October 18, 2013
We started our session by sharing our adaptations to a MAC lesson. Great moments of reflection and some thought-provoking comments so that we may continue this learning path for Teaching Advanced Levels.
Our instructor asked us to discuss what has happened in the classes we have taught and what evidence we could give to support our action research topics. The most mentioned activities were: revisiting of language by proposing different activities, i.e. pictures on the board, writing parts on the board. Eliciting words and grammar via concept questions and systematizing it by themselves. Pausing in order to allow them to experiment with the language and going back instead of speeding them up or spoon-feeding.
The most important areas for working with texts are pointing out patterns and similarities, helping learners to discover ways of storing and retrieving vocabulary items, applying different techniques and media for presenting vocabulary and thus making it more memorable, encouraging to appreciate the sound, beauty and origin of words and chunks.
To wrap up we read a text from Scrivener's book on associations, learners should be encouraged to make associations so that they may internalize new lexis. Next blog entry I will summarize ways of applying this to our Advanced lessons.
Cheers,
Juliette
sexta-feira, 18 de outubro de 2013
Hi!
I must say I have been much more successful in having students use their lexical books, hurray.
It has all depended on an opportunity I have given them to NOTICE how they benefit from the lexical book. I have complimented them on sophisticated outcomes in which new chunks and vocabulary were used and also recorded their outcomes on the flipchart (spoken). Also have I given examples of chunks and language throughout the lesson to simplify the usage of lexical book. Instead of being reluctant to use their lexical books it has become a MOTIVATIONAL factor due to the fact that they have been able to see the benefits of their lexical books. This is a good example of noticing an issue, reflecting, adapting and analyzing the results.
Well, I am on the road of action research, really.
Juliette Gaasenbeek
I must say I have been much more successful in having students use their lexical books, hurray.
It has all depended on an opportunity I have given them to NOTICE how they benefit from the lexical book. I have complimented them on sophisticated outcomes in which new chunks and vocabulary were used and also recorded their outcomes on the flipchart (spoken). Also have I given examples of chunks and language throughout the lesson to simplify the usage of lexical book. Instead of being reluctant to use their lexical books it has become a MOTIVATIONAL factor due to the fact that they have been able to see the benefits of their lexical books. This is a good example of noticing an issue, reflecting, adapting and analyzing the results.
Well, I am on the road of action research, really.
Juliette Gaasenbeek
terça-feira, 1 de outubro de 2013
Hello once more.
In my next blog entries I will be sharing experiences from the Advanced level classroom. Action, reflection and making adjustments are steps which are very helpful when it comes to improving lesson planning. I have got a MAC 3 group and they are very reluctant to use their lexical books. Therefore I will try new ways to encourage the usage of such by pointing out the real value of it. For this I will use the test- teach - test approach, that is I will ask my sts to do a task, record it on the board and have them do a similar task by the end of the lesson and record it on the board. I will enable the sts to notice the sophistication of their production after having been exposed and lexical books will have helped them to do so. By doing so I hope to reassure sts of the necessity and value of their lexical books. ;)
I will ask sts feedback on these lessons and record their feedback in the next blog entry.
That's all for now.
Juliette Gaasenbeek
In my next blog entries I will be sharing experiences from the Advanced level classroom. Action, reflection and making adjustments are steps which are very helpful when it comes to improving lesson planning. I have got a MAC 3 group and they are very reluctant to use their lexical books. Therefore I will try new ways to encourage the usage of such by pointing out the real value of it. For this I will use the test- teach - test approach, that is I will ask my sts to do a task, record it on the board and have them do a similar task by the end of the lesson and record it on the board. I will enable the sts to notice the sophistication of their production after having been exposed and lexical books will have helped them to do so. By doing so I hope to reassure sts of the necessity and value of their lexical books. ;)
I will ask sts feedback on these lessons and record their feedback in the next blog entry.
That's all for now.
Juliette Gaasenbeek
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