Learning log
On 21st July 2014, this class,
I have learned about assessment and testing, teaching listening, teaching
reading and teaching writing. Group of friend in our class had presentation
about teaching listening, teaching reading and teaching writing that it is the
important contents for teacher. Each group had different contents and technique
for presentation.
First,
assessment
and testing that I presented. There are 8 types of assessment: formative,
summative, informal, diagnostic, placement, progress, achievement and
proficiency. Although as teacher we sometimes feel that we don’t have a lot of
influence on the design of public exams, we often find ourselves writing
process and achievement test. Now, let move to type of test item. There are 2
types of test item is direct test item and indirect item. Direct test items
come in many forms as follow as speaking, listening, reading and writing. An
indirect test items have 8 kinds: gap fills, cloze, multiple choice,
true/false, jumbled sentence, sentence transformation, proofreading and matching.
Last content is about rubric. A rubric is a multi-purpose scoring guide for
assessing student products and performances.
Second,
teaching listening provides the aural input that serves as the basis for
language acquisition and enables learners to interact in spoken communication. The basic framework on which you can construct
a listening lesson can be divided into three main stages. Pre-listening, during
which we help our students prepare to listen. While listening, during which we
help to focus their attention on the listening text and guide the development
of their understanding of it. Post-listening, during which we help our students
integrate what they have learnt from the text into their existing knowledge.
Third,
teaching reading also helps students to learn and get English. There are two
general approaches to teaching of reading skill is extensive reading and
intensive reading. Extensive reading is reading as much as possible for your
own pleasure at a difficultly level at which you can read smoothly and quickly
without looking up words or translating to English as you go. Intensive reading
occurs when the learner is focused on the language rather than the text. For
example, the learner may be answering comprehension questions. Reading
activities can be divided into three categories, depending on when they take
place: pre-reading, reading and post-reading.
Fourth,
teaching writing involves a series of steps to follow in producing a finished
piece of writing. Educators have found that by focusing on the process of
writing, almost everyone learns to write successfully. By breaking down writing
step-by-step, the mystery is removed and writer’s block is reduced. Most
importantly, students discover the benefits of constructive feedback on their
writing, and they progressively master, and even enjoy, writing. There are five
steps of writing process. First, pre-writing is the planning
phase of the writing process, when students brainstorm, research, gather and
outline ideas, often using diagrams for mapping out their thoughts. Second, drafting
are students create their initial composition by writing down all their ideas
in an organized way. Third, revising is students review, modify, and reorganize
their work by rearranging, adding, or deleting content. Forth, editing are writers
proofread and correct errors in grammar and mechanics, and edit to improve
style and clarity. Last, publishing is the process of shared final writing with
the group.
To summarize, the presentation of each
group about assessment and testing, teaching listening,
teaching reading and teaching writing. There is useful knowledge of all
students and they can apply this knowledge for use in the future.
