teaching strategies for english teachers

Upload: aries-perez

Post on 07-Aug-2018

232 views

Category:

Documents


0 download

TRANSCRIPT

  • 8/21/2019 Teaching Strategies for English Teachers

    1/33

    Teaching Strategies

    There are a variety of teaching strategies that instructors can use to improve student learning. The links below willshow you some ways to make your classes more engaging.

    • Active Learning - Active Learning is anything that students do in a classroom other than merely passivelylistening to an instructor's lecture. Research shows that active learning improves students' understandingand retention of information and can be very effective in developing higher order cognitive skills such asproblem solving and critical thinking.

    • Collaborative/Cooperative Learning - Cooperative and collaborative learning are instructional approaches

    in which students work together in small groups to accomplish a common learning goal.They need to becarefully planned and eecuted! but they don't re"uire permanently formed groups.

    • Critical Thinking - Critical thinking is a collection of mental activities that include the ability to intuit! clarify!

    reflect! connect! infer! and #udge. $t brings these activities together and enables the student to "uestion whatknowledge eists.

    Discussion Strategies - %ngaging students in discussion deepens their learning and motivation bypropelling them to develop their own views and hear their own voices. A good environment for interaction isthe first step in encouraging students to talk.

    • Experiential Learning - %periential learning is an approach to education that focuses on &learning by

    doing!& on the participant's sub#ective eperience. The role of the educator is to design &direct eperiences&that include preparatory and reflective eercises.

    • Games/Experiments/Simulations - ames! eperiments and simulations can be rich learning

    environments for students. (tudents today have grown up playing games and using interactive tools suchas the $nternet! phones! and other appliances. ames and simulations enable students to solve real-worldproblems in a safe environment and en#oy themselves while doing so.

    • Humor in the Classroom - )sing humor in the classroom can enhance student learning by improving

    understanding and retention.

    • Inuir!"Gui#e# Learning - *ith the in"uiry method of instruction! students arrive at an understanding of

    concepts by themselves and the responsibility for learning rests with them. This method encouragesstudents to build research skills that can be used throughout their educational eperiences.

    • Inter#isciplinar! Teaching - $nterdisciplinary teaching involves combining two different topics into one

    class. $nstructors who participate in interdisciplinary teaching find that students approach the materialdifferently! while faculty members also have a better appreciation of their own discipline content.

    • Learner"Centere# Teaching - Learner-Centered teaching means the student is at the center of learning.

    The student assumes the responsibility for learning while the instructor is responsible for facilitating thelearning. Thus! the power in the classroom shifts to the student.

    • Learning Communities - Communities bring people together for shared learning! discovery! and the

    generation of knowledge. *ithin a learning community! all participants take responsibility for achieving thelearning goals. +ost important! learning communities are the process by which individuals come togetherto achieve learning goals.

    • Lecture Strategies - Lectures are the way most instructors today learned in classes. ,owever! with todays

    students! lecturing does not hold their attention for very long! even though they are a means of conveyinginformation to students.

    http://pedagogy.merlot.org/ActiveLearning.htmlhttp://pedagogy.merlot.org/ActiveLearning.htmlhttp://pedagogy.merlot.org/CollaborativeCooperativeLearning.htmlhttp://pedagogy.merlot.org/CriticalThinking.htmlhttp://pedagogy.merlot.org/CriticalThinking.htmlhttp://pedagogy.merlot.org/DiscussionStrategies.htmlhttp://pedagogy.merlot.org/ExperientialLearning.htmlhttp://pedagogy.merlot.org/ExperientialLearning.htmlhttp://pedagogy.merlot.org/GamesExperimentsSimulations.htmlhttp://pedagogy.merlot.org/HumorintheClassroom.htmlhttp://pedagogy.merlot.org/HumorintheClassroom.htmlhttp://pedagogy.merlot.org/Inquiry-GuidedLearning.htmlhttp://pedagogy.merlot.org/Inquiry-GuidedLearning.htmlhttp://pedagogy.merlot.org/InterdisciplinaryTeaching.htmlhttp://pedagogy.merlot.org/LearnerCenteredTeaching.htmlhttp://pedagogy.merlot.org/LearnerCenteredTeaching.htmlhttp://pedagogy.merlot.org/LearningCommunities.htmlhttp://pedagogy.merlot.org/LectureStrategies.htmlhttp://pedagogy.merlot.org/LectureStrategies.htmlhttp://pedagogy.merlot.org/CollaborativeCooperativeLearning.htmlhttp://pedagogy.merlot.org/CriticalThinking.htmlhttp://pedagogy.merlot.org/DiscussionStrategies.htmlhttp://pedagogy.merlot.org/ExperientialLearning.htmlhttp://pedagogy.merlot.org/GamesExperimentsSimulations.htmlhttp://pedagogy.merlot.org/HumorintheClassroom.htmlhttp://pedagogy.merlot.org/Inquiry-GuidedLearning.htmlhttp://pedagogy.merlot.org/InterdisciplinaryTeaching.htmlhttp://pedagogy.merlot.org/LearnerCenteredTeaching.htmlhttp://pedagogy.merlot.org/LearningCommunities.htmlhttp://pedagogy.merlot.org/LectureStrategies.htmlhttp://pedagogy.merlot.org/ActiveLearning.html

  • 8/21/2019 Teaching Strategies for English Teachers

    2/33

    • $nline/H!bri# Courses - nline and hybrid courses re"uire careful planning and organi/ation. ,owever!

    once the course is implemented! there are important considerations that are different from traditionalcourses. Communication with students becomes etremely important.

    • %roblem"&ase# Learning - 0roblem-based Learning 102L3 is an instructional method that challenges

    students to &learn to learn!& working in groups to seek solutions to real world problems. The processreplicates the commonly used systemic approach to resolving problems or meeting challenges that areencountered in life! and will help prefer students for their careers.

    • Service Learning - (ervice learning is a type of teaching that combines academic content with civic

    responsibility in some community pro#ect. The learning is structured and supervised and enables thestudent to reflect on what has taken place.

    • Teaching Diverse Stu#ents - $nstructors today encounter a diverse population in their courses and many

    times need assistance in knowing how to deal with them.

    • Teaching 'ith Cases - Case studies present students with real-life problems and enable them to apply

    what they have learned in the classroom to real life situations. Cases also encourage students to developlogical problem solving skills and! if used in teams! group interaction skills. (tudents define problems!analy/e possible alternative actions and provide solutions with a rationale for their choices.

    • Team"&ase# Learning - Team-based learning 1T2L3 is a fairly new approach to teaching in which students

    rely on each other for their own learning and are held accountable for coming to class prepared. Researchhas found that students are more responsible and more engaged when team-based learning isimplemented. The ma#or difference in T2L and normal group activities is that the groups are permanent andmost of the class time is devoted to the group meeting.

    • Team Teaching - At its best! team teaching allows students and faculty to benefit from the healthy echange

    of ideas in a setting defined by mutual respect and a shared interest in a topic. $n most cases both facultymembers are present during each class and can provide different styles of interaction as well as differentviewpoints.

    • (riting Assignments - *riting assignments for class can provide an opportunity for them to apply critical

    thinking skills as well as help them to learn course content.

    Source: http://pedagogy.merlot.org/TeachingStrategies.html

     Teaching Writing SkillsWritingBy Kenneth Beare, About.com Guide

     Teaching Writing: Strategies

     The most important actor in !riting e"ercises is that students need to be personally in#ol#ed in orderto make the learning e"perience o lasting #alue. $ncouraging student participation in the e"ercise,!hile at the same time re%ning and e"panding !riting skills, re&uires a certain pragmatic approach. The teacher should be clear on !hat skills he/she is trying to de#elop. 'e"t, the teacher needs todecide on !hich means (or type o e"ercise) can acilitate learning o the target area. *nce the targetskill areas and means o implmentation are de%ned, the teacher can then proceed to ocus on !hattopic can be employed to ensure student participation. By pragmatically combing these ob+ecti#es, theteacher can e"pect both enthusiasm and eecti#e learning.

    -hoosing the target area depends on many actors What le#el are the students, What is the a#erageage o the students, Why are the students learning $nglish, Are there any speci%c uture intentions orthe !riting (i.e school tests or +ob application letters etc.). *ther important &uestions to ask oneselare: What should the students be able to produce at the end o this e"ercise (a !ell !ritten letter,

    http://pedagogy.merlot.org/Online-HybridCourses.htmlhttp://pedagogy.merlot.org/Online-HybridCourses.htmlhttp://pedagogy.merlot.org/ProblemBasedLearning.htmlhttp://pedagogy.merlot.org/ProblemBasedLearning.htmlhttp://pedagogy.merlot.org/ServiceLearning.htmlhttp://pedagogy.merlot.org/ServiceLearning.htmlhttp://pedagogy.merlot.org/TeachingDiverseStudents.htmlhttp://pedagogy.merlot.org/TeachingwithCases.htmlhttp://pedagogy.merlot.org/TeachingwithCases.htmlhttp://pedagogy.merlot.org/TeamBasedLearning.htmlhttp://pedagogy.merlot.org/TeamBasedLearning.htmlhttp://pedagogy.merlot.org/TeamTeaching.htmlhttp://pedagogy.merlot.org/TeamTeaching.htmlhttp://pedagogy.merlot.org/WritingAssignments.htmlhttp://pedagogy.merlot.org/TeachingStrategies.htmlhttp://esl.about.com/bio/Kenneth-Beare-2205.htmhttp://esl.about.com/bio/Kenneth-Beare-2205.htmhttp://esl.about.com/bio/Kenneth-Beare-2205.htmhttp://pedagogy.merlot.org/Online-HybridCourses.htmlhttp://pedagogy.merlot.org/ProblemBasedLearning.htmlhttp://pedagogy.merlot.org/ServiceLearning.htmlhttp://pedagogy.merlot.org/TeachingDiverseStudents.htmlhttp://pedagogy.merlot.org/TeachingwithCases.htmlhttp://pedagogy.merlot.org/TeamBasedLearning.htmlhttp://pedagogy.merlot.org/TeamTeaching.htmlhttp://pedagogy.merlot.org/WritingAssignments.htmlhttp://pedagogy.merlot.org/TeachingStrategies.htmlhttp://esl.about.com/bio/Kenneth-Beare-2205.htm

  • 8/21/2019 Teaching Strategies for English Teachers

    3/33

    basic communication o ideas, etc.) What is the ocus o the e"ercise (structure, tense usage, creati#e!riting). *nce these actors are clear in the mind o the teacher, the teacher can begin to ocus on ho!to in#ol#e the students in the acti#ity thus promoting a positi#e, long0term learning e"perience.

    1a#ing decided on the target area, the teacher can ocus on the means to achie#e this type olearning. As in correction, the teacher must choose the most appropriate manner or the speci%ed!riting area. 2 ormal business letter $nglish is re&uired, it is o little use to employ a ree e"pression

    type o e"ercise. 3ike!ise, !hen !orking on descripti#e language !riting skills, a ormal letter ise&ually out o place.

    With both the target area and means o production, clear in the teachers mind, the teacher can beginto consider ho! to in#ol#e the students by considering !hat type o acti#ities are interesting to thestudents Are they preparing or something speci%c such as a holiday or test, Will they need any othe skills pragmatically What has been eecti#e in the past A good !ay to approach this is by classeedback, or brainstorming sessions. By choosing a topic that in#ol#es the students the teacher ispro#iding a conte"t !ithin !hich eecti#e learning on the target area can be understaken.

    4inally, the &uestion o !hich type o correction !ill acilitate a useul !riting e"ercise is o utmostimportance. 1ere the teacher needs to once again think about the o#erall target area o the e"ercise. 2 there is an immediate task at hand, such as taking a test, perhaps teacher guided correction is themost eecti#e solution. 1o!e#er, i the task is more general (or e"ample de#eloping inormal letter!riting skills), maybe the best approach !ould be to ha#e the students !ork in groups thereby learning

    rom each other. 5ost importantly, by choosing the correct means o correction the teacher canencourage rather discourage students.

    Source : http://esl.about.com/cs/teachingtechni&ue/a/a6t!rite.htm

    The English Teacher

    Lesson Plans for a Creative Writing Course

    *This page contains the complete lesson plans for a thirteen week course in creative

    writing which I taught for Lane Community College for 22 years, most recently springquarter, 2002.

    The longer units in this lesson plan are esigne to evelop specific skills in a certain

    orer uring the class. The shorter units can occur in a ifferent orer in the class than

    given here, accoring to the teacher!s e"perience an preferences.

    #ome of these units are presente in more or less etail on iniviual pages on this

    we$site.

    %hen you view the stuents! writing samples, please use the &$ack $utton& on your

     $rowser to return to your place in these lesson plans.

    http://esl.about.com/cs/teachingtechnique/a/a_twrite.htmhttp://esl.about.com/cs/teachingtechnique/a/a_twrite.htm

  • 8/21/2019 Teaching Strategies for English Teachers

    4/33

    %riting 2'(

    )(+02

    * %ork on reaing skills so that stuents can present their writings in the $est manner.ll the assignments e"cept the first one using -aiku!s are presente orally $y the

    stuents $efore they turn them in. Therefore they nee to have their assignmentscomplete $y the ue ate. If the teacher lets the stuents volunteer, it causes a $etterclass spirit, $ut some stuents may put off finishing on time $ecause they rely on

    others to volunteer. ll assignments are to $e type e"cept those written in class an as

     ournals.

    /IT1 -I/#

    -aikus are unerestimate in their challenge an value as a writing assignment. I

    assign only two or three. %hen possi$le, I assign them the week $efore spring $reak so

    the stuents can work on them over the vacation. -aikus are intene to convey aClear 3icture 45ental Image6, a 7istinct 8motion, an a !spiritual! Insight. I on!t work

    much on efining !spiritual! $ut simply confine it to an !aha9! or !light goes on!e"perience. This assignment requires very little writing $ut requires much thought an

    focus an if one correctly, the $enefits carry on to longer assignments.

    8"cellent sample haikus may $e foun in ! et of :ireflies! $y -arol Tran #tewart.

    4#ee the section on Teaching -aikus for some sample !classic! haikus.6 s #tewartillustrates, the ;apanese haikus translate $etter into 8nglish couplets than into the

    traitional haiku form of three lines of +, ), +, sylla$les. #tewart!s haikus contain the

    other more important elements of haikus an I use them in class to illustrate these

    elements an use a few more conventional haikus to teach the haiku format of threelines of +, ), +, sylla$les.

    I han out two pages of ;apanese haikus which we rea an iscuss in the same

    manner as we will later iscuss stuent haikus. I have the stuents take turns reaingthese moel haikus an iscussing them in relation first to clear picture, then istinct

    emotion, then spiritual insight.

    This iscussion helps stuents reali

  • 8/21/2019 Teaching Strategies for English Teachers

    5/33

    the writing is perceive. e"t, we iscuss the !istinct emotion,! an then the !insight.!

    #ometimes the writers may anonymously want to state the purpose that they thought

    that their haiku containe. %hen this unit is one with accuracy, tact, anconsieration, the stuents learn how to give an take fee$ack, an they o not min

    reaing their own assignments ne"t time. ote1 creative writing classes work $estwhen the seating is in a circle.

    To rea samples of stuent writing click here1 -aikus

    /IT1 =LI778: 8>38?I8C8

    The stuents spen one hour either @$lin@ or @eaf@ in a safe situation of theirchoosing an then they write two typewritten pages, one narrative an one e"pository.

    The first page consists of a narrative escription of their e"periences an the secon

     page consists of an e"planation of what they learne from the e"periment. lthoughthe assignment covers two ifferent moes of writing, it shoul $e written as a single

    assignment. ote1 This assignment shoul $e one iniviually, an not as a group,

     $ecause the group e"perience lessens its value in strengthening perceptions.

    =efore turning the paper in to the instructor, they rea it in class. This is a goo firstassignment for stuents to rea orally $efore the class $ecause it requires writing skills

    they alreay possess an therefore they shoul feel less uneasy a$out how their peers

    may react . %hat oes $ring positive reactions from the class an one of the elements Ilook for when graing, is involvement with the assignment. %hen the writer has $een

    involve, the class listens more intently an more actively evelops their listening an

    iscussion skills.

    To rea samples of stuent writing click here1 Ane -our =lin an Ane -our 7eaf .

    Teacher Focus1 without making it yet a part of the stuents! assignments, $egin to

     point out writing which is nota$le for its @soun@ an clarity.

    /IT1 @T-?88 5I/T8@ %?ITIB CCL8#!'It was a dark and stormy night...' 

    This unit contains two e"ercises.

    The first e"ercise causes an awareness of the e"istence of plot as an element of the

    short story, an the secon e"ercise& with the aition of a @theme@ shows how plotsare shape $y a theme. 4 The instructor may also wish to point out to stuents how

     plot&orientation focus raws attention away from character evelopment.6

    (D 8"ercise one 4without a theme61

    http://teacher2b.com/creative/haiku1.htmhttp://teacher2b.com/creative/haiku1.htmhttp://teacher2b.com/creative/blind1.htmhttp://teacher2b.com/creative/blind1.htmhttp://teacher2b.com/creative/deaf1.htmhttp://teacher2b.com/creative/deaf1.htmhttp://teacher2b.com/creative/haiku1.htmhttp://teacher2b.com/creative/blind1.htmhttp://teacher2b.com/creative/deaf1.htm

  • 8/21/2019 Teaching Strategies for English Teachers

    6/33

    The stuents sit in a circle, each having sufficient writing paper an their names on the

    first sheet. %hen the instructor says, !=egin! they $egin writing a story starting with the

     phrase @It was a ark an stormy night.@ 4The teacher shoul instruct the class not towrite a$out anyone in the class or in the school.6 fter E minutes, the teacher instructs

    them to pass the story to the person on their rightleft. The ne"t stuent as to thestory for EF4G6 minutes an passes it on, an so forth. The instructor keeps track of thetime perios, austing them for the @spee@ of the class $ut E H minutes is generally

     $est. *The instructor oins in the writing. s the time for a conclusion raws near, the

    instructor announces that the ne"t writer will $egin to finish up the story an the one

    after that will conclue the story. The class may $e tol that this will happen so thatthey can mentally prepare for finishing a story although they won!t know which one.D

    2D 8"ercise two 4with a theme6

    3revious to this e"ercise the instructor has aske each stuent to turn in E sayings,

     prefera$ly original, on a sheet of paper. The instructor chooses ( of the E sayings fromeach an puts one for each class mem$er, an the instructor, on a slip of paper. %hen

    everyone has rawn their sayings from a $o", the instructor says @=egin.@ They unfol

    their sayings, write them an their names at the top of their papers, an $egin a storyaime at using the saying they have rawn as a theme of their story. The proceure is

    the same as the @without saying@ cycle e"cept the last two writers have the particular

    challenge of ening the story to fit anor support the saying. *?eturn the stories to

    their originators so they can see what happene to their ieas.

    These e"ercises are helpful in showing the function of @theme@ $y $eing a$sent an

    then present. The stuents then see how theme shapes the evolution of a story. 3lus, the

    interaction $etween stuents as they guie or eflect each other!s purposes, also showsthe power of intent an concept on the story at any given point. ote1 $esies the

    eucational value of these e"ercises, they $uil enoyment for the class an an

    appreciation of each other!s cleverness, or pro$lems, in ealing with the story in the

    form that is hane to them.

    ?eturn to top.

    /IT1 8>T8?IA?IT8?IA? =A>8#

    *This assignment came from an elementary teacher. s one oins in oing theassignment, its value an strength in teaching creative writing $ecomes apparent. It

    evelops inwar an outwar irecte perceptions regaring real life people that can

     $e transferre to the evelopment of more realistic characters.

    The assignment was one when I ha the option to have an evening class, )&(0 pm. It

    may not $e feasi$le to o in less than several hours, an I i not inclue it in my most

    http://teacher2b.com/creative/creativp.htm#Tophttp://teacher2b.com/creative/creativp.htm#Top

  • 8/21/2019 Teaching Strategies for English Teachers

    7/33

    recent classes.

    The proceure is as follows1

    I.D The stuents choose a $o" 4usually car$oar6 that !fits! their personality. They mayvary from shoe $o"es an hat $o"es to packing $o"es. few have mae their $o"es,some from plywoo.

      .D An the outsie of the $o" they place a collage of pictures an wors from

    maga

  • 8/21/2019 Teaching Strategies for English Teachers

    8/33

    respective $o" num$ers. They generally enoy reaing all of the comments. -owever

     please take care that if some comments are inappropriate, they shoul $e elete

     $efore the rest are hane out to the stuents.

    This unit is valua$le even if the stuents on!t get the com$ine comments on their $o"es.

    /IT1 8>T8787 :=L8

    This unit again focuses on conciseness in writing an it is enoya$le for the stuents. It

     $uils further iscussion skills an helps prepare the class for the more challenging

    assignments ahea.

    The fa$le animals shoul generally $e consistent with the nature of the creature in the

    fa$le. :or instance, ants on!t have !mom an a! families. o humans shoul $einvolve. The animals can speak. The fa$les shoul $e limite to E' to one page in

    length an shoul $e rea $y the stuents in class.

    To rea samples of stuent writing click here1 :a$le J( an :a$le J2 .

    /IT1 =/L%8?&LTTA #8T8C8#

    This assignment helps stuents recogni

  • 8/21/2019 Teaching Strategies for English Teachers

    9/33

     paragraphs without giving the writers! names since the stuents on!t have time to

     polish them, an most will not $e close to their $est writing. -owever, the entire class

    an the teacher can $e amuse $y the resourcefulness of the stuents in meeting thischallenge.

    Click here for some sample paragraphs.

    /IT1 :A/? I#ITA?#

    s mentione earlier the focus of the course is to evelop the stuents! writing a$ilities

     $y focusing on ifferent aspects of the short story. The purpose of this unit is to

    improve the stuents! a$ility to write escription. t first it may seem that $eginningwriters on!t nee to focus on escription $ecause their stories contain too much of it

    in proportion to the other elements of a story. :urther stuy though, may show that

    instea of reucing the amount of escription, stuents may nee to more consciouslycontrol the location an quality of their escriptions.

    This assignment then focuses on control in writing escription.

    The iea for this unit came from a humorous story that I hear on the raio1 Two

    young men living in the #outh are each other to spen until minight in a large ol

    eserte haunte house. Ane ecies to o it an as he waits in an upstairs room withshrimp cooking in a pot of oil in the fireplace, he has four visitors. They come at M, (0,

    ((pm an minight respectively. 8ach one is scarier, larger, an more awesome than

    the preceing one with the escription of each using the five senses.

    :rom this story I gaine the iea for the following assignment1 The stuents shoul setup the story with the $arest of plots... generally one paragraph e"plaining why they are

    having visitors. The escription shoul comprise N+O&M0O of the paper. The visitors

    can range from goo to $est, or, $a to worst. The writing shoul $e controlle so thatthe graations are evient. This graation requires much more control in writing than a

    simple writing of four escriptions. The class shoul $e tol that this is ot a fashion

    commentary an also shoul $e one with awareness not to $ring a focus on anyone inthe class. The assignment is generally 2F typewritten pages.

    &3oints for stuents1 they can highlight their printe out escriptions with a

    highlighting pen& yellow or orange on their rough raft. That way they can see howmuch actual escription went into the paper. lso the teacher can highlight theescription when graing the final raft so that the stuents can see what was focuse

    on, an perhaps the reason for the grae.

    #ome stuents may fin this a challenging assignment. To help them $egin, the

    instructor might suggest that the stuents use ( sheet for each of the ' visitors. An (sie of the paper raw circles to list the character!s qualities in, remem$ering the +

    http://teacher2b.com/creative/6sentenc.htmhttp://teacher2b.com/creative/6sentenc.htm

  • 8/21/2019 Teaching Strategies for English Teachers

    10/33

    senses. The stuents shoul look for egrees of change an arrange the characters

    appropriately. *They can use metaphors an similes to e"press the !ine"pressi$le! $ut

    not to the e"treme.D

     ote1 as the first confient volunteers rea their stories, others in the class may $emotivate to spen some time improving their stories $efore they rea them.

    To rea samples of stuent writing click here1 7escriptive %riting J( an 7escriptive

    %riting J2 .

    ?eturn to top.

    /nit1* Ane or two sentence response.

    This unit is simply to lighten up the class with a fun unit. #tuents are given a list ofsituations for which they write one or two sentence responses. I got the iea for this

    unit from an article entitle !#elftarting %riting 8"ercise :louners! in a 5arch (MN'

    copy of 5eia an 5ethos. The author, 7ick #aggio, gave fourteen situations that thestuents were to respon to. few of his situations were1

    (D Ane sentence1 ou are an eight&year ol chil. our new $a$y sister has ust come

    home from the hospital. -ow o you feelG

    2D Ane sentence of ialogue1 fortune hunter eclaring his love.ED ?elate rain to quiet secure happiness. Ane sentence.

    'D ou are a pretty young wife whose feet are slightly on the large sie. our hus$an

    of si" months has ust presente you with a $eautiful pair of $eroom slippers one si

  • 8/21/2019 Teaching Strategies for English Teachers

    11/33

    characters may $e !evelope! as well as the narrator through the ialogue.6 The

    ialogue may have a theme.

    *Incientally the !for an against! part of the assignment $uils a tension an interest in

    the plot for $oth the reaer an the listeners.

     ote for the teacher1 %riting ialogue is challenging an you might have an

    assignment where stuents first listen to what others say, an write own their wors

     precisely in a ialogue ournal. That way when they write ialogue, stuents won!t proect onto the character ialogue that might not $e fitting. The ialogue will $e more

    e"act, precise an realistic. *7on!t e"pect 5ark Twain quality ialogue from $eginning

    writers.

    To rea samples of stuent writing click here1 7ialogue J( an 7ialogue J2 .

    /IT1 A=:/#CTA? #8T8C8#

    The purpose of this short unit is to help the stuents recogni

  • 8/21/2019 Teaching Strategies for English Teachers

    12/33

    character an are given EF minutes to o so, an then they pass the escription on to

    the ne"t stuent, who as to the escription. This process helps everyone !$uy into!

    the characters. fter +&K turns of writing on the characters, the character sheets are passe $ack to the first writer who sees what happene to the character. Then the class

    is ivie into groups of +&K stuents who are tol to come up with a story plot anoutline using all of the characters that they have. *The story oes not $ecome plotriven $ecause $y now the stuents have an iea of what the character is like as a

     person an they know whether the character woul act in a certain way or not.

    fter sufficient time has passe, the characters are trae with the other groups an a

    new story outline is written. Then uring one class perio, the various plots anoutlines are presente an the story lines are compare.

    s an alternative unit, each stuent writes a E' to one page escription of a character

    outsie of class. They make two copies of the character escription which they turn

    into the instructor. The instructor keeps one copy of each for graing an gives theother ones to stuents at ranom, making sure that the original writers on!t receive

    their characters.

    Then each stuent takes the new character an as two paragraphs to the escription

    an $rings two copies of their aitions to the ne"t class. Ane copy they give to theinstructor an the other copy they keep with the original escription.

     e"t, the teacher assigns E&' stuents to a group, with no stuent in the group place

    with a stuent that has their original character. Then the groups evelop a story $ase

    on how the characters woul !reasona$ly act! in the situation that they create. That

    restriction means1 no insane killers, no !ma! people to ustify ine"plica$le, irrationalactions. Likewise, there shoul $e no ine"plica$le -ollywoo style !2' hours to fall in

    love! type of stories.

    This e"ercise generates a lot of iscussion a$out the characters! motivations,

     $ackgroun, tenencies, etc. which helps the stuents in eveloping characters in their

    su$sequent assignments.

    /IT1 ;A/?L

    This unit is one I use for e"tra creit when stuents were gone a week for a schoolactivity. It coul $e use at any time. I on!t use ournals often $ecause in my opinionto $e one correctly, stuents nee fee$ack regularly an ournals can simply !pile up!

    without the attention that I feel they require.

    The stuents ivie their paper vertically with two columns. The left one is title !%hat

    I #aw,! an the other one, !%hat I Thought a$out what I #aw.! Benerally they write H a page per ay. The purpose of this unit is to evelop some introspection an perhaps

  • 8/21/2019 Teaching Strategies for English Teachers

    13/33

    show stuents some value in keeping their own ournals.

    /IT1 L8TT8? TA B?7C-IL7

    The concept for teachers is that growth in the writer is important as well as growth in

    writing skills. -owever, this growth shoul not $e prescri$e $ut rather $uilt into the

    course so that the writers can iscover themselves an the principles affecting theirlives. This unit causes young people who are sometimes inwar focuse to see others!

    viewpoints. It helps them further empathi

  • 8/21/2019 Teaching Strategies for English Teachers

    14/33

    an are 'F pages long. ote1 as this unit occurs near the en of the class, sufficient

    time shoul $e allowe for the stuents to rea their stories an have some iscussion.

    This is an enoya$le time for everyone since all now can appreciate the qualities ofwriting $eing isplaye an the effort neee to write them. I use this assignment as

    the !final e"am! an stuents shoul know that their short story is significant inevaluating their progress in the class.

    Comments on the actual reaing process1 (.D #tuents generally shoul rea louer anwith a little more feeling. 2.D #tuents raw !name cars! for this last story. 4This means

    that all the stuents! names are put into a $o" an someone raws the names to $e rea.

    This process insures that everyone will $e reay on time, an not put this en of theclass assignment off, counting on others to volunteer.6 E.D The teacher can make

    comments on the oral reaing on each stuents! name car as it is rawn.

     ote1 Ane week was almost not enough time for reaing the short stories for one class

    of thirteen which rea 'F page stories, meeting three ays per week.

    :or some sample short stories $ase on stuents! research papers, go to storyone an story two

    That!s the course. %hen time permitte, I use supplemental writings although I have

    foun that giving stuents samples of professional writers work was not as effective as

    stuents oing more of their own writing with constant fee$ack from other stuents.In every unit some stuent prouce a sparkling gem of writing that others woul

    consier attaina$le whereas the samples from -emingway, Twain, or :aulkner, etc.

    might not $e consiere attaina$le. n the $asic purpose for the teacher shoul $e !owhat prouces esire results! in the stuent.

    ?eturn to1 Teaching Creative %riting 3age

    Source: http://teacher7b.com/creati#e/creati#p.htm

    Making lectures more interactive

    What happens when you try to engage students by floating a question during class?

    Silence? The same eager student anxious to answer? Most of the students not thinking

    about the question but just hoping that you wont call on them? What can we do to make

    students more actively engaged with the material during lecture in order to improve student

    learning? !licking "more information" below will take you to a discussion# at the Starting

    $oint site# of strategies for making lecture more interactive%more information and examples

    &elow# you will also find links to useful material for making classes more interactive'

    http://teacher2b.com/creative/story1.htmhttp://teacher2b.com/creative/story1.htmhttp://teacher2b.com/creative/story2.htmhttp://teacher2b.com/creative/createwr.htmhttp://teacher2b.com/creative/createwr.htmhttp://teacher2b.com/creative/creativp.htmhttp://serc.carleton.edu/introgeo/interactive/index.htmlhttp://teacher2b.com/creative/story1.htmhttp://teacher2b.com/creative/story1.htmhttp://teacher2b.com/creative/story2.htmhttp://teacher2b.com/creative/createwr.htmhttp://teacher2b.com/creative/creativp.htmhttp://serc.carleton.edu/introgeo/interactive/index.html

  • 8/21/2019 Teaching Strategies for English Teachers

    15/33

    •(sing )ata in the !lassroom' *S)+,)+-S-,!utting -dge resource site for

    engaging students in using data to address scientific questions# with over .//

    links to on0line or downloadable datasets and tools for visuali1ing or

    manipulating data that can be used in the classroom% &oth browsable and

    searchable%

    •(sing )ata to Teach -arth $rocesses' !utting -dge resource site for engaging

    students with real world data%

    •&ack0of0the0envelope calculations' short explanation of and rationale for using

    back0of0the0envelope calculations# plus examples%

    •Teaching 2uantitative Skills in the 3eosciences' )+-S- resource site for helping

    students master quantitative skills with links to resources%

    The jigsaw technique

    4ave you struggled with group work in class? The jigsaw technique can be a useful#

    well0structured template for carrying out effective in0class group work% The class is

    divided into several teams# with each team preparing separate but related

    assignments% When all team members are prepared# the class is re0divided into

    mixed groups# with one member from each team in each group% -ach person in the

    group teaches the rest of the group what he,she knows# and the group then tackles

    an assignment together that pulls all of the pieces together to form the full picture

    5hence the name "jigsaw"6%Jigsaw module from Pedagogy in Action

    The gallery walk

    The gallery walk is a cooperative learning strategy in which the instructor devises

    several questions,problems and posts each question,problem at a different table or

    at a different place on the walls 5hence the name "gallery"6% Students form as many

    groups as there are questions# and each group moves from question to question5hence the name "walk"6% 7fter writing the groups response to the first question# the

    group rotates to the next position# adding to what is already there% 7t the last

    question# it is the groups responsibility to summari1e and report to the class%more

    information and examples

    -ffective discussion

    )iscussion is an excellent way to engage students in thinking and analy1ing or in

    defending one side of an issue# rather than listening to lecture% Students must also

    respond to one another# rather than interacting intellectually only with the instructor%

    3ood discussion can be difficult to generate# however% !licking "more information"below will take you to some tips for having a good discussion in class and a sample

    template for class discussion% )ownload more information on effective discussions#

    with a template example 5Microsoft Word 8.k& 9un:; /.6

    http://serc.carleton.edu/usingdata/index.htmlhttp://serc.carleton.edu/usingdata/resources.htmlhttp://serc.carleton.edu/usingdata/resources.htmlhttp://serc.carleton.edu/NAGTWorkshops/usingdata/index.htmlhttp://serc.carleton.edu/quantskills/teaching_methods/boe/index.htmlhttp://serc.carleton.edu/quantskills/teaching_resources/index.html?search_text=back+of+the+envelope&q1=sercvocabs__40%3A4http://serc.carleton.edu/quantskills/index.htmlhttp://serc.carleton.edu/quantskills/teaching_resources/index.htmlhttp://serc.carleton.edu/sp/library/jigsaws/index.htmlhttp://serc.carleton.edu/introgeo/gallerywalk/index.htmlhttp://serc.carleton.edu/introgeo/gallerywalk/index.htmlhttp://serc.carleton.edu/files/NAGTWorkshops/coursedesign/tutorial/Discussions.dochttp://serc.carleton.edu/files/NAGTWorkshops/coursedesign/tutorial/Discussions.dochttp://serc.carleton.edu/usingdata/index.htmlhttp://serc.carleton.edu/usingdata/resources.htmlhttp://serc.carleton.edu/usingdata/resources.htmlhttp://serc.carleton.edu/NAGTWorkshops/usingdata/index.htmlhttp://serc.carleton.edu/quantskills/teaching_methods/boe/index.htmlhttp://serc.carleton.edu/quantskills/teaching_resources/index.html?search_text=back+of+the+envelope&q1=sercvocabs__40%3A4http://serc.carleton.edu/quantskills/index.htmlhttp://serc.carleton.edu/quantskills/teaching_resources/index.htmlhttp://serc.carleton.edu/sp/library/jigsaws/index.htmlhttp://serc.carleton.edu/introgeo/gallerywalk/index.htmlhttp://serc.carleton.edu/introgeo/gallerywalk/index.htmlhttp://serc.carleton.edu/files/NAGTWorkshops/coursedesign/tutorial/Discussions.dochttp://serc.carleton.edu/files/NAGTWorkshops/coursedesign/tutorial/Discussions.doc

  • 8/21/2019 Teaching Strategies for English Teachers

    16/33

    !oncept sketches

    !oncept sketches 5different from concept maps6 are sketches or diagrams that are

    concisely annotated with short statements that describe the processes# concepts#

    and interrelationships shown in the sketch% 4aving students generate their own

    concept sketches is a powerful way for students to process concepts and conveythem to others% !oncept sketches can be used as preparation for class# as an in0class

    activity# in the field or lab# or as an assessment tool% )ownload more information on

    concept sketches# with examples 5Microsoft Word n medical school case

    studies# the "story" typically involves a sick patient% >n science case studies# "stories"

    can range from public policy issues to science research questions% 3ood case studies

    give the students considerable latitude in deciding how to solve the problem# rather

    than leading them through the problem by the nose# and provide excellent

    opportunities to engage students in the classroom% The *ational !enter for !ase

    Study Teaching in Science has a collection of case studies in a number of different

    science disciplines% 7lso# clicking "more information" below will take you to a

    discussion# at the Starting $oint site# of teaching with case studies%more information and

    examples at the Starting Point site

    )ebates

    )ebates can be a very useful strategy for engaging students in their own learning%

    )ebates force students to deal with complexity and "gray areas"# and they are rich in

    imbedded content% )ebates can also help provide relevancy of course material to

    everyday issues# which can improve student learning% )ebates also improve

    students oral communication skills% )ownload more information on debates#

    including a rubric for grading debates 5Microsoft Word 8.k& 9un:. /.6%

    9ust0in0Time Teaching

    9ust0in0Time Teaching 59iTT6 was developed as a way of engaging students in course

    material before class and preparing them to come to class and participate actively

    during class% !licking "more information" below will take you to a discussion# at the

    Starting $oint site# of using 9ust0in0Time teaching%More information and examples

    http://serc.carleton.edu/files/NAGTWorkshops/coursedesign/tutorial/concept_sketch_1.dochttp://serc.carleton.edu/files/NAGTWorkshops/coursedesign/tutorial/concept_sketch_1.dochttp://serc.carleton.edu/files/NAGTWorkshops/coursedesign/tutorial/concept_sketch_2.dochttp://serc.carleton.edu/files/NAGTWorkshops/coursedesign/tutorial/concept_sketch_2.dochttp://ublib.buffalo.edu/libraries/projects/cases/ubcase.htmhttp://ublib.buffalo.edu/libraries/projects/cases/ubcase.htmhttp://serc.carleton.edu/introgeo/icbl/index.htmlhttp://serc.carleton.edu/introgeo/icbl/index.htmlhttp://serc.carleton.edu/files/NAGTWorkshops/coursedesign/tutorial/debates.dochttp://serc.carleton.edu/files/NAGTWorkshops/coursedesign/tutorial/debates.dochttp://serc.carleton.edu/introgeo/justintime/index.htmlhttp://serc.carleton.edu/files/NAGTWorkshops/coursedesign/tutorial/concept_sketch_1.dochttp://serc.carleton.edu/files/NAGTWorkshops/coursedesign/tutorial/concept_sketch_1.dochttp://serc.carleton.edu/files/NAGTWorkshops/coursedesign/tutorial/concept_sketch_2.dochttp://serc.carleton.edu/files/NAGTWorkshops/coursedesign/tutorial/concept_sketch_2.dochttp://ublib.buffalo.edu/libraries/projects/cases/ubcase.htmhttp://ublib.buffalo.edu/libraries/projects/cases/ubcase.htmhttp://serc.carleton.edu/introgeo/icbl/index.htmlhttp://serc.carleton.edu/introgeo/icbl/index.htmlhttp://serc.carleton.edu/files/NAGTWorkshops/coursedesign/tutorial/debates.dochttp://serc.carleton.edu/files/NAGTWorkshops/coursedesign/tutorial/debates.dochttp://serc.carleton.edu/introgeo/justintime/index.html

  • 8/21/2019 Teaching Strategies for English Teachers

    17/33

    ole playing

    ole0playing and simulations in class can be an excellent way to engage students% 7

    well0constructed role0playing or simulation exercise can emphasi1e the real world

    and require students to become deeply involved in a topic% !licking "more

    information" below will take you to a discussion# at the Starting $oint site# ofteaching with role playing%More information and examples

    Source:

    http://serc.carleton.edu/'AGTWorkshops/coursedesign/tutorial/strategies.html

    8onald 9. aulson

    -hemistry and Biochemistry -aliornia State ;ni#ersity, 3.A. 

  • 8/21/2019 Teaching Strategies for English Teachers

    18/33

    which stuents apply course material to @real life@ situations anor to new pro$lems.

    The term @cooperative learning@ covers the su$set of active learning activities which

    stuents o as groups of three or more, rather than alone or in pairsP generally,

    cooperative learning techniques employ more formally structure groups of stuents

    assigne comple" tasks, such as multiple&step e"ercises, research proects, or

     presentations. Cooperative learning is to $e istinguishe from another now well&efine term of art, @colla$orative learning@, which refers to those classroom

    strategies which have the instructor an the stuents place on an equal footing

    working together in, for e"ample, esigning assignments, choosing te"ts, an

     presenting material to the class. Clearly, colla$orative learning is a more raical

    eparture from traition than merely utili

  • 8/21/2019 Teaching Strategies for English Teachers

    19/33

     

    2. Muddiest (or Clearest) Point & This is a variation on the one&minute paper,

    though you may wish to give stuents a slightly longer time perio to answer

    the question. -ere you ask at the en of a class perio, or at a natural $reak inthe presentationD, @%hat was the @muiest point@ in toay!s lectureG@ or,

     perhaps, you might $e more specific, asking, for e"ample1 @%hat if anythingD

    o you fin unclear a$out the concept of !personal ientity! !inertia!, !natural

    selection!, etc.DG@.

     

    E. Affective esponse & gain, this is similar to the a$ove e"ercises, $ut here you

    are asking stuents to report their reactions to some facet of the course material& i.e., to provie an emotional or valuative response to the material. A$viously,

    this approach is limite to those su$ect areas in which such questions are

    appropriate one shoul not, for instance, inquire into stuentsQ affective

    responses to verte$rate ta"onomyD. -owever, it can $e quite a useful starting

     point for courses such as applie ethics, particularly as a precursor to

    theoretical analysis. :or e"ample, you might ask stuents what they think of 7r.

    ;ack evorkian!s activities, $efore presenting what various moral theorists

    woul make of them. =y having several views @on the ta$le@ $efore theory is

     presente, you can help stuents to see the material in conte"t an to e"plore

    their own $eliefs. It is also a goo way to $egin a iscussion of evolutionarytheory or any other scientific area where the general pu$lic often has views

    contrary to current scientific thinking, such as paper vs. plastic packaging or

    nuclear power generation.

     

    '. !ail #ournal & This com$ines the avantages of the a$ove three techniques,

    an allows for more in&epth iscussion of or reaction to course material. ou

    may set asie class time for stuents to complete their ournal entries, or assignthis as homework. The only isavantage to this approach is that the fee$ack

    will not $e as @instant@ as with the one&minute paper an other assignments

    which you collect the ay of the relevant lectureD. =ut with this approach

    particularly if entries are assigne for homeworkD, you may ask more comple"

    questions, such as, @7o you think that eterminism is correct, or that humans

    have free willG 8"plain your answer.@, or @7o you think that 7r. evorkian!s

  • 8/21/2019 Teaching Strategies for English Teachers

    20/33

    actions are morally rightG %hat woul ;ohn #tuart 5ill sayG@ an so on. Ar you

    might have stuents fin an iscuss reports of scientific stuies in popular

    meia on topics relevant to course material, such as glo$al warming, the o

  • 8/21/2019 Teaching Strategies for English Teachers

    21/33

    Questions and Answers

    %hile most of us use questions as a way of proing stuents an instantly

    testing comprehension, there are simple ways of tweaking our questioning

    techniques which increase stuent involvement an comprehension. Though

    some of the techniques liste here are @o$vious@, we will procee on the principle that the o$vious sometimes $ears repeating a useful peagogical

     principle, to $e sure9D.

    The "'ocratic Method"

    Taking its namesake from the most famous gafly in history, this technique in

    its original format involve instructors @testing@ stuent knowlege of reaing

    assignments, lectures, or perhaps applications of course material to a wier

    conte"tD $y asking questions uring the course of a lecture. Typically, the

    instructor chooses a particular stuent, presents her with a question, ane"pects an answer forthwithP if the @chosen@ stuent cannot answer the question

     presente, the instructor chooses another an anotherD until the esire answer

    is receive. This metho has come uner criticism, $ase on claims that it

    singles out stuents potentially em$arrassing themD, anor that it favors only a

    small segment of the class i.e., that small percentage of the class who can

    answer any question thrown at themD. In aition, once a stuent has answere

    a question they may not pay much attention as it will $e a long time $efore the

    teacher returns to them for a secon question. In spite of these criticisms, we

    feel that the #ocratic metho is an important an useful oneP the following

    techniques suggest variations which enhance this metho, avoiing some of

    these pitfalls.

    N. Wait Ti&e & ?ather than choosing the stuent who will answer the question

     presente, this variation has the instructor %ITIB $efore calling on

    someone to answer it. The wait time will generally $e short (+ secons or soD &

     $ut it may seem intermina$le in the classroom. It is important to insist that no

    one raise his han or shout out the answerD $efore you give the A, in orer to

    iscourage the typical scenario in which the five stuents in the front row all

    immeiately volunteer to answer the question, an everyone else sighs in relief.

    %aiting forces every stuent to think a$out the question, rather than passively

    relying on those stuents who are fastest out of the gate to answer every

    question. %hen the wait time is up, the instructor asks for volunteers or

    ranomly picks a stuent to answer the question. Ance stuents are in the ha$it

    of waiting after questions are aske, more will get involve in the process.

  • 8/21/2019 Teaching Strategies for English Teachers

    22/33

     

    M. 'tudent 'u&&ar of Another 'tudents Anser & In orer to promote

    active listening, after one stuent has volunteere an answer to your question,

    ask another stuent to summari

  • 8/21/2019 Teaching Strategies for English Teachers

    23/33

    incluing egree of ifficulty, effectiveness in assessing their learning, proper

    scope of questions, an so forth.

    2mmediate 4eedback

    These techniques are esigne to give the instructor some inication of stuent

    unerstaning of the material presente uring the lecture itself. These

    activities provie formative assessment rather than summative assessment of

    stuent unerstaning, :ormative assessment is evaluation of the class as a

    whole in orer to provie information for the $enefit of the stuents an the

    instructor, $ut the information is not use as part of the course graeP

    summative assessment is any evaluation of stuent performance which

     $ecomes part of the course grae. :or each fee$ack metho, the instructor

    stops at appropriate points to give quick tests of the materialP in this way, shecan aust the lecture mi&course, slowing own to spen more time on the

    concepts stuents are having ifficulty with or moving more quickly to

    applications of concepts of which stuents have a goo unerstaning.

    (2.Finger 'ignals & This metho provies instructors with a means of testing

    stuent comprehension without the waiting perio or the graing time require

    for written qui

  • 8/21/2019 Teaching Strategies for English Teachers

    24/33

    instructor might flash the iagram of a chemical compoun an ask @7oes this

    compoun react with -2AG@. This can $e com$ine with finger signals.

     

    ('.$uotations & This is a particularly useful metho of testing stuent

    unerstaning when they are learning to rea te"ts an ientify an author!s

    viewpoint an arguments. fter stuents have rea a representative avocate of

    each of several opposing theories or schools of thought, an the relevant

    concepts have $een efine an iscusse in class, put on the overhea

     proector a quotation $y an author whom they have not rea in the assigne

    materials, an ask them to figure out what position that person avocates. In

    aition to testing comprehension of the material presente in lecture, this

    e"ercise evelops critical thinking an analysis skills. This woul $e very

    useful, for e"ample, in iscussing the various aspects of evolutionary theory.

    -ritical Thinking 5oti#ators

    #ometimes it is helpful to get stuents involve in iscussion of or thinking

    a$out course material either $efore any theory is presente in lecture or after

    several conflicting theories have $een presente. The iea in the first case is to

    generate ata or questions prior to mapping out the theoretical lanscapeP in the

    secon case, the stuents learn to assess the relative merits of severalapproaches.

    (+.The Pre,Theoretic -ntuitions $ui% & #tuents often utifully recor

    everything the instructor says uring a lecture an then ask at the en of the ay

    or the course @what use is any of thisG@, or @what goo will philosophy 4organic

    chemistry, etc.6 o for usG@. To avoi such questions, an to get stuents

    intereste in a topic $efore lectures $egin, an instructor can give a qui< aime at

    getting stuents to $oth ientify an to assess their own views. n e"ample of

    this is a long @True or :alse@ questionnaire esigne to start stuents thinkinga$out moral theory to $e aministere on the first or secon ay of an

    introuctory ethics courseD, which inclues statements such as @There are really

    no correct answers to moral questions@ an @%hatever a society hols to $e

    morally right is in fact morally right@. fter stuents have respone to the

    questions iniviually, have them compare answers in pairs or small groups an

    iscuss the ones on which they isagree. This technique may also $e use to

  • 8/21/2019 Teaching Strategies for English Teachers

    25/33

    assess stuent knowlege of the su$ect matter in a pre&post&lecture

    comparison. The well&known @:orce Concept Inventory@ evelope $y

    -estenes to measure unerstaning of force an motion is another goo

    e"ample of this.

     

    (K.Pu%%les+Parado.es & Ane of the most useful means of ferreting out stuents!

    intuitions on a given topic is to present them with a parao" or a pu

  • 8/21/2019 Teaching Strategies for English Teachers

    26/33

    iscusse $y the lecturer. Benerally, this works $est when stuents are given

    e"plicit irections, such as @Tell each other why you chose the answer you i@.

     

    (N./ote Co&parison+'haring & Ane reason that some stuents perform poorly in

    classes is that they often o not have goo note&taking skills. That is, while they

    might listen attentively, stuents o not always know what to write own, or

    they may have gaps in their notes which will leave them $ewilere when they

    go $ack to the notes to stuy or to write a paper. Ane way to avoi some of

    these pitfalls an to have stuents moel goo note&taking is to have them

    occasionally compare notes. The instructor might stop lecturing immeiately

    after covering a crucial concept an have stuents rea each others! notes,

    filling in the gaps in their own note&taking. This is especially useful in

    introuctory courses or in courses esigne for non&maors or specialamissions stuents. Ance stuents see the value of supplementing their own

    note&taking with others!, they are likely to continue the practice outsie of class

    time.

     

    (M.Evaluation of Another 'tudents Wor0  & #tuents are aske to complete an

    iniviual homework assignment or short paper. An the ay the assignment is

    ue, stuents su$mit one copy to the instructor to $e grae an one copy totheir partner. These may $e assigne that ay, or stuents may $e assigne

     partners to work with throughout the term. 8ach stuent then takes their

     partner!s work an epening on the nature of the assignment gives critical

    fee$ack, stanari

  • 8/21/2019 Teaching Strategies for English Teachers

    27/33

    will $e working together over time or on comple" proectsP however, some of

    these techniques work well with spontaneously forme groups. Cooperative

    groups encourage iscussion of pro$lem solving techniques @#houl we try

    thisG@, etc.D, an avoi the em$arrassment of stuents who have not yet

    mastere all of the skills require.

    20.Cooperative 1roups in Class , 3ose a question to $e worke on in each

    cooperative group an then circulate aroun the room answering questions,

    asking further questions, keeping the groups on task, an so forth.. fter an

    appropriate time for group iscussion, stuents are aske to share their

    iscussion points with the rest of the class. The ensuing iscussion can $e

    guie accoring to the @Ruestions an nswers@ techniques outline a$ove.D

     

    2(.Active evie 'essions & In the traitional class review session the stuents

    ask questions an the instructor answers them. #tuents spen their time

    copying own answers rather than thinking a$out the material. In an active

    review session the instructor posses questions an the stuents work on them in

    groups. Then stuents are aske to show their solutions to the whole group an

    iscuss any ifferences among solutions propose.

     

    22.Wor0 at the *lac02oard & In many pro$lem solving courses e.g., logic or

    critical thinkingD, instructors ten to review homework or teach pro$lem

    solving techniques $y solving the pro$lems themselves. =ecause stuents learn

    more $y oing, rather than watching, this is pro$a$ly not the optimal scenario.

    ?ather than illustrating pro$lem solving, have stuents work out the pro$lems

    themselves, $y asking them to go to the $lack$oar in small groups to solve

     pro$lems. If there is insufficient $lack$oar space, stuents can still work out

     pro$lems as a group, using paper an pencil or computers if appropriate

    software is availa$le.

     

    2E.Concept Mapping & concept map is a way of illustrating the connections that

    e"ist $etween terms or concepts covere in course materialP stuents construct

  • 8/21/2019 Teaching Strategies for English Teachers

    28/33

    concept maps $y connecting iniviual terms $y lines which inicate the

    relationship $etween each set of connecte terms. 5ost of the terms in a

    concept map have multiple connections. 7eveloping a concept map requires the

    stuents to ientify an organi

  • 8/21/2019 Teaching Strategies for English Teachers

    29/33

    of power generation nuclear, fossil fuel, hyroelectric, etc.D. Then the groups

    are reforme so that each group has an e"pert in one form of power generation.

    They then tackle the ifficult pro$lem of how much emphasis shoul $e place

    on each metho.

     

    2K.ole Plaing & -ere stuents are aske to @act out@ a part. In oing so, they get

    a $etter iea of the concepts an theories $eing iscusse. ?ole&playing

    e"ercises can range from the simple e.g., @%hat woul you o if a a

  • 8/21/2019 Teaching Strategies for English Teachers

    30/33

    opposing views or S3roQSConQ consierations. #tuents are assigne to e$ate

    teams, given a position to efen, an then aske to present arguments in

    support of their position on the presentation ay. The opposing team shoul $e

    given an opportunity to re$ut the argumentsD an, time permitting, the original

     presenters aske to respon to the re$uttal. This format is particularly useful in

    eveloping argumentation skills in aition to teaching contentD.

     

    2M.1a&es & 5any will scoff at the iea that one woul literally play games in a

    university setting, $ut occasionally there is no $etter instructional tool. In

     particular, there are some concepts or theories which are more easily illustrate

    than iscusse an in these cases, a well&conceive game may convey the iea

    more reaily. :or e"ample, when stuents are introuce to the concepts of

    @laws of nature@ an @the scientific metho@, it is har to convey throughlectures the nature of scientific work an the falli$ility of inuctive hypotheses.

    Instea, stuents play a couple rouns of the Inuction Bame, in which playing

    cars are turne up an either ae to a running series or iscare accoring

    to the ealerQs pre&conceive @law of nature@. #tuents are aske to @iscover@

    the natural law, $y formulating an testing hypotheses as the game procees.

    9$4$9$'-$S *' A-T2E$ A'8 -**$9AT2E$3$A9'2'G

    Angelo, T. A. and -ross, K. . =>>@. Classroom Assessment Techniques, A Handbook forCollege Teachers, 7nd ed., ossey0Bass ublishers, San 4rancisco,.

    Bon!ell, -.-, and . A. $ison. =>>=. Active Learning: Creating Excitement in the Classroom.(AS1$0$92- 1igher $ducation 9eport 'o. =, =>>=) Washington, 8.-.: George Washington;ni#ersity -learinghouse on 1igher $ducation.

    Brophy, . =>F. Synthesis o research on strategies or moti#ating students tolearn. Educational Leadership H>H. Iieces o the uJJle: The igsa! 5ethodI, in Sharan, ed Handbook ofCooperative Learning !ethods

    8a#is, G. =>>@.Tools for Teaching, ossey0Bass ublishers, San 4rancisco.

    8a#is, T. 5. and 5urrell, . 1. =>>@.Turning Teaching into Learning: The "ole of #tudent"esponsibilit$ in the Collegiate Experience, AS1$0$92- 1igher $ducation 9esearch 9eport,'o. =, Washington, 8.-.

  • 8/21/2019 Teaching Strategies for English Teachers

    31/33

    -ro!, 3. W., $d. =>F>. Enhancing Critical Thinking in the #ciences, Society or -ollegeScience Teachers, Washington, 8. -.

    4rederick, eter . =>F. IStudent 2n#ol#ement: Acti#e 3earning in 3arge -lassesI, in 5.Weimer, ed. Teaching Large Classes %ell. pp. H7. Collaborative Learning: A #ourcebook for HigherEducation ;ni#ersity ark: The 'ational -enter on ostsecondary Teaching, 3earning, andAssessment.

    Grasha, A. =>>.Teaching &ith #t$le, Alliance ublishers, ittsburgh, A.

    1erron, 8. =>>.The Chemistr$ Classroom, 'ormulas for #uccessful Teaching, American-hemical Society, Washington, 8. -.

     ohnson, 8. and 9. ohnson. =>>H. IStructuring Academic -ontro#ersyI, in Sharan,ed. Handbook of Cooperative Learning !ethods

     ohnson, 8., 9. ohnson, and K. Smith. =>>= Active Learning: Cooperation in the CollegeClassroom. $dina, 52, 2nteraction Book -ompany.

    0000000000. =>>=. Cooperative Learning: (ncreasing College 'acult$ (nstructional)roductivit$ (AS1$0$92- 1igher $ducation 9eport 'o. H, =>>=) Washington, 8.-.: GeorgeWashington ;ni#ersity -learing 1ouse on 1igher $ducation.

    Kagan, S. =>>7. Cooperative Learning. San uan -apistrano, -A: 9esources or Teachers, 2nc.

    Kagan, S. and 5. Kagan. =>>H. IThe Structural Approach: Si" Keys to -ooperati#e 3earningI,in Sharan, ed. Handbook of Cooperative Learning !ethods.

    3o!man. =>>>F. I-ooperati#e 3earning on the 4irst 8ay o -lassI, A)A *e&sletters,>:7, Spring. Lnote: also orthcoming in Teaching )hilosoph$ M

    5aJur, $. =>>.Conceptests, rentice01all, $ngle!ood -lis, '. .

    5eyers, -. and T. ones. =>>@ )romoting Active Learning: #trategies for the CollegeClassroom San 4rancisco: ossey0Bass.

    5cKinney, K., and 5. Graham0Bu"ton. =>>@. IThe ;se o -ollaborati#e 3earning Groups inthe 3arge -lass: 2s 2t ossibleI Teaching #ociolog$ , 7=, H?@0H?F.

    5orrissey, T. . =>F7. The 'ive+!inute Entr$: A %riting Exercise for Large Classes in Allisciplines. $"ercise $"change, 7, H=0H7. ($92- 8ocument 9eproduction Ser#ice 'o. $8 7@?H)

    'ational 9esearch -ouncil. =>>.#cience Teaching "econsidered, 'ational Academy ress,Washington, 8. -.

    'elson, -. T. ITools or Tampering !ith TeachingNs Taboos,I in *e& )aradigms for CollegeTeaching, W. $. -ampbell and K. A. Smith, $ds., 2nteraction Book -ompany, $dina, 52, =>>.

  • 8/21/2019 Teaching Strategies for English Teachers

    32/33

    *e& )aradigms for College Teaching, -ampbell, 8. $. Smith, K. A. $ditors, 2nteraction Book-o., $dina, 52, =>>

    Siebert, $. 8. -aprio, 5. W. 3yda -. 5., $d. =>>.E-ective Teaching and Course!anagement  for .niversit$ and College Teachers, Kendall01unt ublishing, 8ubu&ue, 2o!a.

    Silberman, 5. =>>. Active Learning, Allyn and Bacon, Boston.

    Sharan, S., ed. =>>H. Handbook of Cooperative Learning !ethods. Westport, -T: Green!oodress.

    Weimer, 5. G., ed. =>F. Teaching Large Classes %ell. San 4rancisco: ossey0Bass.

    2'T$9'$T 9$4$9$'-$S

    3os Angeles -ollaborati#e or Teacher $"cellence

    Source: http://!!!.calstatela.edu/dept/chem/chem7/Acti#e/main.htm

    Lecture Practices:

    Effective Ways to Present New Information Orally to Fit

    Differences in Learning Styles

    At times inormation must be transmitted orally to a passi#e listeningaudience. But research has sho!n that ater =? to 7? minutes o continuouslecture, assimilation alls o rapidly. 2 the teacher must rely on the oralpresentation o material, these techni&ues ha#e been identi%ed as enhancing

    learner retention. Think about using one or more o these strategies in yourlectures.

    • Lecture / Rhetorical Questioning

    o  Talk in to =? minute segments, pause, ask pre0plannedrhetorical &uestions learners record their ans!ers in their notes.

    • Surveys with Exemplifer

    o ause, ask directly or a sho! o hands: O9aise your hand i youagree... disagree... etc.N or O9aise your hand i you ha#e encounteredan e"ample o that.N Ask or a #olunteer to speak or the response

    group !hose hands are raised.• Turn To Your artner And !!!

    o ause, ask each to turn to the person ne"t to them and sharee"amples o the point +ust made or complete a gi#en phrase orsentence.

    • "alting Time

    http://chemistry.calstatela.edu/Chem&BioChem/LACTE/Welcome.htmlhttp://www.calstatela.edu/dept/chem/chem2/Active/main.htmhttp://chemistry.calstatela.edu/Chem&BioChem/LACTE/Welcome.htmlhttp://www.calstatela.edu/dept/chem/chem2/Active/main.htm

  • 8/21/2019 Teaching Strategies for English Teachers

    33/33

    o resent comple" material or directions and then stop so learnersha#e time to think or carry out directions. Eisually check to see!hether the class appears to understand. 2 they do, continue.

    • Explication de Texte

    o By reading and analyJing passages rom the te"t aloud, learners

    can see higher0order thinking skills and that OcriticismN is aparticipatory intellectual e"ercise.

    • #uided Lecture

    o Students listen to =