In the seminar the discussion
about practicing feedback in study process was been continued. The following aspects
had been mentioned as important, noticed by participants:
o Was the teaching process logical? Why? What made
it logical in your mind?
o What did the participants learn?
o Usage of language: vocabulary, fluency, grammar
(sentence structure), pronunciation (any accent?)
o Focus: e.g. language or subject
o Which methods were used?
During our task about -teaching
an item the participants noticed different
aspects that might have positive influence to the teaching-learning process:
o Usage of the following didactic structure: get
out (e. g question-answer) – put in (read text, explain slides) – try out (e.g.
practice) – review (e.g. video).
o
Activation of the
students from very beginning of the seminar (questions, discussion, practice)
o
Change of activities: first, individual acquirement of
relevant knowledge (text, visuals), then practice
o Usage of the Google Drive options (e.g. slides,
questionnaire, spreadsheet)
o
Slides on white background
o
Slides with exact calculated amount of visuals and
text. Less is more.
o
Time management: usage of online stopper to practice
students´ understanding about time limits. The preparation time depends on the
task. Give students time to think.
o
Find the most efficient strategy for the particular
subject.
o
The students studying in a foreign language get
balanced information, if the subject lecturer and language lecturer(s)
cooperate.
o
The students who tend not to give frontal oral answers
can discuss in pairs or groups or write the answers.
o
Check the pronunciation of key terms.
o
Efficient strategies: underlined key words, clear
logical structure of the explanation.
o
Name specific terms if students use synonyms (spoken
language).
o
It is a challenge to discuss the content and be aware
of the linguistic form of the speech in the same time.
To train
speaking skills, chants can be useful. Rhymes (www.rhymezone.com), synonyms and
definitions support learning vocabulary.
In the
beginning of the course the design is important to find out the study goal: What
do the students have to remember and know after finishing the particular
course? The answer enables to define the content (what?) and methods (How?) of
the course.
The
role of the lecturer includes several activities – he has to present, transfer,
lecture, teach, support, help, supervise, organise, facilitate. So he has to
create an environment that supports the students to bemotivated to study.
Definitions
in http://www.thefreedictionary.com:
Lecturer
- university teacher
Teacher
- a person whose occupation is teaching others, esp children. In a British university,
a professor is the most senior teacher in a department.
Don't use 'professor'
to refer to a person who teaches at a school or similar institution. Use ‘teacher’.
Supervisor
- (in some British universities) a tutor supervising the work, esp research
work, of a student
We can only transmit
information, not knowledge. The students take this information and construct
their own understanding whatever meaning it has for them. It´s called
constructivism (L. Dee Fink).
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