Tag: Teacher’s Corner

32 Learning Theories Every Teacher Should Know

32 Learning Theories Every Teacher Should Know

Resources & Activities
by Terry Heick Learning theory –and the research that goes into it– is a topic seen frequently in universities and teaching programs, then less frequently after once teachers begin practicing in the classroom. Why this is true is complicated. (If you’re teaching, you may have more pressing concerns than being able to define obscure learning theories which don’t seem to have a place or role in what you’re teaching tomorrow.) I thought it might be useful to have a brief overview of many of the most important learning theories teachers should know in a single graphic, which is why I was excited to find Richard Millwood‘s excellent graphic. Millwood is Visiting Research Fellow at Trinity College Dublin, Director of Core Education UK. While the graphic is necessarily brief (and has a
Warm ups and activities for students

Warm ups and activities for students

Resources & Activities
Teaching English should not be limited to a certain syllabus that might cause boredom to the students , it should include games and fun activities that would certainly enhance their willingness to learn the language. This research tries is to find out the effectiveness of using warm up activity in language classroom. It gives an introduction emphasizing on warm up activity has a number of benefits. Starting a class with a warm up activity may promote interest among students, set a friendly environment, increase students’ participation, attract their attention etc. In theoretical part, it covers details information about what is warm up, what are the principles of warm up activity and some examples of warm up activity. Most importantly, it tries to bring out the usefulness of warm up
Twenty-First Century Psycholinguistics

Twenty-First Century Psycholinguistics

Grammar
The chapters that compose this volume arose from a series of four workshops (The Four Corners of Psycholinguistics) held at the Max Planck Institute for Psycholinguistics during 2003. The purpose of the workshops was to take stock of the state of the discipline of psycholinguistics at a time when the hosting institute (the world's only research institute exclusively devoted to psycholinguistic science) was about to face a challenge in the form of the retirement of its founding director, Pim Levelt. Each of the workshops took place over two days and involved six presentations (some with more than one presenter) with ample time for discussion. Besides the authors appearing in this volume, the programme also included presentations by Elke van de Meer, Shari Speer, Lera Boroditsky, and Ant...
Teacher Professional Learning and Development

Teacher Professional Learning and Development

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This report is one of a series of best evidence synthesis iterations (BESs) commissioned by the Ministry of Education. The Iterative Best Evidence Synthesis Programme is seeking to support collaborative knowledge building and use across policy, research and practice in education. BES draws together bodies of research evidence to explain what works and why to improve education outcomes and to make a bigger difference for the education of all our children and young people. Each BES is part of an iterative process that anticipates future research and development informing educational practice. This BES is fundamental to the effective use of all the schooling BESs because it illuminates the kind of professional learning for teachers that strengthens valued outcomes for diverse learners. N...
Practical Techniques For Language Teaching

Practical Techniques For Language Teaching

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Introduction This book is not theoretical. It is a collection of practical ideas and techniques which you can use immediately to make your own teaching more effective, and more enjoyable for yourself and your students. The book is not based on a method or an approach. We do not believe that there is one way of teaching well. All the suggestions are based on our experience of teachers teaching. Ideas are included because we have seen that they work for a wide range of teachers in many different situations. Teaching situations are different. You may, for example, have to prepare students for a particular examination so that some time must be spent on examination techniques. All teachers complain that they do not have enough time to do all the things they would like to do. Some comprom...
Methodology In Language Teaching

Methodology In Language Teaching

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This book seeks to provide an overview of current approaches, issues, and practices in the teaching of English to speakers of other languages (TESOL). It has the following goals: to provide a comprehensive overview of the field of second and foreign language teaching, with a particular focus on issues related to the teaching of English to provide a source of teaching principles and classroom activities which teachers can refer to in their work to provide a source of readings and activities that can be used in TESOL teacher-education programs, for both preservice and in-service courses The articles in this anthology offer a comprehensive picture of approaches to the teach-ing of English and illustrate the complexity underlying many of the practical planning and instructional activi...
The Pedagogical Guidelines

The Pedagogical Guidelines

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Introduction Effective school research reveals that one of the most important elements in improving the results of education is being clear about standards. Having clear standards for both students and teachers makes it possible to develop rigorous local curricula and valid and reliable assessments. The data from such assessments determine where we need to place our emphasis as we improve teaching and learning, bearing in mind that the entire community has had a share in setting academic standards for the education of our students ( National Charter, 2000). We believe that these standards will continue to assist parents and educators in preparing students for the challenges of modern society Defining the Academic Standards Academic standards specify what students should know ...
The National Baccalaureate Exam Specifications

The National Baccalaureate Exam Specifications

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INTRODUCTION The Baccalaureate English exam is a summative written achievement test produced by the Moroccan National Centre of Evaluation and Exams. It is taken for certification purposes at the end of the secondary school education. It is administered to all eligible candidates. The content of the exam paper is directly based on the national curriculum and aims at assessing testees’ knowledge and skills in reading, vocabulary, grammar, language functions and writing. The test paper comprises three sections: Section One: Comprehension Section Two: Language Section Three: Writing
A proficiency Course in English with key

A proficiency Course in English with key

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This book has a very specific purpose. Between the First certificate and Proficiency Examinations, students have to build up a far greater knowledge of idiomatic English and they have to learn to eliminate grammatical and stylistic mistakes. This involves a systematic revision of all the most important aspects of grammar and construction, and this book is designed to help in this task.

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