Micro teaching

Micro teaching

                หลักสูตรเป็นการวางแผนเตรียมการเพื่อการจัดการเรียนการสอน การวางแผนเตรียมการนี้จะครอบคลุมถึงทุกสิ่งที่จะเป็นวิถีทางไปสู่ผลลัพธ์ ซึ่งก็คือผู้เรียนเกิดการเรียนรู้ที่พึงปรารถนาโดยทั่วไปหลักสูตรจะครอบคลุมถึงองค์ประกอบต่างๆ เช่น มาตรฐานคุณภาพ (Quality Standards) หรือที่เราคุ้นเคยว่า จุดประสงค์การเรียนรู้ ขอบข่ายเนื้อหาวิชา (Content) แผนการจัดกิจกรรมการเรียนการสอน (Learning Activities) แผนการใช้สื่อการเรียนการสอน (Learning Materials) และแผนการวัดผลประเมินผล (Assessment) การจะเขียนแผนการจัดการเรียนรู้ในแต่ละแผนได้นั้น ครูผู้สอนจะต้องศึกษาต้องศึกษาวัตถุประสงค์ รวมถึงวิธีการพัฒนาผู้เรียนให้บรรลุเป้าหมายตามมาตรฐานตัวชี้วัดที่กำหนดไว้ในหลักสูตรแกนกลางฯ ผู้สอนอาจเริ่มต้นจากการวิเคราะห์มาตรฐานการเรียนรู้และตัวชี้วัดที่กำหนด หรือโดยการกำหนดหัวข้อที่เป็นประเด็นปัญหาที่น่าสนใจ และมีคุณค่าแก่การเรียนรู้ของผู้เรียน หรือเริ่มจากเนื้อหาในบทเรียนที่มีอยู่เดิม แล้วเชื่อมโยงหัวข้อความรู้จากบทเรียนนั้นๆ ว่าสอดคล้องกับมาตรฐานตัวชี้วัดข้อใดบ้าง

              
                การออกแบบการเรียนการสอนในรูปแบบ Task based ซึ่งเป็นการออกแบบการเรียนการสอนที่มีกระบวนการพัฒนาผู้เรียนไปสู่มาตรฐานตัวชี้วัดค่อนข้างชัดเจน โดยยึดเอาผลลัพธ์สุดท้ายที่ต้องการให้เกิดขึ้นกับผู้เรียนตามมาตรฐานตัวชี้วัดเป็นตัวตั้ง จึงต้องเริ่มจากการวิเคราะห์มาตรฐานตัวชี้วัด เพื่อกำหนดเป็นเป้าหมายของการจัดการเรียนรู้ก่อน แล้วจึงกำหนดชิ้นงานที่ต้องการให้ผู้เรียนปฏิบัติ พร้อมทั้งกำหนดเกณฑ์ ในการประเมินผลงาน แล้วจึงกำหนดกิจกรรมการเรียนการสอนให้สอดคล้องกันตามลำดับ การออกแบบการเรียนรู้แบบ Task based จึงเป็นการออกแบบหลักสูตรการเรียนการสอนที่มีการจัดการเรียนรู้ที่ให้ความสำคัญในภาระงาน  หรือจะให้ความหมายที่ชัดขึ้นมาอีกนิดก็คือ  การจัดการเรียนรู้ที่ให้ผู้เรียนได้เรียนรู้จากการปฏิบัติภาระงาน และใช้ความรู้เพื่อปฏิบัติภาระงานที่ได้รับมอบหมายให้สำเร็จ ข้อด้อยของการจัดการเรียนการสอนในรูปแบบนี้คือ ครูผู้สอนจะต้องคอยติดตามกระตุ้น ตลอดจนช่วยเหลือ ให้กำลังใจอย่างใกล้ชิด เพื่อปรับเปลี่ยนแก้ไขพฤติกรรมที่ไม่พึงประสงค์ นอกจากนี้ยังต้องจัดเตรียมให้ผู้เรียนรับรู้และตระหนักถึงหน้าที่รับผิดชอบในการเรียนรู้ และการสร้างสรรค์ชิ้นงานด้วยตนเอง ครูจะต้องให้การช่วยเหลืออย่างใกล้ชิดในระยะแรกที่ผู้เรียนยังปรับตัวไม่ได้ ตลอดจนครูต้องตระหนักในบทบาทหน้าที่ที่เปลี่ยนไป ทั้งบทบาทการสอน การวัดผลประเมินผล ทั้งนี้หากดำเนินการได้ครบถ้วนก็จะสามารถลดทอนข้อด้อยของการจัดการเรียนรู้แบบนี้ลงได้บ้าง และอาจพบช่องทางในการที่จะพัฒนารูปแบบการจัดการเรียนการสอนในลักษณะนี้ให้ดียิ่งๆ ขึ้นต่อไป

                การออกแบบการเรียนการสอนโดยใช้ Task based และเนื้อหาที่ออกแบบจะต้องสอดคล้องกับจิตสาธารณะของนักศึกษาหลักสูตรภาษาอังกฤษในภาคเรียนนี้ มีทั้งนักศึกษาที่ออกแบบแผนการจัดการเรียนรู้ได้อย่างยอดเยี่ยมและนักศึกษาที่ออกแบบแผนการจัดการเรียนรู้ได้ค่อนข้างดี ปัญหาที่พบมากที่สุดก็คือ นักศึกษาส่วนใหญ่ไม่สามารถตั้งจุดประสงค์การเรียนรู้ให้สอดคล้องกับตัวชี้วัดและมาตรฐานการเรียนรู้ได้ และเนื้อหาที่นำมาสอนก็ไม่ได้สอดคล้องกับเรื่องจิตสาธารณะทำให้การจัดการเรียนรู้ของนักศึกษาบางคนนั้นผู้เรียนไม่เกิดการเรียนรู้ตามจุดประสงค์ที่ตั้งไว้ อีกปัญหาหนึ่งก็คือเรื่องการกำหนดเกณฑ์การประเมินผลการเรียนรู้ของผู้เรียน โดยส่วนใหญ่พบว่านักศึกษาจะคัดลอกเกณฑ์การวัดและประเมินผลมาจากอินเตอร์เน็ต ซึ่งการกระทำแบบนี้ทำให้เกณฑ์การวัดที่นักศึกษานำมาใช้ไม่สอดคล้องกับแผนการจัดการเรียนรู้ที่ออกแบบมา ไม่ได้วัดผลในสิ่งที่ต้องการวัด

              จากที่กล่าวมาข้างต้นนั้น สามารถสรุปได้ว่า การกำหนดหลักสูตรที่ดี ก็จะเป็นเสมือนแสงไฟที่ส่องทางไปสู่ความสำเร็จของบุคคลที่เดิน ตามแสงไฟที่ส่องนำทางนี้ แสงไฟจึงต้องส่องแสงไปสู่เป้าหมายของการพัฒนาคน มิใช่ส่องไปแบบไร้ทิศทาง อย่างไรก็ตาม หลักสูตรต้องเป็นที่เข้าใจได้ (Comprehensiveness) สำหรับผู้ใช้หลักสูตร ต้องมีความเป็นเหตุเป็นผล (Cogency) มีความเกี่ยวเนื่องเกี่ยวพัน (Coherency) และมีความกลมกลืน (Consonance) ทั้งในส่วนของวิชาเดียวกันที่สอนในชั้นที่ต่างระดับกัน และการออกแบบการเรียนการสอนโดยใช้ Task based นั้นก็เป็นวิธีการออกแบบการจัดการเรียนรู้อีกวิธีการหนึ่งที่จะพัฒนาให้ผู้เรียนได้ฝึกฝนการเรียนรู้ด้วยตนเอง อันจะเป็นแนวทางในการพัฒนาผู้เรียนให้เป็นบุคคลแห่งการเรียนรู้ เป็นผู้เรียนรู้ตลอดชีวิต เรียนรู้ได้เท่าทันกับการเปลี่ยนแปลงของสังคมโลก เพื่อให้ผู้เรียนได้ใช้ประโยชน์ของการเรียนรู้อย่างแท้จริงในชีวิตประจำวัน

Learning log (Inside classroom)

         Learning log

          This week, our class has presentation continued from yesterday. Students have different process and techniques such as:

          First person is Supawadee. She presents the topic is Where is your tree? She begins her lesson by asked the students about the homework that request students to find a tree to take care in the school.  Then, she introduces necessary vocabulary that students will meet in the lesson such as straight, intersection, corner, opposite, block and etc. Next, she opens the audio about sentence to giving directions twice and gives students to do exercise A. After, she asks students to work in pair to practice asking and answering the question, and after students ask the partner about direction of friend’s tree students have to draw the tree on the map in exercise C. I think her teaching is very well because the students can apply the content that she taught to use in their life.

          Second person is Nuchanat. She presents the topic is Making an appointment. She starts her lesson by using the video. Then, she teaches the vocabulary. Next, she gives the worksheet to the students and lets the students to do the activity.  I think her teaching is so good because it was close story that the students can be found in everyday life.

          Third person is Atchara. She presents the topic is Will children save the world. She starts her teaching by using the video. Then, she teaches vocabulary and opens an audio. Next, she asks the question after the audio end. I think her teaching is rarely well because classroom is rarely movement. At teaches grammar focus, she should be an example sentences to increasing the understanding of students.

          Last person is Sakkarin. He presents the topic is My house has. He starts his lesson by using jigsaw puzzle game. Then he use hangman game to teach vocabulary. He uses many techniques to teach the students but he not pass. Because of he doesn't prepare himself or other problems. I don’t know.  Teachers provide opportunities for him to teaching again.

          In conclusion, in this day I have learnt about techniques to help teaching and learning easier. However, teacher have to choose to appropriate for content and students, it can help to develop learning of students to be better.

Learning log (Inside classroom)

Learning log

          This week, our class has presentation continued from last week. Students have different process and techniques such as:

          First person is Natnaree. She presents the topic is Thai herbs Health problems. She begins her lesson by teaching vocabulary about Thai herbs and health problems. Then, she let the students to do activity, its call smell and touch activity. Next, she lets the students to looking the video about inquiring health. I think she did a very good job because the students can suggest the other people about health problems.

          Second person is Nisakorn. She presents the topic is rude behavior. She motivated the students by using the video. Then, she teaches the vocabulary about rude behavior. After she teaches vocabulary, she lets the students to listen to the audio. I think her teaching is so good because it was close story that the students can be found in everyday life.

          Third person is Peerapong. He presents the topic is asking direction.  He motivated the students by using a game. Then, he teaches the vocabulary about giving direction. After that, he lets the students to listen to the record. I think his teaching is well. But sometimes the command that he used are not clear. It make students did not understand the command.  

          Fourth person is Maytaya. She presents the topic is asking for and giving direction. She begins her lesson by using questionnaire. After that, she teaches the vocabulary about giving direction. Then, she lets the students to listen to an audio. Next, she lets the students to practice conversation. I think her teaching is very useful for the students when they want to helps the foreigners who come to travel in Thailand. But the conversation is so long for the students in Mathayomsuksa 1.

          The last person is Thidarat. She presents the topic is asking for direction. She motivated the students by using questionnaire. Then, she lets the students to watching the video. I think she should be told the purpose of watched the video to students. After that, she teaches the vocabulary about giving direction. Some student comes to in front of class to make a body language from the vocabulary. I think her teaching is so good because she use authentic material and used variety of teaching methods.

          To summarize, from this class I have learnt about Thai herbs Health problems, rude behavior, asking for and giving direction.  And teacher maybe should have material for help learning because it has interesting and easily to learn.

Teaching Grammar with Fun Learning Games (outside classroom)

Teaching Grammar with Fun Learning Games

       

       Teaching English grammar is very hard for the teachers and the students. Teacher can teach English grammar using fun learning games. There are many reasons to teach grammar with games.

          First reason is teachers teach grammar in an ESL classroom by games. Second, students can practice vocabulary, grammar and structure extensively. Third, games are motivating for the students and increases cooperation and competition in the classroom. Next, games are amusing and challenging are highly motivating. And the last reason is games allow meaningful use of the language in context.

           Another thing to watch out for with grammar games is that a maximum of students are involved simultaneously. If you have thirty children you want to avoid a game where only one child is speaking at a time. What are the other twenty-nine children supposed to do in the meantime other than get bored? On the other end of the scale however are games that cause chaos in class and make teachers unpopular with colleagues because of high noise levels. A variety of suitable games are available for you to try free in the resource box below the article.

           Conclusion, teachers can use kinds of games work best. These games may entertain the students. Its help to repeatedly hear a new grammatical structure. The games at hand is always well within the grasp of the students. This makes games fun rather than laborious.

Effective Teaching Strategies: Three Keys to Classroom Excellence(Outside classroom)

Effective Teaching Strategies: Three Keys to Classroom Excellence

          Effective teaching strategies are important for teachers. Nowadays, teachers have good strategies for control classroom. There are three keys to Classroom Excellence.

          First key is independence, control and active engagement.  Good teachers create learning tasks appropriate to the student’s level of understanding. They also recognize the uniqueness of individual learners and avoid the temptation to impose “mass production” standards that treat all learners as if they were exactly the same.

          Second key is clear goals and intellectual challenge. Effective teachers set high standards for students. They also articulate clear goals. Students should know up front what they will learn and what they will be expected to do with what they know.

          Third key is learning from students. Effective teaching refuses to take its effect on students for granted. It sees the relation between teaching and learning as problematic, uncertain and relative. Good teaching is open to change: it involves constantly trying to find out what the effects of instruction are on learning, and modifying the instruction in the light of the evidence collected.

          Conclusions, I can use three keys to classroom excellence for good teacher. In addition, I think appropriate assessment and feedback is important to teachers. Because this principle involves using a variety of assessment techniques and allowing students to demonstrate their mastery of the material in different ways.

Reference :  P. (1992). Learning to Teach in Higher Education. New York: Routledge.

Ten Characteristics of a good teacher(Outside classroom)

Ten Characteristics of a good teacher

            Today, teacher is the transfer of knowledge to students. Students want to a good English teacher who has qualities.  Student want   to enjoying language study and finding the process fascinating. For example, skills, effective characteristics, academic knowledge, etc. There are ten characteristics of a good English teacher that make student want.

          A teacher’s effectiveness depends on his demonstration of the effective characteristics. These are inborn in some of   us, but they are also within the grasp of most teachers. Most of us want to be encouraging, enthusiastic, and available, but we just have to be reminded once in a while. The classroom management techniques of peace and fairness are often overlooked, but they can be crucial to effective teaching. These are not techniques that require training, but again, simply awareness. The specific teaching skills of creativity and challenge are associated more with the types of materials and activities, and their level and appropriateness. Ease and facility in these two areas come with experience and familiarity with the syllabus and materials. Lastly, a teacher who knows his grammar gives himself credibility and stature in the eyes of his students. With a little training in how to explain grammar and how to teach it, teachers have an indispensable tool.

          To sum up, there are ten characteristics of a good English teacher and qualities. It is indispensable tool for teacher. Teachers must have techniques and good skills to students. This article, I know what do students want? And important key to teachers. Teachers must have ability and understand to the needs of their learners. I think the important is used approaches for teach in the future.

Reference

http://americanenglish.state.gov/files/ae/resource_files/50_1_11_pp36-38_reflections_ten.pdf

Learning log (Inside classroom)

Learning log

          This week, our class has presentation continued from last week. Students have different process and techniques such as:

          First person is Nitaya. She presents the topic is traffic pollution damages Kid’s Lungs. She motivated the students by guessing word. Then, she teaches the vocabulary about traffic pollution. The teacher suggested that she should make clear the purpose of learning. The purpose of the study will be based the curriculum and indicators.

            The second person is Nuntiya. She presents the topic is Have you ever been to the beach? She started her teaching by using questionnaire. Then, she let the students to playing a game, its call matching game.  Next, she let the students to listen to a record about the beaches in Thailand are disappearing.

          The last person is Phichaya. He presents the topic is Acid rain. He motivated the students by using the video. He uses Chain drill techniques in his teaching. In his lesson plan have an interaction between the teacher and students.    

          To sum up, today I have learnt about traffic pollution, the beaches in Thailand are disappearing and rain acid. Moreover, I have learnt about chain drill techniques too. I think my friends have a very good teaching today.

          This week, our class has presentation continued from last week. Students have different process and techniques such as:

          First person is Nitaya. She presents the topic is traffic pollution damages Kid’s Lungs. She motivated the students by guessing word. Then, she teaches the vocabulary about traffic pollution. The teacher suggested that she should make clear the purpose of learning. The purpose of the study will be based the curriculum and indicators.

            The second person is Nuntiya. She presents the topic is Have you ever been to the beach? She started her teaching by using questionnaire. Then, she let the students to playing a game, its call matching game.  Next, she let the students to listen to a record about the beaches in Thailand are disappearing.

          The last person is Phichaya. He presents the topic is Acid rain. He motivated the students by using the video. He uses Chain drill techniques in his teaching. In his lesson plan have an interaction between the teacher and students.    

          To sum up, today I have learnt about traffic pollution, the beaches in Thailand are disappearing and rain acid. Moreover, I have learnt about chain drill techniques too. I think my friends have a very good teaching today.

10 ways to improve your writing skills-quickly(outside classroom)

10 ways to improve your writing skills-quickly

          To help you become the best writer you can be, here are 10 techniques to improve your writing skills.

1. Keep a journal.

          Believe it or not, writing in a journal can help you improve your writing skills. It can also help you discover new story ideas that could be developed into the next best-seller. When you write in your journal, don't censor your words. Allow them to flow freely.

2. Participate in writing prompts.

          Writer's Digest, Creative Copy Challenge, and other writing resources provide writing exercises and prompts. These are good ways to improve your writing and to test story ideas.

3. Rewrite your blog posts.

          If you have a blog, go back a couple of years and find a few blog posts to rewrite and repurpose. You may be surprised how much your writing has improved over time.

4. Rewrite newspaper and magazine articles.

          Choose your favorite newspaper or magazine, and rewrite a couple of the articles. Challenge yourself to write a stronger headline and copy.

5. Activate Google alerts.

          Setup a Google Alert for writing, writing skills, book writing, and other alerts, and follow the latest stories. Read what other writers are doing to improve their writing skills.

6. Read beyond what you normally read.

          If you have a hankering for fantasy, sci-fi, romance, memoirs, YA, NA, middle grade, self-help, or whatever tickles your writer's fancy, get out of your comfort zone and read something different. Stretch your mind and you'll stretch your writing skills.

7. Comment on your favorite blog posts.

          Challenge yourself to write in-depth comments instead of the familiar, "Great post!" or, "Thanks for sharing this brilliant information." Such vapid comments do not add to the conversation, nor do they improve your writing skills. Here's a tip: If you want to get noticed by the blog owner and taken seriously, write a decent comment.

8. Join a writer's group.

          Don't be shy about sharing your writing. One of the greatest ways to improve your writing is to join a writer's group in which you'll receive valuable feedback such as how to strengthen introductions, how to develop characters, how to write stronger scenes, and more. Please note: You may have to try out a few groups before you find any that work for you.

9. Attend a writer's conference or workshop.

          When I lived in Chandler, Ariz., I was blessed to have found Changing Hands Bookstore in Tempe. The owners schedule writing workshops throughout the year. Not only did I meet fellow aspiring authors, I met published authors who would share writing tips and tricks such as the importance of using an outline, whether you write fiction or nonfiction.

10. Write.

          You must write to improve your writing skills. Try to write at least 1,000 words each day or every other day. When you think you've finished writing, write some more. When you think you've really finished writing, keep writing.

          To improve your writing, you need to write five days a week, 50 weeks per year, if not more. Writing requires dedication and time. If you're serious about being a published author, you need to write and write and write.

Learning log (inside classroom)

          Learning log 

          This week, our class has presentation continued from last week. Students have different process and techniques such as:

          First person is Montree. He presents the topic is let’s go to Phuket. He begins his lesson by using question. He teaches the students about keeping Patong beach clean. Then, he explains the grammar point present perfect and past simple, how to use and give example according the handout given.

          The second person is me. I present the topic about asking for and giving direction. I started the lesson by using the video. I’ve known about evaluation and assessment, how different is. Evaluation from test but assessment from activities.

            The last person is Kokkhan. She presents the topic Stop using them. She begins her lesson by using the video about global warming and lets students talk about what they have learnt from watching the video. She discusses language feather with student and explain language structures with all students.

         Conclusion, reflection of these three topics those are important for us. I can apply techniques for teaching   myself. I should improve critique and choose a good suggestions using for teaching of me. 

How to Learn English Very Fast(outside classroom)

How to Learn English Very Fast

          Every week, I get emails about this topic.   Typically, someone writes and wants to know how they can speak fluently in only 2 or 3 months.  Usually they are in a hurry because they have a test or an interview coming soon. Of course, it’s best not to wait until 2 months before your interview to think about this! But still, it’s an interesting question.   Is it possible to learn English very fast?   Is it possible to make massive improvements in only 2-3 months? The answer is yes. But of course, to make massive improvements requires massive intensity and effort.

          First obsession, the first and most important thing you need to achieve this goal is incredible passion.  You must have tremendous emotional power to learn super-fast.   Why?  Because you must study English 8-14 hours a day and every hour you must be alert, interested, and energetic.

          Second massive input, the second key to super-fast learning and incredible intensity is to focus on English INPUT.  Do not waste time studying grammar or vocabulary.  Don’t waste time trying to speak.

You should spend all of your time either listening or reading.  This is the fastest and most efficient method for speaking English fluently.

          Third massive intensity is to be fluent in only 2-3 months, you must create massive intensity.  In other words, you have to listen and read 8-14 hours a day, every day.   You must listen constantly to English.   You must read constantly.

          In fact, I recommend alternating the two activities.  Listen for an hour, and then read a novel for an hour.  Then listen again for an hour.  Another hour of novel reading. 

Learning log (Inside classroom)

          Learning log

          This week, our class is not a presentation because my friend not ready to presented.  The teacher tells us looking back to ourselves that we have some problems and how to fix.

          Most problems is listening and speaking. We can listen that foreigners say but we can’t reply it. Because of we feared that grammatical errors and fear that foreigners will not understand as we said. Our solution is to watch and listen to a movie. The first time, we read the sub title with listening. The second time, we listening and repeat after it. Another problem is classroom management. Some friends fear that they will be unable to control the students. They solve problems by practicing with their friends.

          In conclusion, every problem has a solution. Is that we are trying to solve it or not? 

A Passage to India

A Passage to India

          On Wednesday 17^th September 2014, I watch the movie: Passage to India. I watch to practice my listening and speaking skill. I think watching the movie help me to develop my listening and speaking skill. Passage to India is the story of the doctors in India which has synopsis follows:

          The story takes place in the city of Chandrapore in India in the early 1920’s when the British occupied, colonized, and controlled India. Dr. Aziz, an Indian Doctor, gets to be friends with a British Professor, Fielding, and two British women, Mrs. Moore and Miss Quested. He offers to take them to see the famous Marabar Caves. Once there, a strange and unexplained event occurs and Aziz winds up being accused of attacking Miss Quested. He is arrested and put on trial. This trial represents and heightens all the conflicts between Indians and English, and is especially scandalous because Fielding has taken the side of the Indians over the British. Eventually, Miss Quested is on the stand and takes back her accusation, causing widespread chaos in the streets. Miss Quested, Fielding and Aziz all go their separate ways. Two years later, Fielding and Aziz are reunited only to come to the conclusion that as long as the English are still in India, the English and Indians cannot be friends.

          In conclusion, this movie is the greatest for me. I like the motto from this movie such as "fairness" and “guilty until proved innocent."

Strategies for Effective Lesson Planning

Strategies for Effective Lesson Planning

         

          A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.  Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning. A successful lesson plan addresses and integrates these three key components.

          First, an objective for student learning .The first step is to determine what you want students to learn and be able to do at the end of class. To help you specify your objectives for student learning, answer the following questions: What is the topic of the lesson? What do I want students to learn?, What do I want them to understand and be able to do at the end of class?, What do I want them to take away from this particular lesson?

          Second, teaching/learning activities. Prepare several different ways of explaining the material (real-life examples, analogies, visuals, etc.) to catch the attention of more students and appeal to different learning styles. As you plan your examples and activities, estimate how much time you will spend on each. Build in time for extended explanation or discussion, but also be prepared to move on quickly to different applications or problems, and to identify strategies that check for understanding. These questions would help you design the learning activities you will use: What will I do to explain the topic?, What will I do to illustrate the topic in a different way?,  How can I engage students in the topic?, What are some relevant real-life examples, analogies, or situations that can help students understand the topic? And what will students need to do to help them understand the topic better?

          Third, the strategies to check understanding of the student. Now that you have explained the topic and illustrated it with different examples, you need to check for student understanding. Think about specific questions you can ask students in order to check for understanding, write them down, and then paraphrase them so that you are prepared to ask the questions in different ways. Try to predict the answers your questions will generate.
          Conclusion, to be effective, the lesson plan does not have to be an exhaustive document that describes each and every possible classroom scenario. Nor does it have to anticipate each and every student’s response or question. Instead, it should provide you with a general outline of your teaching goals, learning objectives, and means to accomplish them. It is a reminder of what you want to do and how you want to do it. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.

Reference : http://www.crlt.umich.edu/gsis/p2_5

Goals and Techniques for Teaching Speaking

Goals and Techniques for Teaching Speaking

            The goal of teaching speaking skills is communicative efficiency. Learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation.

            Teaching speaking skills to help students develop communicative efficiency in speaking, instructors can use a balanced activities approach that combines language input, structured output, and communicative output.

            Language input comes in the form of teacher talk, listening activities, reading passages, and the language heard and read outside of class. It gives learners the material they need to begin producing language themselves.

            Conclusion, I think the teacher uses a variety of activities from these different categories of input and output. Learners at all proficiency levels, including beginners, benefit from this variety; it is more motivating, and it is also more likely to result in effective language learning.

Reference : http://www.nclrc.org/essentials/speaking/goalsspeak.htm

Lesson plan (reflect test teaching)

          This week, our class has presentation lesson plan continued from last week. My friends have the different about process and activities such as:

          First person-Rawitporn, she present the topic is No One: Helps. She talks about how to save energy at home. She teaches by using the video and giving the exercise for the students.

          Second person-Atinut, she present the topic is It is garbage. She teaches the students by using authentic materials such as bottle, spray, glass, paper, etc. She teaches students to separate the waste.

            Conclude from this class I learn about that should have assignment from real event in class room example interview, observation, and check list from use the rubric. And teacher maybe should have material for help learning because it has interesting and easily to learn.

Suggestions for Using the Lessons(Outside classroom)

Suggestions for Using the Lessons

         Lesson is very important for teachers. Teachers should have lesson that is various such as stories, vocabulary practice, questions and activities. There are five suggestions for using the lesson’s teachers.

         First, story is depending on the main objective(s) of the course, the teacher may choose to read the story aloud asking the students not to look at it or ask the students to read the story to them silently and as quickly as possible.

        Second, vocabulary practice. The teacher may ask the students to answer the vocabulary questions as soon as they are through with the story. Students should use the text in order to guess the meaning of each vocabulary item.

        Third, questions for discussion. The questions posed under this section are meant to stimulate spontaneous speech and class discussion. The teacher may ask several students to answer the same question for different possible opinions.

        Finally, activities. Teacher may ask students to pair up and tell each other the story in their own words and he himself may act as a co-communicator or a counselor. He can also ask one student to tell the whole class the story in his/her own words. Then the teacher may act as a model and pronounce the words under this section and ask the students to repeat the words several times. Finally, the teacher may use each word in a full sentence and ask the students to repeat for possible contextual effects.

      Conclusion, these are five suggestions for using the lesson’s teachers. These are ways for create lessons to students. I   can create my lessons that is appropriate and various   to students in the future.

Reference:http://iteslj.org/Lessons/Sharifian-Conversation.html

Learning log(Inside classroom)

           

          Today, this is my fifth in curriculum and learning management in English. I have learned about how to create syllabus and in this class.

          Syllabus is an outline or brief statement of the points of discourse or the content of curriculum. If you want to create about syllabus, first, you must set “Goal or Aim” before you do it. Goal and Aim are same meaning. Both are important for syllabus. You can set goal or aim, for example –Students will be able to + V1 (communicate in English), (choose one skill form four such as listening, writing, speaking and reading) or (in macro skill). You can use one thing and the third thing will good to write your goal. Second, you must set objectives (it will support goal or aim). It can divide 2 type are enabling objective and terminal objective. Then, objective should have performance, condition and standard Third, You must set learning outcome. The last, you must set assessment and evaluation. Both are difference meaning. Assessment use to develop and do during class, but evaluation use to examine or judge carefully and do after class. Learning language has three ways: acquisition, learning and studying. So, learning language form is I+1 = comprehensible.

          To sum up, I think I know about how to create syllabus and apply to do it correctly. However, I must practice it until I understand and can apply.

Assessment and Evaluation (Outside classroom)

Assessment and Evaluation

           Today, I would like to know assessment and evaluation are quite different. There are important for lesson plan because I must assessment and evaluation   activities and tasks.  It is evaluation instruments so, there are quite different the term assessment and evaluation.

           An evaluation is more focused on making a judgment or determination concerning the quality of a performance, work product or use of skills against a set of standards.  Evaluations are designed for and intended to document the level of achievement that has been attained.

          An assessment   is more focused on measuring a performance, work product, or skill in order to offer feedback to document strengths and growth and to provide directives for improving future performance. Assessments are nonjudgmental and are designed and intended to be helpful to produce improvement.

          Conclusions, There are different. CSS assessments are not like most traditional evaluations. They are conducted through a dynamic process and are tailored to the unique needs of each student. The goal of a CSS assessment is to provide specific insight on a student's learning profile by linking how she/he learns best with an individualized plan for success.

Reference:http://www.centerforschoolsuccess.org/index.php?option=com_content&view=article&id=86&Itemid=150

Beginning Level Basic Communicative Skills( Outside classroom)

Beginning Level Basic Communicative Skills

            Communicative skills are the process of interaction between individuals in society.  There are four communicative skills such as speaking, writing, reading and listening. Beginning level basic communicative skills are four skills for learners.

            First speaking, English learners at this level can performs simple tasks in English such as ordering food in a restaurant with the help of visual aids, as well as complete simple transactions in shops. Learners can also provide basic explanations about themselves such as stating where they are from, their marital status, their current employment status, etc. Learners at this level can respond in many basic situations, but find difficulty in expressing and / or inquiring about further detail. Learners have noticeable pronunciation difficulties that can at times hinder their ability to be understood by others.

         Second writing, learners at this level can fill in basic forms and complete simple written tasks such as writing a description of their daily routines, or completing a simple e-mail requesting or providing basic information such as meeting place, time, etc. Learners at this level tend to use simple sentences that lack complex structures such as clauses, generally with a lack of linking language. They also tend to make basic mistakes in tense usage even in basic narrations.

          Third reading, learners at this level can scan for specific information such as TV schedule times, use bus schedules, etc. Learners have difficulties reading extended texts, but can generally understand the gist of very simple reading tasks.

          Finally listening, English learners at this level still have great difficulty in understanding anything more than specific information such as time, location and topic. They can understand simple conversations and listening selections after multiple repetitions to complete in-class tasks.

          Conclusion, these are four beginning level basic communicative skills. Its can improve communicative skills of learners. I think four skills help to learners for level communication better. 

Reference : http://esl.about.com/od/teachingenglish/a/ESL-Level-Rubric.htm

Information & Communication Technologies in ELT (Outside classroom)

            Information & Communication Technologies in ELT

            

            Nowadays,  modern   technology  extend  in  education  in  general  and  English Language   Teaching  Learning (ELT) in  particular. The   Most  of  the African schools  in  general  rely  on  the  traditional  methods  of  teaching   English  as  second/foreign language   such  as  the  grammar translation  method  or audio lingual method.  The  importance  of  English  is  major  language  of  news  internet  and  information  in  the world.  ITCs  are  useful for  English  teachers  and  learners  because  its  help in saving the teacher’s time  and facilities offered by the modern technologies in assisting better teaching  such as  sent assigning exercises, homework  or test  via  e-mail  and  websites on internet  by  computer .         

            Moreover,  in the classroom  teacher and  learners use of  online  telecommunications  for  teaching and learning  via  computer . TCTs are very stimulating of the availability of the learning materials.  TCTs  is  creating  a  blend  of  classroom  materials  and  delivering  these  materials  in  multiple  ways.  The  use  of  ICTs  in  language teaching  has  countless  benefits  such as  designing  and  delivering  materials  via  ICTs ,  ICTs in Self-Assessment , etc. In addition, teachers to study carefully the integration of any newer ICTs into English language arts and literacy teaching.  English Language Teaching Learning (ELT) should   student-centered for teaching by use ICTs.   

          To sum up, I think this article is very good for English language teacher. Teacher can teach via online telecommunications. It has development in use ICTs for   education of schools and universities. The distribution of knowledge and learning with more flexibility.  We  use  ICTs  more  effectively and  efficiently   to  attain  our  goals  to  adjust  to best  quality.

Reference:  http://ojs.academypublisher.com/index.php/jltr/article/viewFile/0103211214/1799

Teaching Grammar in an ESL / EFL Setting(Outside classroom)

Teaching Grammar in an ESL / EFL Setting

            Teaching grammar plays a central role in every ESL / EFL teacher's classroom. Teaching grammar is just a matter of explaining grammar rules to students. However, Teaching grammar effectively is a much more complicated matter.

           The answer to this question is important as it will help you decide on how much grammar really needs to be taught. If students are preparing for a Cambridge Exam then grammar will play a large role in your lesson plans. On the other hand, if you are teaching a business class, linguistic formulas may play a larger role as you provide the learners with standard phrases for written documents, participating in meetings, etc.

            Conclusions, I think teaching grammar plays a central role in every ESL / EFL teacher's classroom nowadays. Because grammar is an important part of English learning.  In addition, it is a difficult for learners. Teacher should have activities to help learners understand content about grammar.

Reference : http://esl.about.com/cs/teachingtechnique/a/a_teachgrammar.htm