FIFTH CLASS TBI

• TASK BASED INSTRUCTION (TBI)

Task‐based instruction is characterized by activities that engage language learners in meaningful, goal‐oriented communication to solve problems, complete projects, and reach decisions. 

CONTENT BASED INSTRUNCTIONS (CBI)

What is content-based instruction?
The focus of a CBI lesson is on the topic or subject matter. During the lesson students are focused on learning about something. This could be anything that interests them from a serious science subject to their favourite pop star or even a topical news story or film. They learn about this subject using the language they are trying to learn, rather than their native language, as a tool for developing knowledge and so they develop their linguistic ability in the target language. This is thought to be a more natural way of developing language ability and one that corresponds more to the way we originally learn our first language.

What does a content-based instruction lesson look like?
There are many ways to approach creating a CBI lesson. This is one possible way.

• Preparation
  
  • Choose a subject of interest to students.
  • Find three or four suitable sources that deal with different aspects of the subject. These could be websites, reference books, audio or video of lectures or even real people.

• During the lesson
  
  • Divide the class into small groups and assign each group a small research task and a source of information to use to help them fulfil the task.
  • Then once they have done their research they form new groups with students that used other information sources and share and compare their information.
  • There should then be some product as the end result of this sharing of information which could take the form of a group report or presentation of some kind.

What are the advantages of content-based instruction?

• It can make learning a language more interesting and motivating. Students can use the language to fulfil a real purpose, which can make students both more independent and confident.

• Students can also develop a much wider knowledge of the world through CBI which can feed back into improving and supporting their general educational needs.

• CBI is very popular among EAP (English for Academic Purposes) teachers as it helps students to develop valuable study skills such as note taking, summarising and extracting key information from texts.

• Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other subjects.

• The inclusion of a group work element within the framework given above can also help students to develop their collaborative skills, which can have 

Research questions and more MAPs

OBSERVE-HYPOTHESIZE-EXPERIMENT   “OHE”

Michael Lewis claims that students should be allowed to Observe (read or listen to language) which will then provoke them to Hypothesize about how the language works before going on to the Experiment on the basis of that hypothesis.

In his own teaching design, Lewis proposes a model that comprises the steps, Observe-Hypothesize-Experiment, as opposed to the traditional Present-Practice –Produce paradigm. Unfortunately, Lewis does not lay out any instructional sequences exemplifying how he thinks this procedure might operate in actual language classrooms.

 FIVE E´

The e5 Instructional Model is a reference point for school leaders and teachers to develop a deeper understanding of what constitutes high quality teacher practice in the classroom. The model consists of five domains:

1. Engage

2. Explore

3. Explain  

4. Elaborate

5. Evaluate                          

LEXICAL APROACH

 It has lexically based theory of language

 It doesn´t have any certain learning theory

 It is an alternative approach

It focuses on words and word combinations

Grammar and lexis are the heart of learning

It aims to teach vocabulary within grammar

Teachers help learners to discover knowledge instead of giving it directly

“TYPES OF RESEARCH QUESTIONS”

Quantitative Question Types

Quantitative research is typically used to determine how, what, when, and where. Questionnaires for quant research are in many ways easier to develop than qual, as once you determine what you need to learn, incorporating those questions into multiple choice, single-select, grid questions, and so on, is more intuitive. Because it’s gathering larger data sets of answers, quantitative methodologies include research questions that are typically more specific:

1. Descriptive Questions: Seek to describe the concept or topic in question. An example of this type would be understanding the usage of a product like the frequency, time of day, the purpose of use, etc.
2. Comparative Questions: Used to analyze the difference between two groups, concepts, or other variables. Examples of these types of questions include comparing the frequency of use between two products, men versus women’s preference for brands, etc.
3. Relationship-Based Questions: Or in some cases causal-based— these questions work to understand how one variable influences another, like how color influences the desire to purchase a particular product.

Qualitative Question Types

Qualitative research is less quantifiable in nature and focuses more on discovering, understanding, and exploring meaning when it comes to an objective. Qual research questions are less direct and far vaguer in nature:

1. Exploratory Questions: Similar to descriptive questions in quant research, this form of question looks to understand something— without influencing the results with preconceived notions. For example, asking how a product is used or perceptions around a certain topic are two types of exploratory questions.
2. Predictive Questions: As the name entails, these questions seek to understand the intent or future outcome surrounding a topic or action. An example of this type of question would include asking why a consumer behaves in a certain why or how they’d feel if a certain situation were to take place.
3. Interpretive Questions: Look to gather feedback on a certain topic or concept without influencing the outcome. For example, testing new product concepts and understanding how messaging claims are interpreted would fall under this type.

Well written questions, regardless of the methodology, provide an easy to understand outlet for respondents to provide their answers. They should not only answer objectives but also identify problems and opportunities. The types of questions above can be used to guide the objectives and the key question of the research or be implemented throughout a questionnaire in order to provide the most relevant insights.

 Watch the video recommended to understand qualitative research questions:

https://youtu.be/5aLFXL9H4wQ

THIRD CLASS-ENTRY

TEACHING METHODS

   1. Presentation, Practice, and Production

    2. Engage-Study-Activate (ESA)

    3. TEST TEACH TEST APPROACH

   1. Presentation, Practice, and Production

Presentation – Practice – Production, or PPP, is a method for teaching structures (e.g. grammar or vocabulary) in a foreign language. As its name suggests, PPP is divided into three phases, moving from tight teacher control towards greater learner freedom. Note that some writers1 use the name to refer to a specific method that focuses on oral skills, but it can also be applied more broadly to a family of related methods which rely on the progression from presentation, through controlled practice, to free production.

In this class the group presented some activities using  (ppp method), in the first  stage they used different resources according to the topic SIMPLE PAST such as  visual aids, class participation and short oral presentation of some students.

In the second stage about practice the teachers included drills, multiple-choice exercises, gap-and-cue exercises, transformations etc. And they role is to direct the activities, to provide positive feedback to students, correct mistakes and model the correct forms.In the production stage the teachers emphasis on accuracy (, whereas the production phase is supposed to develop fluency (the ability to speak naturally).

    2. Engage-Study-Activate (ESA)

Engage-Study and Activate are elements which are present in a language classroom to help students to learn effectively.

For this presentation the group used activities in relation to the topic  simple past vrs  past  continuos such as class participation, some exercises to resolve infront of the class, dynamics activities  using the correct structures.

3. TEST TEACH TEST APPROACH

Test, teach, test (TTT) is an approach to teaching where learners first complete a task or activity without help from the teacher. Then, based on the problems seen, the teacher plans and presents the target language. Then the learners do another task to practise the new language.

In this class the group used different techniques according to the method, using the topic daily activities, they developed the techniques where the students participated in front of the class such as dialogues, dynamics and grammar structures.

Topic: “What are the effects of using a virtual classroom in a regular face to face English class.”

Today’s class we studied an example of how to work with our research project, we had an example of Description of the problem or Project, objectives, justification and about the target population of this topic.

DESCRIPTION OF THE PROBLEM: What are the symptoms or indicators?

A virtual classroom is an online learning environment; nowadays the use of virtual classroom has become an important tool for different academic institutions. Teachers use virtual classrooms as platforms to fully online courses that in some way it is very important to incorporate in classes because a traditional classroom teaching methodologies are well tested, and environment most of us grew up in, but they have some major limitations. Virtual classrooms, on the other hand, are new and high tech.

In these sites teachers and students collaborate online via audio, video, and text chat it is easier to work with different learner types. Divide a single virtual classroom into breakout sessions, and let students of different levels work at their own pace, while the teacher moderates and facilitates.

OBJECTIVES: It’s important to identify what do we want to know, to accomplish, to understand and to achieve.

Examples:

·         To recognize the different positive effects of using a virtual classroom in a regular face to face English class.

·         To identify the most common positive effects that teachers perceive when using a virtual classrooms in a regular face-to-face English class.

Justification: (Reasons, Benefits, Relevance)

The positive effects of using a virtual classroom in a regular face to face English class is a very helpful tool because teachers/ students can get new knowledge, besides this technological tools help teachers to make online evaluations and to create some sections that can improve de foreign language such as articles, practice skills, evaluations, interactive games along with others.

There are some important benefits of using virtual classroom in a regular face to face class and some of them to prove in this project are:

·         Language and critical thinking skills students’ development

·         Virtual classroom Accessibility via internet 24/7 for students

·         Teacher-student’s content receipt and communication resources.

Target Population

As professionals we want confirm the reasons why teachers are applying in face to face English classes as virtual resources, the main idea of this research is to know how teachers are introducing new topics and developing the different activities by introducing students in virtual classes.

There are different areas or sections where we are going to develop the target population to be able to understand why teachers are using virtual classes.

Methodology of the Teaching of English as a Foreign Language

WHAT IS RESEARCH?

•  careful or diligent search.
• the collecting of information about a particular subject.
• studious inquiry or examination; especially : investigation or experimentation aimed at the discovery and interpretation of facts, revision of accepted theories or laws in the light of new facts, or practical application of such new or revised theories or laws.

What are the most effective methodology for large

classes?

Often when teachers are faced with large classes they begin to worry about how they will teach. It’s tempting to simply let the classes become teacher fronted and turn into lectures. 

If the entire course is like this it’s a bit of a shame, as opportunities for students to practise and use the language are quite limited. In this respect, large classes are viewed as problematic and in a negative light. However, this does not need to be the case. 

Yes, large classes, especially those of 100+, are a challenge but there are many positive aspects to such classes. For us, one of the biggest plusses is the dynamic nature of such classes. With so many students there are lots of opportunities to get people to work together, compare, discuss and benefit from the variety of voices.

Of course, there are practical implications both in terms of arranging activities and issues with things such as photocopying. So, here are a few tips on how to deal with large classes including using reading texts. We go from the easiest to the more challenging.

• Choral drilling
• Using an anecdote
• Group leaders
• Running Dictation

What are the effects of using technology in the

classroom?

Technology in the classroom makes learning more fun

According to the study mentioned above, students prefer technology because they believe that it makes learning more interesting and fun. They especially like laptops and tablets. Subjects that students deem challenging or boring can become more interesting with virtual lessons, through a video, or when using a tablet.

Technology Prepares Students for the Future

CompTIA’s study showed that 9 out of 10 students indicated that using technology in the classroom would help prepare them for the digital future. These 21^st-century skills are essential in order to be successful in this day and age. Jobs that may not have had a digital component in the past, may have one now. Education isn’t just about memorizing facts and vocabulary words, it’s about solving complex problems and being to collaborate with others in the workforce. Ed-tech in the classroom prepares students for their future and sets them up for this increasing digital economy.

Technology Connects with Students

Technology occupies an important place within students’ lives. When they are not in school, just about everything that they do is connected in some way to technology. By integrating technology into the classroom, teachers are changing the way they used to teach (lectures six hours a day) and providing students with the tools that will take them into the 21^st century.

Technology changes by the minute, and as educators we need to keep up with the times in order to best prepare our students for this ever-changing world that we live in. While we just saw how integrating technology into the classroom has its benefits, it’s important to note that traditional learning processes are just as essential. Take time to learn about each element of ed-tech that you will incorporate into your classroom. When you do, you will find that technology can have a profound impact on your students learning.