Reflective Teaching – Flashcards

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Reflective approach to teaching
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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.
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Ways of classroom investigation into teaching
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1. teaching journals 2. lesson reports 3. surveys and questionnairres 4. audio and video recordings 5. observation 6. action research
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Action research
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teacher initiated classroom investigation
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Phases of action research
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1. Planning 2. Action 3. Observation 4. Reflection
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Sources of teachers' beliefs systems
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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
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Component of teachers' belief systems
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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
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Research results about the beliefs about teaching
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1. skills-based approach 2. rule-based approach 3. function-based approach
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components of the learners' beliefs
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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
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cognitive styles/learning styles
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characteristic cognitive and physiological behaviours that serve as indicators of how learners perceive, interact with and respond to learning environments
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Knowles's 4 different cognitive styles
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1. Concrete learning style 2. Analytical learning style 3. Communicative learning style 4. Authority-oriented learning style
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6 types of learning styles
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1. visual 2. auditory 3. kinesthetic 4. tactile 5. group 6. individual
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Learning strategies
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the specific procedures that learners use with individual tasks
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6 types of learning strategies
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1. cognitive l. s. 2. metacognitive l. s. 3. memory s. 4. comprehension s. 5. affective s. 6. social s.
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teacher's decision
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the option that the T selects from among a range of different options
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3 types of decisions
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1. planning decisions (macro plans and micro plans) 2. interactive decisions (monitor, recognize, select, evaluate) 3. evaluation decisions
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teachers' roles
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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)
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4 dimensions of structuring a lesson
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1. opening 2. sequencing 3. pacing 4. closure
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Opening of a lesson
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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...)
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Sequencing
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general principles: simple to complex; accuracy-focused to fluency focused, receptive to productive
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Sequencing in CLT
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1. pre-communicative activities 2. communicative activities
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Pacing
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the extent to which a lesson maintains its momentum and gives a sense of development
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To achieve suitable pacing
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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
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Closure of a lesson
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summarize the lesson; review key points; links to previous learning; links to forthcomibg lesson; links to real-world needs; praise and thank
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Teacher's action zone
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zone that includes sts that the T establisjhes eye-contact, address questions and nominates (generally middle front row)
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Interactional competence
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learners' ability to interact appropriately in the classroom
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Learners' interactional patterns
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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
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Grouping arrangements/interaction patterns
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1. whole-class 2. individual work (= seat work) 3. pair work 4. group work
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Activity
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task that has been selected to achieve a teaching/learning goal; in lesson planning, first goals, then activities are determined.
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Activity types
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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
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What needs to be thought while choosing an acitivity?
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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
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allocated time
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the amount time that the T gives to sts for a task
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task on time
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the amount of time sts spend on the activity
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academic learning time
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the amount of time that sts spend on the activity and be successful
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Strategies to modify T's language
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1. repetition 2. slow speech 3. pauses 4. clearer pronunciation/articulation 5. modifying vocabulary 6. modifying grammar 7. modifying discourse
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teacher talk
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the special kind of discourse that results from the modifications a T makes to her speech in the classroom
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types of T's questions
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1. procedural questions 2. convergent questions 3. divergent questions
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wait-time
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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
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Strategies to give feedback on content
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1. acknowledge a correct answer 2. indicate an incorrect answer, 3. praise 4. expand or modify an answer 5. repeat 6. summarize 7. criticize
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Strategies to give feedback on form
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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
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Formulaic speech used by learners
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1. situational formulas ("Finished") 2. stylistic formulas ("Could I open the window?) 3. ceremonial formulas ("Excuse me") 4. gambits ("What is this?")
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2 dimensions of the quality of the learners' language
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1. formal appropriateness (accurate grammar and pronunciation) 2. communicative appropriateness (discourse)
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