SOLO Taxonomy. SOLO Taxonomy (structure of observed learning outcomes) provides a simple, reliable and robust model for three levels of understanding – surface deep and conceptual (Biggs and Collis 1982). At the prestructural level of understanding, the task is inappropriately attacked, and the student has missed the point or needs help to start. The next two levels, unistructural and multistructural are associated with bringing in information (surface understanding). At the unistructural level, one aspect of the task is picked up, and student understanding is disconnected and limited. The jump to the multistructural level is quantitative. HookED uses a unique classroom based approach to SOLO Taxonomy. This approach has been endorsed by Professor John Biggs who has been very supportive of the work and outcomes in New Zealand schools by Hooked on Thinking and more recently HookED. ” …very interesting and a new direction for SOLO as far as I know. What am I learning?
1. SOLO is used to: References: Revised Bloom’s Taxonomy – CELT. Jump to the Bloom's Revised Taxonomy Model Go to the Flash version of the Bloom's Revised Taxonomy Model Download the PDF Version A statement of a learning objective contains a verb (an action) and an object (usually a noun). The verb generally refers to [actions associated with] the intended cognitive process. The cognitive process dimension represents a continuum of increasing cognitive complexity—from remember to create. The knowledge dimension represents a range from concrete (factual) to abstract (metacognitive) (Table 2). Bloom’s Digital Taxonomy by Andrew Churches – a thorough orientation to the revised taxonomy; practical recommendations for a wide variety of ways mapping the taxonomy to the uses of current online technologies; and associated rubrics Bloom et al.’s Taxonomy of the Cognitive Domain (Dr.
Revising Bloom’s Taxonomy. The Best Resources For Helping Teachers Use Bloom’s Taxonomy In The Classroom (Larry Ferlazzo’s Websites of the Day…) *Anderson, L.W. ASCD: Professional Learning & Community for Educators. Differentiation Is IsNot infographic. Creativity in the English language classroom. Teen Engagement in Learning Starts With Respect. We know that adolescents are acutely aware of when adults are treating them with respect and when they aren't. We also know that engagement leads to successful academic outcomes and a greater sense of well-being for both the student and educator. If teens are more likely to engage with adults who respect them, it's safe to say that respect is essential to student learning.
When adolescents describe the ways in which they experience respect, they report that they want to feel challenged by being pushed beyond their comfort zone. They want adults to hold the bar high for them. They feel respected when adults listen and respond to them without judgment, and accept their beliefs and values, however different from their own. But adolescents can be uniquely frustrating to many adults. We can demonstrate at least six specific skills to help create a respectful relationship with teens. 1. All behaviors have a function. 2. 3. 4. 5. Without self-awareness, we cannot be effective, helpful adults. Lessons and teaching 4.8 Virtual observation lesson plan.
Secrets of the teenage brain: a psychologist's guide for teachers | Teacher Network. Teenagers think differently to grownups – they are more likely to take risks, be sleepy, misread emotions, give in to peer-pressure and lack self-control. Thanks to advances in technology, we have been able to peer inside the teenage brain and see more clearly how it works. So what have we discovered? And how can teachers use this information to help young people navigate the challenges of growing up and getting an education? Teenagers take risks Let’s play a game. I will give you £5 for free. In a bag in front of you there are blue and red tokens. This was essentially the question posed by researchers to teenage and adult participants.
The authors of the review take pains to point out that “adolescents’ greater involvement than adults in risk-taking does not stem from ignorance, irrationality, delusions of invulnerability, or faulty calculations.” Professor Sarah-Jayne Blakemore’s TED talk on the subject has been viewed more than 1.7 million times. Teenagers struggle to get enough sleep. Motivating speaking activities. At this age, the learners aren't motivated by new language, they're motivated by an activity. It can be very difficult to get them to speak if they really don't see the point. You can approach this by focussing on the following. The function of the language and using an authentic or near authentic task (e.g. get them to sit back-to-back to practise speaking on the telephone).A motivating task, which uses the language you want them to practise (e.g. students write questions on small squares of paper using the target language, then form the papers into a board game to be played using dice and counters).
Here are some possible examples, which apply to one or a combination of the above. A popular, well-known type of activity is the information gap. In this type of activity, one group has half of the information required to complete the task and the other group has the other half (or pairs of students). Making an arrangement: Each group has a diary, with appointments already filled in. Teacher talk - Motivating students. Strategies for Helping Students Motivate Themselves. My previous post reviewed research on extrinsic and intrinsic motivation, and described the four qualities that have been identified as critical to helping students motivate themselves: autonomy, competence, relatedness, and relevance. In this post, I’ll discuss practical classroom strategies to reinforce each of these four qualities.
Autonomy Providing students with freedom of choice is one strategy for promoting learner autonomy. Educators commonly view this idea of choice through the lens of organizational and procedural choice. Organizational choice, for example, might mean students having a voice in seating assignments or members of their small learning groups. Procedural choice could include a choice from a list of homework assignments and what form a final project might take—a book, poster, or skit. Some researchers, however, believe that a third option, cognitive choice, is a more effective way to promote longer-lasting student autonomy. Start of newsletter promotion. Sign me up 1. Motivating teenagers.
I will link three practical classroom activities to the ideas of American Psychologist Carl Rogers. The ideas of Carl Rogers Types of motivation and teenagers Ways to improve motivation:Journals - empathy Using photos - authenticity Music - acceptance The ideas of Carl Rogers Rogers (1957) outlined 3 attitudinal qualities that a teacher, or in his words, a facilitator, should have to assist the learning process. They are empathy (seeing things from the students' viewpoint), authenticity (being yourself) and acceptance (of students' ideas and opinions). Types of motivation and teenagers It is widely agreed that motivation has a great effect on a student's capacity to learn.
Motivation can be broken down into extrinsic and intrinsic forms. Intrinsic motivation comes from within the learner, who wants to learn for the sake of learning. Ways to improve motivation Journals - Empathy Journal writing can create wonderful opportunities to find out more about your students' lives. Teaching mixed-ability classes 1. These are several strategies that a teacher can use to deal with this situation. This is the first of two articles on the topic. The second article covers... Range of tasksExtra work / HomeworkStudent nominationSupporting the weaker studentsError correction This first article deals with the following strategies. Discussion and needs analysisStudent self-awarenessWork groupings Discussion and needs analysisIt is easy for students to get frustrated in a class of mixed ability.
Needs AnalysisUse a needs analysis to prompt the students to reflect upon their learning style, learning strategies, language needs, learning enjoyment, motivation, language strengths and weaknesses. What kinds of class activities do you enjoy / benefit from? Students compare their answers in pairs or small groups. Explain and discuss Explain the mixed-level situation to the students and give a list of possible approaches to the teaching and learning. Group workThese groups could be of mixed levels or similar ones. Rachael Roberts - Planning for differentiation. About the webinar The session will start by looking at some of the ways in which learners can differ from each other - needs, interests and abilities. We will briefly consider the term 'mixed ability' and why 'differentiation' is becoming more popular, and what exactly it means.
We will then explore a range of strategies for differentiating by task, teaching method and outcome. There will be a handout with a summary of practical ideas. About the speaker Rachael Roberts has been an ELT teacher and teacher trainer for over 20 years, working in Egypt, Portugal, Brazil, Poland, Latvia and the UK. She has been writing ELT materials since 1998. Creative Personalized Learning. Combining voice, choice, and Common Core Personalized learning begins with the learner and means the student drives their learning.
To transform a classroom into a personalized learning environment means including student voice and student choice. Student voice is difficult to hear in a traditional classroom where the teacher provides direct instruction and curriculum that is either provided for the teacher, adapted by the teacher, or designed by the teacher. Student choice means students choose how they learn something and, possibly, what they learn. Giving students voice and choice motivates them so they are engaged in learning and want to explore the topics in your classroom! In a traditional classroom, in order to meet the Common Core Reading Literature standard for Key Ideas and Details, third graders may read or listen to the same text and are usually asked to respond the same way as everyone else in the class.
ELA-RL.3.1. Developing Personal Learner Profiles For example: Advertisement. 10 Tips For Teaching Large Classes. Teaching large classes can be daunting if you’ve never stood in front of that many students before. Ideally, ESL class sizes are fairly small. Discipline is easier, and you can devote more resources and time to giving each student the attention that they need. Things don’t always work out like that, though. In many schools, where resources are limited, you may find yourself staring at a sea of 20 or more faces. Plan, Plan, Plan To keep a large class engaged, you need to keep things moving and have a lot of energy. Establish Routines Routines are one of the most important things to have in terms of maintaining order in the classroom.
Be Strict About Discipline and Rules This doesn’t mean you have to be a mean teacher. Have Fall-Back Activities In the event that you do have to deal with one or two students’ behavior or leave the classroom for some reason, have something prepared for the students to work on independently. Seating Have a seating plan ready. About Stephanie Long. What to consider when teaching English in large classes. How many students do you teach? Do you feel that your classes are too big?
Author and education consultant Jason Anderson looks at the issues and offers some potential solutions. For many of us, our classes are larger than we would like them to be. They can present a number of challenges that teachers of smaller classes are less likely to face. But what exactly do we mean by large classes? What challenges do they bring, and how can we develop our own solutions for teaching English in large classes (TELC)? Definitions of a large class What we label a ‘large class’ depends mostly on context and expectations. In this article, we will take the midpoint between these two figures. Where teachers work in large classes today Perhaps the two continents where teachers most commonly work in large classes are Africa (especially sub-Saharan Africa) and Asia (especially the Indian sub-continent and China). This is not a uniform picture.
Large classes are not unique to low-income countries. 1. 2. 1. 2. Methodology: teaching large classes. By Lindsay Clandfield & Adrian Tennant Tips and suggestions for teaching large classes. I haven't found any material on onestopenglish that I can use in a big English classroom. I have to teach at least 148 students in one class but I have no idea what materials should be used. Viqi Ardaniah Often when teachers are faced with large classes they begin to worry about how they will teach. Of course, there are practical implications both in terms of arranging activities and issues with things such as photocopying. Choral drilling With a large group, choral drilling can work quite well.
Choral drilling can be quite a lot of fun, and it can make some bits of language more memorable. Use choral drilling to practise new words or phrases, especially phrases that will be useful in a future communicative activity. Note: if you feel uncomfortable always giving the model sentence then use a listening exercise from a CD or tape if you have one. Think, pair, share Dictogloss Using an anecdote Group leaders. Tools for Teaching: Managing a Large Class Size. In a recent conversation with a public high school teacher, she explained that this year, her social studies classes increased in size to nearly 40 students. Resignedly, she added, "Well, there goes group work. " Do you have more students this year? Education budget cuts across the country are one cause of class-size increase in public schools.
If you've found yourself with larger class sizes, or you're a new teacher still grasping the often overwhelming experience of one of you and many of them, here's some helpful tips: Tip #1: Don't Give Up on Collaborative Grouping Students need opportunities to check in with each other around their learning, ask questions, guide each other and reflect together.
And this is even more crucial with a large class. Tip #2: Accept That Things Take Longer Accept that presenting and discussing a unit's learning objectives may have taken 20 minutes with that smaller class in the past, and probably takes twice as long with this larger group. TPACK Model | Digital Learning Futures. TPACK Model Description from the project Resources and references provided by the teaching Teachers to the Future (TTF) project. The Technological Pedagogical Content Knowledge (TPACK) conceptual framework espoused by Mishra and Koehler (2006), underpins much of the national directions for describing use of ICT in learning and for profesisonal work. The TPACK framework “attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge” (p.1).
Specifically it: highlights the nuanced and complex relationships between three forms of knowledge: Pedagogical knowledge (PK), content knowledge (TK); and technological knowledge (TK). The model in a nutshell The Technological Pedagogical Content Knowledge (TPACK) conceptual framework was described originally by Mishra and Koehler (2006).
This framework is represented in the diagram. The digitally literate learner: English for kids | Vocabulary. Flashcards | free printable flashcards, matching worksheets, printable bingo cards, printable games, activities, handouts and more. Movie Segments to Assess Grammar Goals. Lessons and teaching 2.11 Tips for using the board effectively. Grammar Gremlins:Get rid of your English Grammar gremlins! Phonetics Focus : Pronunciation, Phonetics & Phonemic Chart. Flashcard Maker - Create & print flashcards in a flash!
By Teachers, For Teachers... | ELTpics. Flashcards | LearnEnglish Kids. Flashcard maker. Lessons and teaching 2.7 More flashcard activities. How to Write a Lesson Plan: 5 Secrets of Writing Fantastic Lesson Plans. Course planning. TeachingEnglish | British Council | BBC. Lessons and teaching 1.8 Reading activities. Reflective teaching: Exploring our own classroom practice. Planning versus Improvisation. Brashier, Ms. M. - Communications & Reading / Public Speaking Worksheets. Public Speaking in English Class | Scholastic. Speak up lesson plans. PublicSpeakingActivities. Public Speaking Activities -5 fun speech exercises. 931 FREE Speaking Worksheets. Public Speaking Lesson Plans & Worksheets | Lesson Planet.
15 Fun Public Speaking Activities - Public Speaking Power. AAIA – The Association for Achievement and Improvement through Assessment – The Association for Achievement and Improvement through Assessment. Selected resources used on the Assessment for Learning in STEM Teaching MOOC. Coursebooks and us! David Petrie: Adapting your coursebook. Bullying In The Classroom: The Ultimate Guide To Stopping It | Smart Classroom Management. Support your child | EAL Nexus. 19 Proven Tips for Getting Parents Involved at School. Links to useful teaching stuff. Space - the sun, moon, stars and planets.
Shaping Tech for the Classroom. Printable dice with text and images | free online dice maker, dice generator, worksheets and dice to print. Create and Learn - Roald Dahl. Roald Dahl. Project work with teenagers. Great Idea: Collaborative activities | EAL Nexus. Research Supports Collaborative Learning. Inductive approach. Educational Leadership:How to Differentiate Instruction:Reconcilable Differences? Standards-Based Teaching and Differentiation. 15 Characteristics of a 21st-Century Teacher.
ESL Song Lessons - tefltunes.com - Songs For Teaching Grammar. Gavin Dudeney: 21st Century Skills & Digital Literacy in Action. How Does Multitasking Change the Way Kids Learn? | MindShift | KQED News. Teaching ‘screenagers’ – how the digital world is changing learners | Oxford University Press. Useful comments. Observation, Assessment and Planning. Don't Expect Toddlers To Behave Consistently — They Literally Can't. Can Free Play Prevent Depression and Anxiety In Kids? | MindShift | KQED News.
Which Early Childhood Experiences Shape Adult Life? | MindShift | KQED News. Why Empathy Holds the Key to Transforming 21st Century Learning | MindShift | KQED News. Key Person & Attachment. How Are Happiness and Learning Connected? Look Who's Talking! All About Child Language Development. Teaching English in large classes – a sociocultural approach | English Agenda. What to consider when teaching English in large classes. Whole Child Development Is Undervalued. School Radio - Nursery songs and rhymes.
Music and Movement Activities. Questioning Stem Bookmark. Bursaries. Online CPD. Checking Understanding. TeachingEnglish | British Council | BBC. Educational Leadership:How to Differentiate Instruction:Reconcilable Differences? Standards-Based Teaching and Differentiation. Differentiated Instruction: Resource Roundup. What Parents Can Gain From Learning the Science of Talking to Kids | MindShift | KQED News.