1. Context To start with, this research was conducted in Monsenyor Gibert Primary School located in Sant Fruitós de Bages (Bages). It is a two-form entry public school, which covers students from Preschool Education to Primary Education, age 3 to 12. Furthermore, they lack of a CLIL program, but the English teacher uses once a week a book with different topics about all the subjects. Thus, children can acquire some vocabulary about other disciplines in the foreign language. The arts and crafts lesson was conceived in one class of 21 students in the 6th grade of Primary Education. In addition, they are used to learn English in three different ways which are the following: reading a specific text about a city, do the activities and memorise the text to reproduce it the following week in class (reading, comprehension and writing skills); reading the CLIL’s book and do the activities (reading and comprehension skills); and, finally, doing some activities in a website like watching a video and answer the comprehension questions that the teacher asks them in oral (listening, comprehension and speaking skills). Consequently, all of them practise the main language skills in English, but the interactive skill among students is missed. 2. Introduction The present paper has been done in order to raise awareness of the teachers’ Classroom Interactional Competence (CIC) (Escobar, 2012). Particularly, this paper means to emphasise the Teacher-class interaction in a CLIL lesson. The lesson was designed to be worked at an arts and crafts subject. The topic was Paper Folding, and it was focused on the teacher giving instructions to pupils, to follow the process to create an origami, as well as asking questions, to activate learners’ pre... ... middle of paper ... ...ontributions and encourage incorrect ones by the teacher. It is beneficial for children to be taken into consideration by the teacher, although their responses may not be the most suitable ones. Moreover, teachers have to try to raise children’s self-esteem to encourage their participation. In addition, this purpose can be assessed and co-assessed between peers and the teacher. Overall, some of the objectives proposed may not be very specific, but they can be assessed and co-assessed with different tools like rubrics or writing reports. Thus, this learning tools can help students to analyse different aspects of their daily school life. Works Cited Escobar Urmeneta, 2012 (inèdit). Classroom Teacher Interaction (CIC). En anglès: unpublished. Wikipedia. (2014). Goal setting. [online] Retrieved from: http://en.wikipedia.org/wiki/Goal_setting [Accessed: 6 Jan 2014].
Any school curriculum should aim at enabling children to be able to think in broader terms, motivate them to want to be more knowledgeable and above all, allow them to come up with new approaches to problem solving. However, more too often teachers tend to limit the students to only the known facts in text books, something which prompts them to remain in their comfort zones. Additionally, the purpose of any formal education is not only to gain formal knowledge but also to gain social knowledge. Different teachers will have different approaches to achieve this. Despite the approach used, in the end of the day, they are expected to have involved and impacted positively on the different characters of children in their classrooms that is, the shy,
The Language of Art by Ann Pelo describes the inquiry-based studio practices in early childhood settings. When I started to read chapter six I traced a lot of words ,as going through the few pages I came across this word called “children’s pursuits” at the very beginning of the first question of how do we grow a culture of inquiry (Pelo,2007,p.109) . I choose this word because it is challenging for me during my first practicum placement, illustrates the heart of this chapter and guides me as an Educator to facilitate my learning for future preparation. It literally impacts our learning and pedagogical styles when we recreate art activities for children.
III. Establish the purpose with the students/Motivating Activity. Explain how this activity will help you children develop their creativity and aesthetic awareness:
First, the Project Approach is conducted through a series of phases. The students use these phases to get to the project’s end results. The Creative Curriculum on the other hand, is not used through phases. Instead, this approach uses the learning environment and teacher appointed learning materials (Bredekamp, 2014, p. 328). The Project Approach also has students conduct a series of investigations to find what they are looking. However, the Creative Curriculum is implemented through a series of centers. These centers consist of art, library, dramatic play, blocks, discovery, movement and music, water and sand, computers, cooking, outdoors, and games and toys (“What Works Clearinghouse,”
This art form allows children to create clear links between their real world and their imagination. By using this art form children can reflect, organise and express their real-life experiences, thoughts and feelings in a physical form. The visual arts come in many forms such as, painting, drawing, photography, light and many more. Art helps children communicate with other people and it shows what their understanding if the world is. It also helps to develop their cognitive, emotional, social and sensory skills (Anon., 2013). A child portraying a picture can help express what they are feeling or thinking. Children who don’t have language or have speech delay can often communicate with imagery, drawings and much more. This is a way that gives them a voice. Adults play a huge role in visual arts for children. It is important that we supply the children with the materials and accessories that they need. As practitioners we should also create an environment for the children that allows them to use creative arts and develop their
At Mrs. McGraw’s class room, the environment was welcoming, this setting motivates students to be engage in the instructions that are being presented to them, and the teacher uses various resources to demonstrate the lesson taught. The classroom is formed of twenty-six students, fourteen boys and eight of twelve of them are Ells, with their primary language being Spanish, Vietnamese, and Asian. Mrs. McGraw (kindergarten teacher) has been instructing ELLs for many years, therefore, it is evident that all students feel comfortable and happy to participate on the lesson being taught by the professor. As well as the students engaging in the lesson that is being presented to them, the teacher uses various resources to demonstrate the lesson taught. The classroom is well organized and has many visual aides to help students with their brain development as well as the teacher’s use of the right tone of voice which is essential to capture the students’ interest. The teacher rewards students with stickers after completing the activity, this motivates them because if the students has all 5
How can I, as an educator, help Spanish-speaking, English Language Learners, become more comfortable with the English language, academically, and socially? Providing students with ample, high quality books that they can relate to is a key step to answering this question. The books chosen to help answer the inquiry topic would be useful for a wide range of grades, from kindergarten to fifth grade. I chose these books to show that high quality books can be implemented throughout grades to help any students at any level.
In researcher’s perspective interaction in order to learn English language is vital. No one can properly learn English language if he is not interacting with his classmates, teachers, family members and friends
Classroom interaction is the action performed by the teacher and the students during instruction interrelated. They interact with one another for a number of different reason and on a continued basis throughout the school day. According to Wilson (1997) Interaction between students and teacher is fundamental to the learning process.
It is very important for a teacher to be a good communicator.He doesn`t just stand in front of the class and lecture but tries to establish a dialogue and tofind the best group activities in which every child to be involved.Discussion,peer-to-peer coaching are the things which make the process of teaching more interesting and challenging so that all students attend classes and participate actively.
According to the article, after the data was read, reviewed, and evaluated, three clear themes emerged from the constructivist-themed lessons: independence, creative thinking, and community building ( ). The article follows talking about students' independence and how they grow as learners. Students must feel valued and safe to express themselves. This play a huge part in the students learning capabilities. The article goes on to talk about the activities the music teacher uses including, singing out books such as, Mary Wore Red Dress and participation from students in question and answers of
In microteaching session, our lesson is being implemented with the foundation of learning is fun, meaningful and purposeful, which is one of the pedagogical principles in teaching. Undoubtedly, lesson planning is the first step that allows teacher to prepare the activity that could develop pupils’ ability. As the newly implemented KSSR syllabus promotes, HOTS has been put under the spotlight in education field. Writing, which largely involves metacognitive thinking skills, should be promoted in order to cultivate HOTS in younger generation. Thus, teacher should diversify the varieties of activities in order to make sure that pupils’ endowment is fully cultivated and their interest in the lesson is maintained. According to Champkins (2003), the average attention span of a primary school pupil can be calculated using the rule of chronological age + I (minute). This is an approximation of the period where pupils are able to concentrate in an activity. Subsequently, teacher should make sure that the lesson is learner-centred and activities planned are engaging, appropriate and suitable for pupils to enjoy the learning process. As the target group of pupils is Year 4, we have tried to attract pupils’ attention through creating suspense and asked pupils to predict the following activity. By doing this, we hope that we will be able to arouse the curiosity of pupils on the topic. In the lesson plan, we have also included group work. According to Gorgon (2008), group work is effective in developing pupils’ initiative to think, contribute to the group, share and evaluate information as well as promoting pupils’ sense of cooperation. From this, pupils will not be only improving their communication skill, but they are also being provided with an opportunity to develop collaborative skills as a real life scenario is provided for pupils to interact with their partner and pupils in the process of
This activity is a baseline activity as it has easy true/false questions and a very variable last question which will give the sense of caring to the children. The assessment will give the children an idea on where they are in the topic, as well as giving the teacher an idea on their teaching ability. Marks will be awarded as shown in the memorandum below.
The aim of this assignment is to describe and evaluate the learners’ responses to a lesson taught to twenty-seven students in eighth grade in Gimnasio Iragua whose average age is 13-14 years. Most of the students like getting involved in activities that foster competition or collaborative work. They also like getting involved in guessing and predicting activities in which they have to communicate to each other using the language. Regarding their oral proficiency, most of the students have an average fluency but still require improving their accuracy.
In this subject, Complements per a la Formació Disciplinar de la Llengua i la Literatura i Ensenyament de l'Anglès, we have learned how to use literature in a foreign language class, in fact, we have learned how to use real literature instead of graded books, whose grammar and vocabulary are adapted to different levels, therefore, students do not have the possibility to work with a real language. I have realized that, with a book, not