelling helps teachers to use role-playing methods in classroom. Students can develop and test dialogues that are correctly spoken out and enacted. It fosters thinking in alternatives and functional equivalences, and provides a means for self-directed learning. In addition, Frazel (2010) summarizes the value of digital storytelling
The learner has control over his or her time management. Independent learning is flexible, the learner could learn anywhere and at any time at their own pace. The learner can plan their learning according to the resources available to them. Teachers are able to provide differentiated tasks for students as the teacher would be able to identify each students’ capabilities through independent learning. For example a teacher could give a topic for each student and ask them to research on that topic on their own, based on each students research the teacher would be able to evaluate the different levels of every learner.
These games play an important role in the learning process: they provide a safe, creative environment in which children learn to experiment, collaborate and problem-solve. Educational games are games that are designed to help people to learn about certain subjects, expand concepts, reinforce development, understand a historical event or culture, or assist them in learning a skill as they play. An educational game is a game designed to teach humans about a specific subject and to teach them a skill. As educators, governments, and parents realize the psychological need and benefits of gaming have on learning, this educational tool has become mainstream. Games are interactive play that teach us goals, rules, adaptation, problem solving, interaction, all represented as a story.
Price and O’Donovan (2006) mention tacit knowledge that is experience-based can only be made explicit through the sharing of experiences. In that sense, this study has the merit of paying attention to the inter-rater reliability of the teacher. Other factors that may have played a part in these differences include: nature and background of the participants, duration of the instructional intervention, and scope of the skills to be mastered and the complexity level of the competencies. Yet other factors also come to mind: the fact that there are different students, from different majors of varying English abilities and personalities, student’s passiveness, attitude and motivation could be contributing factors, along with the dynamics among group members (males/females ratio) may also be another factor. Nevertheless, when setting up assessment related research in a normal instructional setting, teachers need to be aware of bias potentially caused by assessors (Topping,
It acts as a tutor and guides the learner towards the correct answer while adapting the material to his performance. Several researches (Warschauer 1996) found a greater amount of student participation and seem to learn much more effectively when they are able to use a compatible learning style than they are forced to employ an incompatible one. The use of computers in language learning enhance second or foreign language academic learning time by permitting learners to acquire specific information and practice specific skills and by helping students develop basic tools for learning which they can apply in a wide variety of settings. For students communication labs can be very motivational. They can be the source of a significant amount of reading material.
The one of a variety of teaching tools succor language acquirements, and they arouse the interest in the students as well delivery clarifies points. Plenty of research has demonstrated that learning language with visual materials increases learner’s memory more permanently. And according to Danan (1992), use of diverse types of visual aids help teachers seeking to improve student motivation and interaction in class as well as learning of particular language skills and knowledge. Hence, the visual aids can be one of the solutions to the language teacher. There are many different types of visual aid.
Through the practical approach of combining imagination and learning, proper interest and motivation raised in the mind of children, towards the learning of a foreign language. This method could increase the ability of children in receiving practical experience for better-written and oral communication. Drama helps them in attaining many opportunities in working together with people and support them in tolerance and sympathy, observing matters from different perspectives. In their work they also referred to the tasks that could be use in the process of English language teaching, which according to them are: drawing, writing, performing a new version of a story which has been used in class, writing and performing a simple play, making and playing a board game, creative speaking of writing, such as posters, stories, radio