question

Reflective approach to teaching

answer

an internal or bottom up view of teaching, an approach that seeks to understand teaching in its own terms, instead of the top down views and methods.

question

Ways of classroom investigation into teaching

answer

1. teaching journals 2. lesson reports 3. surveys and questionnairres 4. audio and video recordings 5. observation 6. action research

question

Action research

answer

teacher initiated classroom investigation

question

Phases of action research

answer

1. Planning 2. Action 3. Observation 4. Reflection

question

Sources of teachers' beliefs systems

answer

1. experience as language learners 2. experience as a teacher 3. established practice 4. personality factors 5. educationally based principles 6. principles from an approach/methodology

question

Component of teachers' belief systems

answer

1. beliefs about the English language 2. beliefs about learning a language 3. beliefs about teaching a language 4. beliefs about program and the curriculum 5. beliefs about language teaching as a profession

question

Research results about the beliefs about teaching

answer

1. skills-based approach 2. rule-based approach 3. function-based approach

question

components of the learners' beliefs

answer

1. beliefs about the English language 2. beliefs about native speakers 3. beliefs about teaching 4. beliefs about appropriate classroom behaviour 5. beliefs abour the self 6. beliefs about one's goals

question

cognitive styles/learning styles

answer

characteristic cognitive and physiological behaviours that serve as indicators of how learners perceive, interact with and respond to learning environments

question

Knowles's 4 different cognitive styles

answer

1. Concrete learning style 2. Analytical learning style 3. Communicative learning style 4. Authority-oriented learning style

question

6 types of learning styles

answer

1. visual 2. auditory 3. kinesthetic 4. tactile 5. group 6. individual

question

Learning strategies

answer

the specific procedures that learners use with individual tasks

question

6 types of learning strategies

answer

1. cognitive l. s. 2. metacognitive l. s. 3. memory s. 4. comprehension s. 5. affective s. 6. social s.

question

teacher's decision

answer

the option that the T selects from among a range of different options

question

3 types of decisions

answer

1. planning decisions (macro plans and micro plans) 2. interactive decisions (monitor, recognize, select, evaluate) 3. evaluation decisions

question

teachers' roles

answer

1. roles reflecting institutional factors (curriculum developer, materials developer, team member, mentor etc) 2. roles reflecting a teaching approach (facilitator, organizer, participant, guide, researcher, tutor, resource, director etc) 3. roles reflecting a personal view of teaching (planner, motivator, quality controller etc)

question

4 dimensions of structuring a lesson

answer

1. opening 2. sequencing 3. pacing 4. closure

question

Opening of a lesson

answer

the first 5 minutes of a lesson; provide affective and cognitive framework (options: link to previous learning, tell goals, preview the lesson, link to the real-world or a test, tell that they'll enjoy...)

question

Sequencing

answer

general principles: simple to complex; accuracy-focused to fluency focused, receptive to productive

question

Sequencing in CLT

answer

1. pre-communicative activities 2. communicative activities

question

Pacing

answer

the extent to which a lesson maintains its momentum and gives a sense of development

question

To achieve suitable pacing

answer

1. avoid too long explanations and instructions 2. appropriate level of challenge 3. monitor sts; tasks to early-finishers; don't let activities drag 4. avoid repetitive activities 5. set a time, explain goal 6. add variety to lessons

question

Closure of a lesson

answer

summarize the lesson; review key points; links to previous learning; links to forthcomibg lesson; links to real-world needs; praise and thank

question

Teacher's action zone

answer

zone that includes sts that the T establisjhes eye-contact, address questions and nominates (generally middle front row)

question

Interactional competence

answer

learners' ability to interact appropriately in the classroom

question

Learners' interactional patterns

answer

1. task-oriented sts (linked with concrete l. s.) 2. phantom sts (linked with analytical l. s.) 3. social sts (linked with communicative l. s.) 4. dependent sts (linked with authority- oriented l. s.) 5. isolated sts 6. alienated sts

question

Grouping arrangements/interaction patterns

answer

1. whole-class 2. individual work (= seat work) 3. pair work 4. group work

question

Activity

answer

task that has been selected to achieve a teaching/learning goal; in lesson planning, first goals, then activities are determined.

question

Activity types

answer

1. presentation activities 2. practice activities 3. memorization activities 4. comprehension activities 5. application activities (creatively, e.g. role-play) 6. strategy activities 7. affective activities 8.feedback activities 9. assessment activities

question

What needs to be thought while choosing an acitivity?

answer

1. how will you tell the goal 2. how will the sts do it 3. how will you sequence it 4. what does the activity demand (low or high demands) 5. what resources do you need 6. what interactional patterns will you use 7. will a learning strategy be used 8. is it focused on accuracy or fluency 9. how much time is needed 10. is it process based or will a product be needed 11. how will you assess sts' performance

question

allocated time

answer

the amount time that the T gives to sts for a task

question

task on time

answer

the amount of time sts spend on the activity

question

academic learning time

answer

the amount of time that sts spend on the activity and be successful

question

Strategies to modify T's language

answer

1. repetition 2. slow speech 3. pauses 4. clearer pronunciation/articulation 5. modifying vocabulary 6. modifying grammar 7. modifying discourse

question

teacher talk

answer

the special kind of discourse that results from the modifications a T makes to her speech in the classroom

question

types of T's questions

answer

1. procedural questions 2. convergent questions 3. divergent questions

question

wait-time

answer

the length of time the T waits after asking a question, before nominating a st, rephrasing the question, directing the question to another st or giving the answer; ideally 3-5 seconds

question

Strategies to give feedback on content

answer

1. acknowledge a correct answer 2. indicate an incorrect answer, 3. praise 4. expand or modify an answer 5. repeat 6. summarize 7. criticize

question

Strategies to give feedback on form

answer

1. ask the st to repeat what she said 2. point out the error and encourage self-correction 3. explain the error 4. encourage peer correction 5. use a gesture to indicate an error

question

Formulaic speech used by learners

answer

1. situational formulas ("Finished") 2. stylistic formulas ("Could I open the window?) 3. ceremonial formulas ("Excuse me") 4. gambits ("What is this?")

question

2 dimensions of the quality of the learners' language

answer

1. formal appropriateness (accurate grammar and pronunciation) 2. communicative appropriateness (discourse)

Reflective Teaching – Flashcards

Unlock all answers in this set

Haven't found what you were looking for?

Search for samples, answers to your questions and flashcards