Pedagogical Plan Week 3

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Pedagogical Plan Week 3 by Mind Map: Pedagogical Plan Week 3

1. Teaching Reading

1.1. Intensive reading

1.1.1. comprehensive questions

1.1.1.1. usually emphasis on testing reading

1.1.1.2. teaching reading: questions before reading, speculation

1.1.2. encouraging student responses

1.1.2.1. do they like it? -why or why not

1.1.2.1.1. students read texts with their 'hearts' as well as their minds

1.1.2.2. marking text with symbols (check, x, question mark, exclamation point)

1.1.2.2.1. this shows what students comprehension of the text is

1.1.3. information transference

1.1.3.1. graphs, pie charts, quadrants, or draw pictures

1.1.3.1.1. this gives a really easy link to cross-curricular units

1.1.4. 'interrogating' the text

1.1.4.1. critically interpreting the text

1.1.4.1.1. easier for higher level/ older students

1.1.4.1.2. easily relates to critical approach for culturally responsive teaching from last week

1.1.4.1.3. address different inequalities

1.1.5. reading as a springboard

1.1.5.1. In other Ed classes I have taken, I see how books/texts can be used to open many different activities or units

1.1.5.1.1. We Are Water Protectors by Carole Lindstrom

1.2. Strategies

1.2.1. Pre-Reading

1.2.1.1. KWL chart

1.2.1.1.1. It can be hard for students to verbalize what they know and what they want to know

1.2.1.2. Carousel Brainstorming

1.2.1.2.1. This helps build a cooperative classroom with teamwork

1.2.1.3. Anticipation Guide

1.2.1.3.1. It would be nice to see what students are looking forward to

1.2.1.4. Predicting Based on Cues

1.2.1.4.1. teaches inference which can be used many times in many scenarios

1.2.2. During Reading

1.2.2.1. Pause and Predict

1.2.2.1.1. this is a good way to test comprehension

1.2.2.2. Skimming and Scanning

1.2.2.3. Rereading for Detail

1.2.2.4. Summarizing

1.2.3. Post-Reading

1.2.3.1. Story Innovation

1.2.3.2. Story Map

1.2.3.3. Timelines

1.2.3.4. Hot Seat

1.2.3.4.1. gamifying learning helps to keep students engaged

1.3. vocabulary issue

1.3.1. students apparently need to know 95% of the words in a text to comprehend

1.3.1.1. this seems like an exaggeration

1.3.1.2. I think students need to know the majority of words but there is some room for inferring based on the context

1.3.2. one solution is to pre-teach vocab

1.3.2.1. over concentration of pre-taught words can cause students to miss the main points

1.3.3. by not pre-teaching, students are more inquisitive and interested in finding the meaning of challenging words

1.4. Read-Alouds

1.4.1. students reading

1.4.1.1. having all students read makes people uncomfortable

1.4.1.1.1. students struggle over unfamiliar words and know they aren't doing well

1.4.1.1.2. student can find it boring

1.4.1.2. students need to know what they are reading before they are asked to read it

1.4.1.2.1. no popcorn reading

1.4.2. let students hear passage read out by the teacher or a recording first

1.4.3. teacher reading

1.4.3.1. do it with passion and commitment

1.5. Extensive Reading

1.5.1. traditionally not for language study

1.5.1.1. practicing reading, having a pleasurable experience, and gradually acquiring language

1.5.2. extensive reading materials

1.5.2.1. students can read whatever they want

1.5.2.2. implementing a classroom library with a variety of genres and books for different abilities

1.5.2.2.1. it is quite expensive to have a variety of books

1.5.3. extensive reading tasks

1.5.3.1. keep a record of what and when they read

1.5.3.1.1. I remember in grade 2 we kept a log of the books we read. We were rewarded with something small when we reached 100 books

1.5.3.1.2. LibraryThing | Catalog your books online

1.5.4. book talks

1.5.4.1. have students discuss books after they have read them to help with comprehension

2. Teaching Speaking

2.1. notion that an accent is a bad thing

2.1.1. Unrealistic

2.1.1.1. it's pretty much impossible for a non-native English speaker to sound like a native English speaker

2.1.1.2. there are so many native English speakers that sound different

2.1.2. promotes hierarchy in pronunciation

2.1.2.1. ties into colonialism

2.1.3. resulted in development of programs that advertise the learning of native pronunciation

2.1.3.1. uses unrealistic, false claims of pronunciation

2.2. Goals

2.2.1. Comprehensibility

2.2.1.1. not mimicking native speakers

2.2.1.2. clear pronunciation is important, but just to understand/ not misuse words

2.3. elements

2.3.1. segmentals

2.3.1.1. differentiating between individual sounds

2.3.1.2. pronunciation

2.3.1.2.1. strategies

2.3.2. suprasegmentals

2.3.2.1. how stress and intonation influence meaning

2.3.2.1.1. what word you stress in the sentence changes the meaning

2.3.2.1.2. the intonation or attitude you have affects the meaning

2.3.2.2. have a more significant influence on comprehension

2.3.2.3. strategies

2.3.2.3.1. shadowing

2.3.2.3.2. locating stress in utterances

2.3.2.3.3. finding content words

2.3.2.3.4. expanding sentences

2.4. Speaking activity types

2.4.1. acting from script

2.4.1.1. you have to overexaggerate your emotions and expression to gey your point across

2.4.2. communication games

2.4.2.1. makes it more exciting to learn

2.4.3. Prepared talks and presentations

2.4.3.1. we need to give students time to prepare

2.4.3.2. students need to actively listen to each other's presentations

2.4.3.3. students need to reflect on their own presentations

2.4.4. questionaires

2.4.4.1. make sure the person questioning as well as the person being questioned have something to say

2.4.4.2. really useful when communicating with ELLs i.e. when we talked with the people from the communications class

2.4.5. simulation and role play

2.4.5.1. prepares students for situations they may face in real life

2.4.5.1.1. especially good when students are learning English for a specific purpose or Business English

2.4.5.2. students need to be immersed in the environment of the simulation or they could struggle with what to say

2.4.6. storytelling

2.4.6.1. there are so many cultures that share their oral histories via stories. Teaching students to tell stories allows us to include those

2.4.7. when speaking, there are many different contexts and codes that we switch between

3. Teaching Writing

3.1. writing allows people to express their ideas in a clear concise manner

3.1.1. there are so many elements of life that require people to be able to write

3.2. individuals from different backgrounds organize and articulate ideas in different ways

3.2.1. Enlish peakers articulate in a very linear method

3.2.1.1. writing is very direct and to the point

3.2.2. People using oriental languages communicate in a very circular manner

3.2.2.1. writing involved repetition and elaboration

3.2.3. ELLs need help structuring their writing to be easily understood

3.3. handwriting

3.3.1. while most of the world now communicates electronically, there are many places where students are still required to write by hand

3.3.2. not everyone has access to electronics all the time. By learning to write by hand, those students are not limited

3.4. spelling

3.4.1. bad spelling is often viewed as a lack of education or care

3.4.2. spelling can be difficult because there are so many words that are not spelled the way they are pronounced

3.4.3. the difference between British and American English makes it even harder

3.5. layout and punctuation

3.5.1. different writing communities require different conventions in written works

3.5.1.1. you'd be more formal when writing a letter yo your boss than you would be to a friend

3.5.1.2. we need to know how to transition between these different writng communities

3.6. text construction

3.6.1. coherence

3.6.1.1. putting things in an order that is logial

3.7. process or product

3.7.1. we can only focus on/assess one at a time

3.7.2. wee should focus on the process before we worry about the product

3.8. genres

3.8.1. creative and personal

3.8.1.1. recount

3.8.1.2. narrative

3.8.1.3. this genre can be used in multiple writing communities

3.8.2. factual

3.8.2.1. information report

3.8.2.2. procedure

3.8.2.3. this is a more academic genre

3.8.3. analytical

3.8.3.1. argument

3.8.3.2. discussion

3.8.3.3. this genre is good for when you want to present your side in a controversial situation

3.8.4. each genre serves a different purpose and has its own distinctive organization

4. Teaching Listening

4.1. Skills and Strategies

4.1.1. top-down listening

4.1.1.1. general to specific

4.1.1.1.1. better for older/more experienced students

4.1.1.2. have students predict

4.1.1.2.1. students get into the right frame of mind

4.1.1.2.2. students activate their background knowledge

4.1.1.3. getting the general idea

4.1.1.3.1. this allows students to learn to listen without remembering every detail

4.1.1.4. maintaining attention

4.1.1.4.1. drawing pictures

4.1.1.4.2. filling in blanks

4.1.1.4.3. writing notes

4.1.1.5. multiple listening

4.1.1.5.1. the more students hear something, the more information they will recall from it

4.1.1.6. working together

4.1.1.6.1. lowers student anxiety

4.1.2. bottom-up listening

4.1.2.1. individual words to understand the whole

4.1.2.1.1. more suited for younger or less experienced students

4.1.2.2. dictation

4.1.2.2.1. students write everything the teacher says

4.1.2.2.2. this is not a very exciting activity but it can be beneficial as students learn how to copy what was said

4.1.2.3. micro listening

4.1.2.3.1. listening to small phrases

4.1.2.3.2. helps build stamina for longer passages

4.1.2.4. audio 'concordances'

4.1.2.4.1. many sentences that have the same word

4.1.2.5. narrow listening

4.1.2.5.1. listening to multiple texts on the same topic

4.1.2.5.2. helps students become familiar with vocabulary from a specific genre

4.2. extensive listening

4.2.1. listening to many different listening texts hlps students improve their comprehension

4.2.2. listening responses

4.2.2.1. have students record their response/ what they listened to

4.2.2.2. keeps students accountable and motivated

4.2.3. listening and reading at the same time

4.2.3.1. helps students, especially at a lower level, to comprehend what they are reading/listening to

4.3. live listening versus recorded listening

4.3.1. live listening

4.3.1.1. positives

4.3.1.1.1. students practice face-to-face interactions

4.3.1.1.2. allows students to practice what to say when they didn't understand what someone said

4.3.1.1.3. students have the added bonus of expression and demeanor

4.3.1.2. negatives

4.3.1.2.1. need to pair the class up with partners

4.3.2. recorded listening

4.3.2.1. positives

4.3.2.1.1. students can hear different voices than just the teachers

4.3.2.1.2. readily available

4.3.2.1.3. you can listen to the exact same speech multiple times

4.3.2.2. negatives

4.3.2.2.1. hard to ensure everyone in room can hear it well

4.3.2.2.2. everyone has to function at the same speed

4.3.2.2.3. students can't ask recording for clarification

4.3.2.2.4. it's not natural

4.4. viewing and listening techniques

4.4.1. silent viewing

4.4.1.1. students predict what is being said based on the body language

4.4.2. freeze frame

4.4.2.1. pause video and have students predict what will happen next

4.4.3. partial viewing

4.4.3.1. only see part of the screen

4.4.3.2. contextualizes what students aer hearing

4.4.4. fast forward

4.4.4.1. fast forward over a segment of the video and have students guess what was said

4.4.5. pictureless listening

4.4.5.1. students can draw the picture to match what they are hearing

4.4.6. picture or speech

4.4.6.1. half the class watches and the other halfdoes not. the half watching describes what is happening

4.4.6.2. improves student fluency

4.4.7. subtitles

4.4.7.1. students benefit from seeing and hearing at the same time