...3.2.1 NESTs and non-NESTs’ Beliefs about Lesson Plan in Team Teaching According to current finding, NESTs and non-NESTs believed that it is important to prepare lesson plan before teaching due to the function of lesson plan in guiding them focus on lesson and making them work effectively. In preparing it, non-NESTs are responsible to write the formal lesson plan since it also functioned as administration requirement to school. They specifically stated that lesson plan in team teaching should be detailed in distribution of duties between team members (teaching procedure/ activities). Compared to the previous findings, the result of the current finding is different from the previous findings by Luo (2006) and Tsai (2007) in Taiwan. Luo (2006)...
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...SIOP Lesson Plans: Seeing The Trees for The Forest Kimberly Kidd, Kristen Martin, Mandi Moody, Cara Goff ESL 434 8/24/2012 Amy McDonnel Kimberly Kidd, Kristen Prater Mandi Moody, Cara Goff ESL 434 8/24/2012 Amy McDonnel CLC Lesson Rationale These lesson plans enhance student achievement by presenting the content in several ways, giving the students tools to help their language use, using content that is relevant to the student’s life, encouraging group participation, and using an assessment that not only measures their understanding of the topic, but also meets both the both 6th grade content area standards, and English Language Learner (ELL) standards. By implementing these lesson plans in a unit format, the students are ensured to receive quality instruction under the following standards: Determining the central ideas or information of a primary or secondary source, and providing an accurate summary; writing narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences; Understanding the influences of individuals and groups from various cultures on various historical and contemporary societies; understanding the impact of interactions between people and the physical environment on the development and conditions of places and regions; summarizing numerical data sets in relation to their context; identifying the mean, median, range and mode; Throughout the writing...
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...Advice * ------------------------------------------------- Preschool Crafts and Activities * ------------------------------------------------- Preschool Lesson Plans and Theme * ------------------------------------------------- Preschool Teaching Strategies * ------------------------------------------------- Toddler Activities and Ideas * Elementary School * ------------------------------------------------- Grade School Activities * ------------------------------------------------- Lesson Plans for Pre-K and K * ------------------------------------------------- Lesson Plans: Grades 1 - 2 * ------------------------------------------------- Lesson Plans: Grades 3 - 5 * ------------------------------------------------- Parenting Grade Schoolers * ------------------------------------------------- Teaching Younger Students * Middle School * ------------------------------------------------- English Lessons: Grades 6-8 * ------------------------------------------------- History Lessons: Grades 6-8 * ------------------------------------------------- Math Lessons: Grades 6-8 * ------------------------------------------------- Parenting Preteens and Tweens * ------------------------------------------------- Science Lessons: Grades 6-8 *...
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...METHODS OF TEACHING LINGUISTICALLY DIVERSE STUDENTS LEDU 341/ SEED 541 SPRING 2015 ------------------------------------------------- PROFESSOR/CLASS INFORMATION Jenna Canillas Stein M.A. Course: LEDU 341/ SEED 541 Methods for Teaching Culturally & Linguistically Diverse Students Term: Spring 2015 Credit Hours/Units: 3 hours Class Time: Location: Section 01 – Thur. 4:30 -7:15 PM (Multiple Subject) ROOD 57 Section 02 – Thur. 7:20 - 9:50 PM (Single Subject) ROOD 57 E-Mail: Jennifer.stein@biola.edu Office Hours: T-12:45-4:15 PM; Office Location: SOE #20 W- 2:30-4 PM; TH 1-4 PM Meetings with Professor: Email or via SOE (Flora) Office Phone: x5651 School Website: www.biola.edu Dept. Website: http://education.biola.edu ------------------------------------------------- BIOLA UNIVERSITY MISSION STATEMENT TRUTH~TRANSFORMATION~TESTIMONY PATTERNS OF THOUGHT, HEART, AND ACTION The mission of Biola University is biblically centered education, scholarship, and service; equipping men and women in mind and character to impact the world for the Lord Jesus Christ. ------------------------------------------------- SCHOOL OF EDUCATION MISSION/VISION STATEMENT The mission of the School of Education is to equip Christian educators to impact, public, private, mission and homeschools through biblically centered education, scholarship, and service. The vision of the School of Education is to equip a generation...
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...“A Study of Micro Teaching” A Paper As a partial fulfillment of the course of Master of Arts {part-II} in English, Evaluation of the paper IV.II: ELLT By Sharad N. Musale Roll.No-518 Submitted To The department of English R.N.C. Arts, J.D.B. Commerce & N.S.C. Science College, Nashik Road. 2012-2013 Content Introduction I) Meaning and Definition of Micro Teaching II) Nature of Micro Teaching III) Characteristics of Micro Teaching IV) Objectives of Micro Teaching V) Steps in Micro Teaching VI) Advantages and Limitations of Micro Teaching Conclusion Bibliography Introduction The paper is entitled as ‘A Study of Micro Teaching’. This paper is divided into six sections. The first two sections describe the meaning and nature of micro teaching. While the third and fourth section gives an account of its objectives and characteristics. The fifth section tells about steps in micro teaching. Finally the sixth section describes advantages and limitations of of micro teaching. Meaning and Definition of Micro Teaching “Micro teaching was developed by Dwight Allen and Robert Bush, in “Teacher Preparation” Programme at Stanford University between 1960 and 1960. Today, it has become one of the most important developments in the field of teaching practice in several countries. Micro teaching...
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...Lesson Plan Modifications for English Language Learners Melaney Winkleblack LL240: Linguistically & Culturally Diverse Learners (ACU1240A) Instructor Shannon Gevero November 5, 2012 Lesson Plan Modifications for English Language Learners In schools today there are many different cultures that are present within each classroom and some of those cultures have different values and speak a different language than the majority of the other students within the classroom, so to accommodate those students (ELLs) teachers incorporate different strategies within their lessons and classrooms to ensure that every child is receiving a high standard of education; which will help them to become better prepared for the new world that they are being exposed to. This paper will examine a lesson plan that can be used to help English language learners in their literacy development; addressing the content area of reading and using this lesson plan to further progress a second grade class into becoming proficient. Along with examining the lesson plan, this paper will also identify three strategies, list-group-label, key vocabulary, and prereading text, that are used within it and identify three new strategies that can be used to modify the lesson to allow for comprehensible input and identify ways to scaffold lessons to help improve a student’s comprehension. English language learners are becoming more and more common within our schools and addressing their educational needs is...
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...leadership/technology. This lesson will explain the four types of planning used by managers, including strategic, tactical, operational and contingency planning. Terms, such as single-use plans, continuing plans, policy, procedure and rule, will also be defined. Planning to PlanHave you ever heard the saying 'Those who fail to plan, plan to fail'? While I can't speak to all facets of life, this is certainly true in business. Managers find themselves planning for all sorts of things. So much so, that planning is one of the four major functions of management. In doing so, a manager can be certain that he or she is working toward some organization goal. There are three main types of plans that a manager will use in his or her pursuit of company goals, which include operational, tactical and strategic. If you think about these three types of plans as stepping stones, you can see how their relationship to one another aids in the achievement of organizational goals. Operational plans are necessary to attain tactical plans and tactical plans lead to the achievement of strategic plans. Then, in true planning fashion, there are also plans to backup plans that fail. These are known as contingency plans. To better understand how each type of plan is used by managers, let's take a look at an example from Nino's Pizzeria and how Tommy, Martha and Frank carry out their planning responsibilities. Strategic PlansTo best understand the relationship between the different types of plans, let's start at...
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...Classroom management …………….. 4 5. Teacher learner language 6. Rationale foe elements being successful 5 7. Unsuccessful elements ……………... 7 8. Achievement of learning objectives ……………... 7 9. Classroom management … …………... 8 10. Steps to be taken for professional development 9 10. Conclusion……………... 9 11. Bibliography………… 10 . 12.Lesson Plan………...
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...Running Head: INSTRUCTIONAL STRATEGIES FOR ELL CLASSROOMS Instructional Strategies for ELL Classrooms Jacqueline Freeland Professor: Grand Canyon University ESL 423 N 8/8/10 Abstract There is an art of teaching English Language Learning (ELL) students which requires teachers to be comfortable and using diversified instructions. There was a time when schools used the method of one size fits all, but in today’s learning world this method will not be fair to all students. Therefore every teacher has to incorporate a different learning instruction and concepts to fit his/her classroom. From communications to understanding skills of different students it has placed educators in a position where they must exhibit different types of teaching methods. Even though, these methods should keep students on target in their learning environment so that they can hit the benchmark. America is considered the melting pot and when we look around we can see that there are many rich cultures. Although this has always been the case in America it just seems that it is more evident now than it was in the past. Instructional Strategies for ELL Classrooms English Language Learners need certain instructions while in class. Within the United States there are multiple strategies that are used during instructional teaching. Within this paper we will review a range of components for instructional strategies for ELL classrooms. We will take a look at comprehensible input. The...
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...Liberty University’s Standard Lesson Plan Form |Lesson Plan: Hands on Mathematic | |Name: Charity Burns |Course: EDUC 360 | |LESSON PREPARATION [Before the lesson] | |Topic: Shapes and colors poster/ addition and subtraction |Specific Strategy: Introduction to the definition of taste, | | |the sensory descriptors, and the body part that helps us | | |taste things. | |Subject: math |Grade: 1st grade | |State Standard: | |1.A.1.1 Model addition and subtraction situations using the concepts of "part-whole," "adding to," "taking away from," "comparing," and | |"missing addend." | |Addition with...
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...LESSON PLAN Lesson plan Form: 7th grade Subject: Present Perfect vs Past Simple. Aim: the students will use the English language to communicate orally and in writing using correctly the two tenses. Objectives: - To allow students to practise speaking spontaneouslyand fluently about something that may provoke the use of words or phrases they have been learning recently. - To give students practise in writing both for Present Perfect and for Past Simple. - To have students think of the differences between Present Perfect and Past Simple. Skills: writing, reading. Audio-visual: blackboard, chalk, students’ notebooks. Assumptions: -The students know how to tell the time in English. - The students know how to use Present Perfect in affirmative, negative and interrogative sentences. A. DESCRIPTION OF THE CLASS Level: Beginners Students between the ages 12-13. 15 girls, 14 boys. The class takes place from 5.00-5.50 on Tuesday and from 4.00-4.50 on Thursday. The students are generally enthusiastic, but often tired: concentration sometimes suffers as a result. Students have completed approximately 100 hours of English. B. RECENT WORK • Students have been studying the Present Perfect and the Present Perfect Continuous – discovery...
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...2016 Abstract The beauty in teaching is watching the brains of your scholars grow with knowledge. As educators we frequently use various tools to assess the gains that our scholars make. In order to successfully instruct intentional lessons, it is important to collect data about scholar interests, ability/intellectual levels, achievement levels, and personality types. Through the use of assessment tools like the Common Core Measures of Academic Progress (Common Core MAP), The State of Texas Assessments of Academic Readiness (STAAR), The Student Interest Survey for Career Clusters, The Brigance Early Childhood Screens III, The Millon Adolescent Personality Inventory, and The Myers Briggs Type Indicator (MBTI) Personality Indicator. Interests 1. The Student Interest Survey for Career Clusters assesses scholars interest through the use of a survey where scholars are expected to circle up to seven activities in each of sixteen boxes that describe what they like to do. This is an extensive survey that asks the same three questions in each of the sixteen boxes, however the list of answer choices provided varies each time. This survey takes around fifteen minutes to complete via paper and pencil. This survey is available in both English and Spanish and can be viewed and printed online. The Student Interest Survey for Career Clusters can be administered individually and/or given to a group. The survey can be scored by the scholar or teacher, it does not have to be submitted...
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...Running Head: BRAIN-BASED LESSON PLAN Brain-Based Lesson Plan Jorge F. Pérez-Cisneros Grand Canyon University: TCH-517 10/17/2012 Lesson Plan (Without Implementing Strategies) ------------------------------------------------- Date: October ? – November ? Grade Level: 9-12 Subject: Español 3 ------------------------------------------------- Objectives and Goals: Students will be looking at a picture. Based on what they see, they will write sentences using verbs either ser & estar, with at least 75% accuracy. ------------------------------------------------- Anticipatory Set (approximate time): Teacher along with students will evaluate each use for both verbs (ser: time, profession, origin, identifying people and things. estar: health, location, well-being). Then teacher will introduce sentences leaving out missing either verb ser or estar. Students will have to choose which verb fits. ------------------------------------------------- Direct Instruction (approximate time): Students will get the information from textbook and references from videos. ------------------------------------------------- Guided Practice (approximate time): The verbs ser and estar will be evaluated again. Using the smart board students will filling out the blanks left on sentences. Students seated will compare their answers and go over any discrepancies. ------------------------------------------------- ------------------------------------------------- ...
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...whiteboard in an English classroom is becoming common at this time. Since it is the most valuable tool to aid language acquisition. The aim of this research will study examines whether it and the interaction between teachers and students in a classroom to increase the impact of acquisition performance of primary students to acquire English as a foreign language. Furthermore, how it can help to get the acquisition English language. As well as that what obstacles teachers may face when using this method and try to find solutions for them. The main tool used in this research are two groups of questionnaires for both teachers and students. Introduction: The reason I write about this topic is because I had...
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...|Date of preparing: 07/03/2015 |ENGLISH LESSON PLAN – GRADE 11 | |Unit 12: Period 78 |UNIT12.THE ASIAN GAMES | | |LISTENING LESSON | I. Aims/Objectives 1. Educational aim Monologue - Extensive listening: multiple choice questions - Comprehension questions 2. Knowledge and skills: * General language knowledge: - New words: coming live (adj) freestyle (adj) gymnasium (n) Lee Bong-ju land (n) bar (n) gymnast (n) Vichai * Skills: - Extensive listening: multiple choice questions - Comprehension questions II. Preparation: - Teacher: lesson plan, tape. - Ss: revise old lessons and skim the lesson at home. III. Anticipated problems - The Ss may not understand some requirements so the T should explain in Vietnamese IV. Procedure |Teacher’s / Students’ activities |Content | |A. WARM UP (5ms) | |* Methods/techniques of teaching and learning: individually ...
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