...Content Introduction 1. Comparative Teaching Methodologies 1.1 Grammar Translation Method 1.2 Direct Method 1.3 Audio-Lingual Method 1.4 Silent Way 1.5 Total Physical Response (TPR) Community Language Learning (CLL) 1.6 Suggestopedia (Suggestology) 1.7 Communicative Approach 1.8 Natural Approach 1.9 Emotional-semantic method 2. Theoretical aspect of effective methods of teaching 2.1 The bases of teaching a foreign language 2.2 Effective ways and techniques of teaching a foreign language 2.2.1 Constructivist teaching strategies 2.2.2 Communicative Teaching Method 2.2.3 Using project method in teaching a foreign language 2.2.4 The method of debates 2.2.5 Games 2.2.6 Role plays as a method of teaching 2.3 Methodological principles of modern methods of teaching 2.4 Practical aspect of ways of teaching 3. Comparative characteristics of modern techniques of teaching English 3.1 Features of techniques 3.1.1 Communicative method 3.1.2 Project methodology 3.1.3 Intensive method 3.1.4 Activity Based method 3.2 Similarities of methods 3.3 Positive and negative aspects of techniques Conclusion Bibliography Appendix Introduction Language teaching came into its own as a profession in the last century. Central to this process was the emergence of the concept of methods of language teaching. The method concept in language teaching—the notion of a systematic set of teaching practices based on a particular theory of language and language learning—is a...
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...UNIVERSITY OF EDUCATION, WINNEBA (COLLEGE OF TECHNOLGY EDUCATION, KUMASI) IMPROVING THE PERFORMANCE OF SECOND YEAR ACCOUNTING STUDENTS’ IN DOUBLE ENTRY PRINCIPLES THROUGH PARTICIPATORY METHODS OF TEACHING AND LEARNING: USING POPE JOHN SENIOR HIGH SCHOOL AND MINOR SEMINARY, KOFOFIDUA AS A CASE STUDY URIAH- ACQUAH PANFORD JUNE, 2015 IMPROVING THE PERFORMANCE OF SECOND YEAR ACCOUNTING STUDENTS’ IN DOUBLE ENTRY PRINCIPLES THROUGH PARTICIPATORY METHODS OF TEACHING AND LEARNING: USING POPE JOHN SENIOR HIGH SCHOOL AND MINOR SEMINARY KOFOFIDUA, AS A CASE STUDY BY URIAH- ACQUAH PANFORD (4121010023) A PROJECT REPORT PRESENTED TO THE DEPARTMENT OF ACCOUNTING STUDIES EDUCATION, AT THEUNIVERSITY OF EDUCATION, WINNEBA IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THEAWARD OF BACHELOR OF SCIENCE EDUCATION DEGEE IN ACCOUNTING STUDIES JUNE, 2015 ACKNOWLEDGEMENT I wish to express my heartfelt appreciation to Mr. Frank Yao Gbadago, a lecturer ine department of Accounting Studies Education of the University of Education, Winneba, Kumasi Campus for his guidance and directions in writing this action research report. To Mr. Imoro Musah Daniel, what would...
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...------------------------------------------------- Episode 4 ------------------------------------------------- Guiding Principles in the Selection and Use of Teaching Strategies * ------------------------------------------------- My Target In this episode, I must be able to * Write evidence of the application of some guiding principles in the selection and use of teaching strategies. * ------------------------------------------------- My Performance (how will be I rated) Field study 2, Episode 1 – principles of learning Focused on: Application of the principles of learning in the teaching- learning process | Task | Exemplary (4) | Superior (3) | Satisfactory(2) | Unsatisfactory(1) | Observation/ Documentation | All task were done with outstanding quality; work exceeds expectation | All or nearly all task were done with high quality | Nearly all task were done with acceptable quality | Fewer than half of task were done; or most objectives met but with poor quality | My Analysis | -Analysis questions were answered completely; in depth answers; thoroughly grounded on theories-Exemplary grammar and spelling. | -Analysis questions were answered completely-Clear connection with theories -Grammar and spelling are superior | -Analysis question were not answered completely-Vaguely related to the theories-Grammar and spelling acceptable | -Analysis questions were not answered-Grammar and spelling unsatisfactory | My Reflection | Reflection...
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...second language teaching and learning. These changes have been driven by changes in educational theory, changes in the way we think about language and learning, and the development of an active research agenda which has provided important insights and ideas for classroom practitioners.” Second language acquisition (SLA) methods are a controversial issue among scholars on the best approach to teaching a second language. At this time there is no official playbook on the exact best method for teaching a second language. Professor Rod Ellis from the University of Auckland in New Zealand wrote an article entitled “Principles of Instructed Second Language Acquisition.” In this article Ellis describes ten principles for effective second language instruction (SLI). These principles demonstrate both arguments of each in order for educators to reflect upon the processes. Language acquisition is the process of learning a language. The best method for second language acquisition is controversial subject among researchers. Rod Ellis’s article “Principles of Instructed Second Language Acquisition” demonstrates ten principles in which can be used as a guide line and reflection for educators to use for teaching a second language. This essay will summarize Ellis’s article, and how each of these principles can be applied in immersion classes. Professor Rod Ellis from the University Of Auckland in New Zealand wrote an article based upon several major principles that help students...
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...Approach: Within the teaching method framework, the approach is constituted by those theoretical principles on which the curricular design is based (Richards and Rodgers, 1986). Thus, an approach is usually understood as the body of linguistic, psychological and pedagogical theories which inspire the teaching practice. Stern (1983: 43-50) refers to foundations/theoretical assumptions and to a level -interlevel- between theory and practice where the educational linguistics theory and research take place. Curricular design: A new term which substitutes both programme and syllabus as old limited references to contents and bibliography. Within Richards and Rodgers’ outline (1986), the design includes objectives, linguistic content, activities, learner roles, teacher roles, and the role of instructional materials. According to Stern (1983: 43-50), the practice level of a “general model for second language teaching” includes methodology -objectives, content, procedures, materials and evaluation of outcome- and organization; thus, the term methodology includes design and procedures. Curriculum: As defined by Nunan (1988), it comprises the principles and procedures for the planning, implementation, evaluation and management of an educational programme. Method: This general term includes the approach, design and procedures in Richards and Rodgers’ model. Methodics and Method analysis: Terms used by Halliday, McIntosh and Strevens (1964) and Mackey (1965), respectively, in order...
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...involves a certain amount of practical work. The primary question as to the latter is the aim with which it shall be conducted. Two controlling purposes may be entertained so different from each other as radically to alter the amount, conditions, and method of practice work. On one hand, we may carry on the practical work with the object of giving teachers in training working command of the necessary tools of their profession; control of the technique of class instruction and management; skill and proficiency in the work of teaching. With this aim in view, practice work is, as far as it goes, of the nature of apprenticeship. On the other hand, we may propose to use practice work as an instrument in making real and vital theoretical instruction; the knowledge of subject-matter and of principles of education. This is the laboratory point of view. The contrast between the two points of view is obvious; and the two aims together give the limiting terms within which all practice work falls. From one point of view, the aim is to form and equip the actual teacher; the aim is immediately as well as ultimately practical. From the other point of view, the immediate aim, the way of getting at the ultimate aim, is to supply the intellectual method and material of good workmanship, instead of making on the spot, as it were, an efficient workman. Practice work thus considered is administered primarily with reference to the intellectual reactions it incites, giving the student a...
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...reaching out to students that have different perspectives of learning that may be more creative or just different than the average person is a very important matter to consider when developing a strategy to teach and present the curriculum. Schools that often have very low test scores and are considered unsuccessful or failing for that matter could benefit greatly by adjusting their teaching methods into more brain based learning. Schools today are often based upon ideas or curriculum that is very old fashioned. New methods are rarely explored. Most of this is due to expense, but by bettering the education system of today, it is much more likely that future generations will become more productive and happy thriving adults which will in turn better the future for everyone. This is an investment that should not be taken lightly. The most common approach to teaching involves one teacher attempting to bring each student to the same level of learning simultaneously (Principles of Brain-based Learning, 2011). The problem with this approach is that it is very rare that twenty five people have the same method of absorbing and retaining information. Because of this, it is very important that we start looking at...
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...Find the meaning of the following: 1.) Principles - It is used to signify a generalized statement through which otherwise unrelated data are systematized and interpreted. It is a compass by which the path of education is directed. 2.) Approach – An enlightened viewpoint towards teaching. It provides philosophy to the whole process of instruction of the teaching-learning process. 3.) Teaching - an academic process by which students are motivated to learn in ways that make a sustained, substantial, and positive influence on how they think, act, and feel. 4.) Technique – It is the quality of the acts executed by the teacher in presenting the subject matter to pupils. It also includes the skill of the teacher in accomplishing the task of teaching. It is a factor which promotes learning through teaching with the aid of devices. 5.) Strategy – It is a plan that is extensively used to ensure that a certain lesson is passed from the teacher to the student. It can be through theoretical or practical means depending on the capacity of the students. 6.) Mastery Learning – A strategy for optimizing learning which considers the individual capacity and needs of the learner. It offers a new approach for raising the achievement level of a learner, thereby immunizing him from mental health problems. It aims to ensure that each student will develop to his maximum potential and thus acquire successful learning experience which will engender self-confidence and ward off mental...
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...Importance and openness of the problem of effective teaching foreign languages have caused its topicality, and consequently the choice of a theme for the given course work. In present practice of teaching foreign languages there is a problem facing the teacher to address to experience of the colleagues, to innovative ideas, to a science, is that low authority of a subject because of shortages of a present technique of teaching. Aim to investigate the role of contemporary methods in teaching foreign languages, to distinguish the most rational techniques of teaching a foreign language which can be used in school. In this work it is necessary to solve the following primarytasks: 1. To investigate the bases of teaching a foreign language 2. To study effective ways and techniques of teaching a foreign language 3. To observe ways of teaching English language in contemporary methods 4. To work out exercises for using innovation technologies of teaching English language in contemporary methods The subject of this course paper is variety of methods and ways and their effectiveness of using in teaching a foreign language. The object of research is the process of teaching and pupils who are the subjects of this teaching process. Theoretical value of this course paper is in its results, having received which it will be possible to organize effectively teaching process, using in practice methods and ways of teaching which were offered in this work. Practical value of...
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...concentrated on children learning through their Zone of Proximal Development (ZPD) and scaffolding. Vygotsky’s definition of the ZPD was the distance between the knowledge a child could gain on their own compared to what the child was able to learn with guidance (Duchesne, McNaugh, Bochrer and Krause, 2013). Although they take different approaches, both theorists agree that social interaction played a role in children’s development. This essay will link these theories and principles to the teaching strategies used in classrooms and in particular the practices used in the provided scenario of Ann’s Year 5 Science class. Piaget’s constructivist method adopted the idea that children build their own knowledge individually through the initial instruction from the teacher followed by the exploration of their own environment. This method is a balanced teaching practice that can be used in classrooms as it allows learners to be responsible for their own knowledge development (Lourenco, 2012). Ann uses these principles in the indoor classroom where she provides the children with explicit instruction about seeds and then allows the children to explore the different seed types in what she likes to call the outdoor classroom. The indoor classroom is used predominantly as a starting point for her classes where she explicitly explains the task objectives to her children and then uses the...
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...imposed by the teacher Mr. Keating and also how the teachers deal with students who break the rules. In the movie we can see that the teacher is a hero to his students, the teacher uses different types of methods and applies different rules to which the school applies, this in a sense is very important as one must be aware of the context in which they are teaching. The rules applied in this movie may seem to show that Mr. Keating is a very good teacher, but as the context is not appropriate for his teaching methods it portrays him as being a bad teacher. Firstly, I will be talking about the teacher’s style of teaching, Mr. Keating is a teacher who wants his students to think for themselves, and encourages them to do what they think its right even if they are told the opposite. He also mentions that words and ideas can change the world, assuring the students that they can do whatever they please because their thoughts matter. Mr. Keating pushes his students to find their own voice. Mr.Keating does not apply simple classroom rules he makes students rip out from books because he believes they are unnecessary, he also does not use the classroom like it should be, students are allowed to stand up tables to prove a point, he also takes his students outside of the classroom teaching in different environments such as in the courtyard or applying poetry with physical education. It also seems as if the teacher does not have a lesson plan and acts as he believes is appropriate at that moment...
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...error. An appropriate response to it is an assumption of CLL inventor who “(...)builds his approach on the conviction that nonthreatening counselling relationship between the teacher and the learner is the perfect concept for whole-person learning.” (Dakowska 2007: 77). The aim of this project is to examine whether this assumption facilitate learning which should come naturally and easily. THEORETICAL PART 1. Community Language Learning 1.1 An outline of the method (history, origin and inventor) 1.2 Basic assumptions (a general characteristic of CLL and a description of the main assumptions ) 1.3 Techniques and teaching activities (a general description of CLL techniques) 1.4 Teacher and learner roles (a description of attitudes, functions and roles of the teachers and the learners; the nature of student-teacher interaction) 2. Teaching grammar 2.1 The notion of grammar 2.1.1 Defining grammar 2.1.2 The role of grammar in language teaching 2.2 Different methods of teaching grammar (teaching grammar from rules (deductive learning – pros and cons), from examples (inductive learning – pros and cons) and through text) 2.3 Presenting grammar (what is presentation, features of good presentation, techniques of presenting grammar) 2.4 Discovery techniques and grammar practice activities (a definition and presentation of discovery techniques; description of practice grammar activities ) 3....
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...graduate I want to eventually open my own daycare center but before that I will probably get some teaching done first. Researching about the most effective teaching methods will help me run a more beneficial daycare center in the future. My purpose: The purpose of my final research paper is to educate my audience of what the most effective teaching method(s) are. I want my reader to know what the benefits are for children whose daycare teachers use the Montessori teaching method. I will prove to them that the Montessori teaching methods are very beneficial to infant-toddler and primary students and that it should be one of the leading methods used. My working thesis and any assumptions: Childcare providers for children ages 0-4 should follow the Montessori teaching method because teaching methods used in children’s early ages has a long term impact on them. My approach to the subject of my paper: In the structure of my paper I will first define what a childcare/daycare is, what is actually considered to be a daycare. After I will tell about different types of teaching methods used and what some outcomes from previous studies have shown about different ones. I will then prove why the Montessori teaching method is the best one to use for children ages 0-4 and show the benefits that children will have from using this method in the long run. Finally, I will give examples of other teaching methods and compare and contrast them and provide my conclusion. My attended audience: My intended...
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...Background of the Study Teaching is one of the complicated processes taking place in the schools and educational institutions. In traditional teaching model, one teacher is responsible for supervising all tasks of lessons over a specific time. The arrival of new strategies of teaching, issues of motivation, the satisfaction of students and academics’ needs and other factors contributing to successful teaching activities all are looking forward into the creative genius of a single teacher. The seemingly difficulty of addressing all these elements simultaneously by a single pedagogue appeals for a new alternative in the method of teaching. As we observe in our classroom, teachers frequently use the different methods, strategies and approaches in teaching that are applicable to their students need. For example, if the students cannot achieve to fully express their intentions or comprehend the meanings of messages, an approach should be selected that helps the student to understand the language grammar. Conversely, if the students need extra motivation, an approach with frequent changes might be proffered. If a learner does not know how to use the language grammar, he will have to rely on lexis, gestures, intonation or other nonverbal features to express his or her meanings. Thus, in order for the communication to exist, people have to know language and its rules, which we call "grammar". Grammar is fundamental to language, without grammar, language does...
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...instruction-student centered; interactive instruction-interactive student centered learning; independent instruction-individual paced student centered e.g. distant learning; explicit instruction- “structured, systematic, and effective methodology for teaching academic skills” (Archer 1). Reaching our students effectively so that they can achieve higher learning and retention of subjects taught. With the rise of standardized testing in the American Education System, it is necessary to address whether certain teaching methods of instruction are effective than others. This review seeks to outline the debatable topics covering the effectiveness of explicit instruction in classrooms that have been researched in the past as well as the results. The Effectiveness of Explicit Instruction A Review of the Literature Teacher’s effectiveness to help students perform well and the instruction they use has been discussed and analyzed over the years. Which type of instruction is best for student achievement and retention of information? Looking at the effectiveness of explicit instruction to understand if it is going to help teachers get the biggest bang for their buck. Rosenshine (1987) described this form of instruction as “a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students” (34). “Effective and explicit instruction can be viewed as providing a series of instructional...
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