Tunja - Materials
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Shaping the way we teach English Successful classroom practices around the world
How to use the material
Federico Arteaga C. US Embassy - Centro Colombo Americano 2008
What’s in the box?
• 1 trainer handbook. • 1 CD-ROM. • 3 Video DVDs.
SSSHHHHH!!!! • I believe a good teacher _____________ __________________________________ _______________________________. • The most important thing I try to accomplish everyday is ______________ ________________________________.
A reflection on teaching beliefs As teachers of English as a foreign language, we are committed to maintain a relative purity of the language. As language users, we are both entitled to and expected to be an active, living part of such an organic system as English. We are resourceful and creative and do our best to get a vast array of messages across to incipient speakers in the target language. So why does it sometimes look as though we can’t transmit this basic “survival” skill to them, even when we know that it is exactly what they need and demand?
A reflection on teaching beliefs
• Strengths:
Advantages of proposition? Capabilities? Competitive advantages? UTP's (unique teaching points)? Resources, Peers? Experience in the field? Knowledge of language? Innovative aspects? Location and geographical situation? Quantity and quality of material taught? Accreditations, qualifications, certifications? Processes, systems, communications? Cultural, attitudinal & behavioural input & output? Philosophy and values?
A reflection on teaching beliefs • Weaknesses: Disadvantages of proposition? Gaps in capabilities? Lack of competitive strength? Reputation, presence and reach? Own known vulnerabilities? Timescales, deadlines and pressures? Continuity? Effects of skill-development activities, distraction? Reliability of and/or lesson plan predictability? Class management? Transititions & Follow-ups? Accreditations, academic achievements, seminars and readings? Morale, commitment, leadership?
A reflection on teaching beliefs • Opportunities: Trade and market developments? Peers’ & Competitors' vulnerabilities? Industry or lifestyle trends? Technology development and innovation? Global influences? New markets, Niche target audience? New UTP's? Tactics: eg, surprise, more successful approaches, major contracts? Material design & development? Information and research? Partnerships, subscriptions, outreach? Teamwork & Network? Seasonal, mediatic, fashion influences?
A reflection on teaching beliefs • Threats: Cognitive effects? Social effects? Behavioral effects? Peer & Competitor intentions - developments? Learner needs & demands? New technologies, services, ideas? Vital contracts and partnerships, research groups, discussion forums? Self-sustaining learning? Obstacles faced? Insurmountable weaknesses? Sustainable logistic backing? Economical and cultural aspects of the surroundings at home? Loss of motivation? Seasonality, lasting social & cognitive effects?
A constructivist approach • Activation of schema (Pre-viewing activities, pre-knowledge test) • Assessment: Discussion, Pre-testing/Post-testing, Hands-on tasks.
Language Teaching, FOUNDATIONS • • • • •
Contextualizing language. Building language awareness. Integrating skills. Pairwork/Groupwork. Learner Feedback.
Language Teaching, EXTENSIONS • • • • •
Managing large classes. Learning Strategies. Authentic Materials. Critical & Creative Thinking. Alternative Assessment.
Focus on the learner
• Individual learner differences. • Younger learners.
Teacher professional Development
• Peer Observation. • Reflective Teaching.
Materials and Presentations
http://www.esnips.com/web/Ish maelia
SHAPING THE WAY WE TEACH ENGLISH Successful classroom practices around the world.
Obrigado!
FEDERICO ARTEAGA C. [email protected]
How to use the material
Federico Arteaga C. US Embassy - Centro Colombo Americano 2008
What’s in the box?
• 1 trainer handbook. • 1 CD-ROM. • 3 Video DVDs.
SSSHHHHH!!!! • I believe a good teacher _____________ __________________________________ _______________________________. • The most important thing I try to accomplish everyday is ______________ ________________________________.
A reflection on teaching beliefs As teachers of English as a foreign language, we are committed to maintain a relative purity of the language. As language users, we are both entitled to and expected to be an active, living part of such an organic system as English. We are resourceful and creative and do our best to get a vast array of messages across to incipient speakers in the target language. So why does it sometimes look as though we can’t transmit this basic “survival” skill to them, even when we know that it is exactly what they need and demand?
A reflection on teaching beliefs
• Strengths:
Advantages of proposition? Capabilities? Competitive advantages? UTP's (unique teaching points)? Resources, Peers? Experience in the field? Knowledge of language? Innovative aspects? Location and geographical situation? Quantity and quality of material taught? Accreditations, qualifications, certifications? Processes, systems, communications? Cultural, attitudinal & behavioural input & output? Philosophy and values?
A reflection on teaching beliefs • Weaknesses: Disadvantages of proposition? Gaps in capabilities? Lack of competitive strength? Reputation, presence and reach? Own known vulnerabilities? Timescales, deadlines and pressures? Continuity? Effects of skill-development activities, distraction? Reliability of and/or lesson plan predictability? Class management? Transititions & Follow-ups? Accreditations, academic achievements, seminars and readings? Morale, commitment, leadership?
A reflection on teaching beliefs • Opportunities: Trade and market developments? Peers’ & Competitors' vulnerabilities? Industry or lifestyle trends? Technology development and innovation? Global influences? New markets, Niche target audience? New UTP's? Tactics: eg, surprise, more successful approaches, major contracts? Material design & development? Information and research? Partnerships, subscriptions, outreach? Teamwork & Network? Seasonal, mediatic, fashion influences?
A reflection on teaching beliefs • Threats: Cognitive effects? Social effects? Behavioral effects? Peer & Competitor intentions - developments? Learner needs & demands? New technologies, services, ideas? Vital contracts and partnerships, research groups, discussion forums? Self-sustaining learning? Obstacles faced? Insurmountable weaknesses? Sustainable logistic backing? Economical and cultural aspects of the surroundings at home? Loss of motivation? Seasonality, lasting social & cognitive effects?
A constructivist approach • Activation of schema (Pre-viewing activities, pre-knowledge test) • Assessment: Discussion, Pre-testing/Post-testing, Hands-on tasks.
Language Teaching, FOUNDATIONS • • • • •
Contextualizing language. Building language awareness. Integrating skills. Pairwork/Groupwork. Learner Feedback.
Language Teaching, EXTENSIONS • • • • •
Managing large classes. Learning Strategies. Authentic Materials. Critical & Creative Thinking. Alternative Assessment.
Focus on the learner
• Individual learner differences. • Younger learners.
Teacher professional Development
• Peer Observation. • Reflective Teaching.
Materials and Presentations
http://www.esnips.com/web/Ish maelia
SHAPING THE WAY WE TEACH ENGLISH Successful classroom practices around the world.
Obrigado!
FEDERICO ARTEAGA C. [email protected]
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