Help Students Organize Their Knowledge. 11. If you continue browsing the site, you agree to the use of cookies on this website. Communicative Competence: Fluency and use are just as important as accuracy and usage. A variety of student characteristics can affect learning. When we teach, we do not just teach the content, we teach students the content. Risk-Taking: Taking a gamble and experimenting with language slightly “beyond” what is certain or known promotes language development and growth. Learn more. 4 0 obj 2 0 obj (help students organize their knowledge.). A Supportive Classroom Climate – Students learn best within cohesive and caring learning communities. Embed. Teaching Strategy- a long term plan of action designed to achieve a particular goal. Encourage Faculty-Student and Student-Student Interaction and Communication, 10. <> Motivation I have been teaching English for more than 8 years and I like sharing what I know with others. Looks like you’ve clipped this slide to already. endobj The following pages describe each teaching principle in detail with examples of how the principle is applied in the classroom and with Sakai. 9. E-����Jw��-�lݹ2gg2 9m��Oe,� ��w�YV7�ZUWQ����Y��I��P5��9�� Zڑ1Ó�P��&egBV*����X��*�D|3WL^�;2M��#���v ��� c9�a`/��_M�!����,�B���}�I����텙�t���^%d��]~]�%�ϒ&+9f Language Ego: Learning a new language involves developing a second identity with a new mode of thinking. For example, if the objective is for students to be able to analyze arguments from a case or written text, the most productive instructor role might be to frame, guide and moderate a discussion. They need instructors to break tasks into component steps, explain connections explicitly, and model processes in detail. ���m����R��O vH���b�#�`�[r޺}4�D����Y]�=&JE��_�I���@� \خ7B���ݭ��^S\�y�>"B1WZ�Z��-k��ђR�� �o%�>�-�8��eE�]!���`�$X|"_�(.�ze�)�40��l:W�/}�����\��ھ���$!� -ms� ,q(��6e�b�SrY\Q�"�<6�TD�x��dݡA�c�یS���S�K��7���"|��5�o�P� j�J��qX����J;�/g�YD���`eϵC#9 )4x�[Ri�6]-��σ���%�`��r�vG0�4�C�Q�h��ժ,�$k:��C�ջ�i��$�%���%�����Ȏ�N��pr���=�s��_}\��_�c[]� G9%���h��V�9Y8���M"���� �ty��j���A}J�:[e�� f�ʚ����"�F��0[����}�Yp7W�[�+���$���O9��CD�t����Q�)� Even though students are ultimately responsible for their own learning, the roles we assume as instructors are critical in guiding students’ thinking and behavior. Principles Teaching Strategies Pedagogical Model Vision for Learning All students are empowered to learn and achieve, experiencing high quality teaching practice and the best conditions for learning which equip them with the knowledge, skills and dispositions for lifelong learning and shaping Search inside document . The purpose of the following materials is to present current research and theory on student learning in a way that can inform and guide effective teaching practices. 100% 100% found this document useful, Mark this document as useful. 7. Thus, being clear about our expectations and communicating them explicitly helps students learn more and perform better. We can take on a variety of roles in our teaching (e.g., synthesizer, moderator, challenger, commentator). Language Learning and Teaching Principles Jack C. Richards Dr. Richards is an internationally renowned specialist in second and foreign language teaching, an applied linguist and educator, the author of numerous professional books for English language teachers, and the author of many widely used textbooks for English language students. 1. 3 0 obj Eberly: (412) 268-2896 Carnegie Mellon University5000 Forbes AvePittsburgh, PA 15213 Contact Us, Handle difficult Moments with Respect & Sensitivity, Teach with a Heterogenous Audience in Mind, Performance-Based Prior Knowledge Assessments, Rubric for Assessing Student Participation, Rubric for Developing Student Self-Assessment Skills, Process Books for Assessing How Students Think About Design, H. John Heinz III School of Public Policy & Management, Performance Rubrics for 95820 Production Management Assignment, Performance Rubrics for 95821 Production Management Assignment, Weighted Peer Evaluation for Group Project, Worksheet to guide students’ observation and analysis of Polar World, Using a Clicker System and Concept Questions to Assess Student Understanding During Class, Survey for Assessing Students’ Motivation, Confidence, and Goals for Writing, Writing Checklist to Assess Pre-Course Writing Skills, Pre & Post Tests for Assessing the Effectiveness of an Argument Mapping Tool for Teaching, Assessing the Effectiveness of using Multi-Media for Case-based Learning, Reading Reflection Exercise to Prepare for Class Discussion, Journals to Monitor Student Thinking in Statistics, Grading Rubric for a Group Project in Information Systems, Assessing the Effectiveness of a Virtual Lab for Learning Chemistry, Concept quizzes and "clickers" for assessing students in real time, Rubrics for Assessing Students' Technical Writing Skills, Quizzes and Item Analysis to Inform Teaching and Learning, Rating Scale for Assessing Leading Discussions, Rating Scale for Assessing Leadership in Business Meetings, Rating Scale for Assessing Leadership in Videoconference Meetings, Rating Scale for Assessing Listening Skills, Rating Scale for Assessing Performance Appraisal Interviews, Rating Scale for Assessing Performance Appraisal Reports, Rating Scale for Assessing Oral Presentations, Rating Scale for Assessing Persuasive Presentations, Rating Scale for Assessing Students’ Critiques of Finance Case Presentations, Using Quizzes and “Clickers” for Assessing Students’ Understanding of Concepts in Real Time, Task Description and Performance Rubric for Final Assignment, Task Descriptions and Rubrics for Production Management Project, Pre-/Post-Test for Technology for Global Development Course, Using Quizzes and Item Analysis to Inform Teaching and Learning, Survey of Students' Learning Beliefs and Behaviors, Supervisor Questionnaire to Assess Program Effectiveness, Supervisor Questionnaire to Assess CEE Program Effectiveness, Recruiter Survey to Assess Program Effectiveness, Placement Test for Assessing Language Proficiency, Online Information System for Evaluating Graduate Students, Rubric for Assessing Students' Public Speaking and Presentation Skills, Simon Initiative Seed Grants for CMU Faculty.