Module 2: Techniques of teaching English 105

Module 2: Techniques of teaching English (15hrs)

2.1. Techniques and devices: Questioning, brain-storming, seminar, workshop, symposia, role-play, debate, self-directed learning (SDL)

2.2 Language Games: vocabulary games, spelling games

2.3 Reflective Journaling as a technique

Module 2: Techniques of teaching English (15hrs)

2.1. Techniques and devices: Questioning, brain-storming, seminar, workshop, symposia, role-play, debate, self-directed learning (SDL)

TECHNIQUES OF TEACHING

1.QUESTIONING

“He that nothing questions, nothing learns”.

“Successful people ask better questions, and as a result, they get better answers”- Tony Robbins .

What are Questioning Techniques?

Questioning is one of the most important dimensions of teaching and learning.

It gives tutors the chance to find out what students know and understand, and it allows students to seek clarification and help.

Questioning techniques are a heavily used, and thus widely researched, teaching strategy.

Research indicates that asking questions is second only to lecturing.

Teachers typically spend anywhere from 35 to 50 percent of their instructional time asking questions.

WHY ASK QUESTIONS?

Why are questions asked?

Teachers ask questions for a variety of purposes, including:

To actively involve students in the lesson

To increase motivation or interest

To evaluate students’ preparation

To check on completion of work

To develop critical thinking skills

To review previous lessons

To nurture insights

To assess achievement or mastery of goals and objectives

To stimulate independent learning

TYPES OF QUESTIONS

closed vs. open question types.

lower vs. higher order questions.

closed vs. open question types.

There are many types of questions. One dichotomy is the closed vs. open question types.

Closed questions require only a yes/no or single answer, factual response, while open questions require students to reflect thoughtfully on the subject.

lower vs. higher order questions.

Another way of understanding question types is in terms of lower vs. higher order questions.

Lower order questions are usually "what" questions. They typically test the knowledge students have about definitions or meanings.

Higher order questions tend to be "why" and "how" questions which encourage students to think more deeply about a concept or the reasons for an answer.

lower vs. higher order questions.

Some researchers have simplified classification of questions into lower and higher cognitive questions.

 Lower cognitive questions (fact, closed, direct, recall, and knowledge questions) involve the recall of information.

Higher cognitive questions (open-ended, interpretive, evaluative, inquiry, inferential, and synthesis questions) involve the mental manipulation of information to produce or support an answer.

lower vs. higher order questions.

According to some studies, lower cognitive questions (knowledge and comprehension on Bloom’s Taxonomy) may be most beneficial for primary students.

Lower cognitive questions are also more effective when the goal is to impart factual knowledge and commit it to memory.

HOW TO ASK QUESTIONS?

Simply asking these kinds of questions does not guarantee higher responses or greater learning gains.

Students need explicit instruction in answering these types of questions, including making inferences.

This instruction, in conjunction with the use of higher cognitive questions, can positively impact student achievement.

Different types of questioning techniques.

1.Open and Closed Questions

2.Funnel Questions

3.Probing Questions

4.Leading Questions

5. Rhetorical Questions

1.Open and Closed Questions

A closed question usually receives a single word or very short, factual answer. Open questions elicit longer answers. Open questions are good for:

Developing an open conversation:

Finding out more detail:

Finding out the other person's opinion or issues:

Closed questions are good for:

Testing your understanding, or the other person's:

 Concluding a discussion or making a decision: Frame setting:

A misplaced closed question, on the other hand, can kill the conversation and lead to awkward silences, so are best avoided when a conversation is in full flow.

2.Funnel Questions

This technique involves starting with general questions, and then homing in on a point in each answer, and asking more and more detail at each level. It's often used by detectives taking a statement from a witness. When using funnel questioning, start with closed questions. As you progress through the tunnel, start using more open questions.

Funnel questions are good for:

Finding out more detail about a specific point:

Gaining the interest or increasing the confidence of the person you're speaking with.

3.Probing Questions

Asking probing questions is another strategy for finding out more detail.  You need additional information for clarification, or to investigate whether there is proof for what has been said, An effective way of probing is to use the 5 Whys   method, which can help you quickly get to the root of a problem.

Probing questions are good for:

Gaining clarification to ensure you have the whole story and that you understand it thoroughly.

Drawing information out of people who are trying to avoid telling you something.

4.Leading Questions

Leading questions try to lead the respondent to your way of thinking. They can do this in several ways:

With an assumption:

By adding a personal appeal to agree at the end: "

 Phrasing the question so that the "easiest" response is "yes"

Giving people a choice between two options, both of which you would be happy with,

4.Leading Questions

Leading questions tend to be closed.

Leading questions are good for:

Getting the answer you want but leaving the other person feeling that they have had a choice.

Closing a sale:

Use leading questions with care. If you use them in a self-serving way or one that harms the interests of the other person, then they can, quite rightly, be seen as manipulative and dishonest.

5. Rhetorical Questions

Rhetorical questions aren't really questions at all, in that they don't expect an answer. They're really just statements phrased in question form. People use rhetorical questions because they are engaging for the listener

Rhetorical questions are even more powerful if you use a string of them. Rhetorical questions are good for:

Engaging the listener.

Using Questioning Techniques

You have probably used all of these questioning techniques before in your everyday life, at work and at home.

But by consciously applying the appropriate kind of questioning, you can gain the information, response or outcome that you want even more effectively.

Questions are a powerful way of:

Learning: Ask open and closed questions, and use probing questioning.

Relationship building: to build and maintain an open dialogue.

Managing and coaching: Here, rhetorical and leading questions are useful too. Avoiding misunderstandings: Use probing questions to seek clarification,.

De-fusing a heated situation: You can calm an angry customer or colleague by using funnel questions to get them to go into more detail about their grievance.

Persuading people: No one likes to be lectured, but asking a series of open questions will help others to embrace the reasons behind your point of view. 

HOW MANY QUESTIONS? WHEN?

Some tutors plan key questions ahead of time. You may do this by jotting down questions or notes before or even during the tutorial. These notes will act as prompts to guide your questioning.

Frequent questioning has been shown to be positively related to learning facts,

But  just as with higher cognitive questions, it may be necessary to include explicit instruction to promote student learning of complicated concepts.

HOW MANY QUESTIONS? WHEN?

Teachers often pose questions prior to reading.

Research shows that while this strategy is effective for older students, those with high ability, and those interested in the subject matter,

it is not as effective for younger students and poor readers, who tend to focus only on the material that will help them answer the questions.

WAIT-TIME

Wait-time is (A less frequently used and researched definition is the amount of time that a teacher allows to elapse before responding after a student stops speaking.)

While traditional wisdom advocates a brisk pace of instruction to maintain interest and cover more material, research shows that slowing slightly to include more wait-time promotes achievement.

HOW MUCH WAIT-TIME?

In the classrooms studied, the average wait-time after a question was posed was one second or less. Students perceived as slow or poor learners were afforded less wait-time than students viewed as more capable. This amount of wait-time is not sufficient for students, particularly for those that experience difficulty.

HOW MUCH WAIT-TIME?

Studies show that for lower cognitive questions, a wait-time of three seconds is most effective in terms of achievement. Shorter or longer times were less positively correlated with student success.

For higher cognitive questions, no wait-time threshold was observed. Researchers noted that students seemed to become more engaged and successful the longer the teacher waited (within reason, of course).

FEEDBACK: REDIRECTING, PROBING, AND RESPONDING

A teacher’s response to students’ answers is just as important as the question asked.

A response may redirect students when an incorrect answer is given or students misinterpret the question.

Teachers may probe for further explanation when a partial answer is given. Finally, teachers may validate a correct response.

Tips for Effective Questioning

redirection and probing are effective when they are explicitly focused on student responses. Vague or critical feedback (such as “That’s not right, try again”) has been shown to be unrelated to achievement.

Acknowledging correct responses is necessary and effective. Praise that is used sparingly, is directly related to the response, and is sincere and credible is also positively related to student achievement.

 Tips for Effective Questioning

Make sure that you give the person you're questioning enough time to respond. This may need to include thinking time before they answer, so don't just interpret a pause as a "No comment" and plow on.

Skilful questioning needs to be matched by careful listening so that you understand what people really mean with their answers.

Your body language and tone of voice can also play a part in the answers you get when you ask questions.

Tips for Effective Questioning

Improving in this area requires a reflective and metacognitive approach. For example, teachers may choose to:

Plan and write out the questions to be used in a lesson. How many are lower cognitive questions? Higher cognitive questions? Is the percentage appropriate for the age and ability level of your students?

Tips for Effective Questioning

Anticipate possible student responses, especially partially correct or incorrect ones. How will you probe for further information or redirect?

Ask a colleague to observe a lesson, paying particular attention to the types of questions and student responses. Meet to discuss the observations and plan for improvement.

Tips for Effective Questioning

Videotape yourself teaching a lesson. When you watch, record your wait-time for each question. Also note if you provide longer wait-times to certain students. Or examine your feedback. Are you specific and focused on the students’ responses?

Seek out resources and professional development that can help you improve your questioning techniques. If possible, start a study group with colleagues.

References:

Gattis, K. (2002). A look at productive tutoring techniques user’s guide. 2 nd. Ed. Raleigh: North Carolina State University. P. 42.

Meyer, E., & Smith L.Z. (1987). The practical tutor. New York: Oxford University Press. p.34.

BRAINSTORMING

• What is Brainstorming?
• A popular tool that helps you generate creative solutions to a problem.
• A term developed and coined by Alex Faickney Osborn in 1953.
• Osborn’s book Applied Imagination
• Useful to break out of the stale established patterns of thinking
• New way of looking at things.
• Problem solving effective through group effort.
• Richness of ideas
• Better solution to problems.
• The process is fun.
• Better team bonding.
• Positive and rewarding environment.
• A group leader who can be held responsible
• An effective brainstorming session last not more than 30-40 minutes.
• Types of Brainstorming

   1) Nominal Group Technique

Ø  All participants have an equal say in the process.

Ø  A ranked list of ideas

Ø  Group members write ideas anonymously.

Ø  Distillation

Ø  Facilitator- a trained person.

2) Group Passing Technique

Ø  Group members write ideas and then passes the piece of paper

Ø  Ideas get added on till the person gets his or her original piece of paper.

Ø  Idea Book

Ø  A follow-up “read out” meeting.

Ø  Longer time but better ideas.

3) Team Idea Mapping Method

Ø  Method of association

Ø  Begins with a well-defined topic.

Ø  Each participant brainstorms individually and then ideas merged onto one large idea map

Ø   New ideas arise by association

Ø  Group can prioritize and take action.

4) Electronic Brainstorming

Ø  Computerized version of manual brainstorming technique.

Ø  Supported by an Electronic Meeting System (EMS).

Ø  Participants share list of ideas over a network.

Ø  Ideas entered independently.

Ø  Ideas shared anonymously to encourage openness and reduce personal prejudice.

5) Directed Brainstorming

Ø  A variation of Electronic Brainstorming.

Ø  Can be done manually or with computers.

Ø  Participants write one response and the papers are randomly swapped.

Ø  Participants look at the idea they received and create new idea on the idea they receive.

Ø  Process repeated for three or more rounds.

6) Guided Brainstorming

Ø  Done individually or collectively on a particular subject.

Ø  Constraints of perspective and time.

Ø  Stimulates critical and creative thinking

Ø  Engaging and balanced environment.

Ø  Innovative ideas consistently emerge.

7) Individual Brainstorming

Ø  Brainstorming in solitary.

Ø  Free writing, free speaking, word association and drawing a mind map.

Ø  Superior to traditional group brainstorming

Ø  More effective in idea generation than group brainstorming.

8) Question Brainstorming

Ø  Brainstorming questions than trying to come up with answers and short term solutions.

Ø  The answers to the questions form the framework for constructing future action plans.

Ø  Prioritize questions to reach the best solution

Ø  Another name- Questorming.

• Guidelines to conduct a brainstorming session

v  Comfortable meeting environment.

v  One person to record ideas.

v  Appropriate warm- up exercise or ice- breaker.

v  Define the problem.

v  Give people plenty of time on their own at the start of the session.

v  Opportunity for everyone to contribute.

v  Encourage people to develop other people’s ideas.

v  Encourage an enthusiastic and uncritical attitude among members.

v  Ensure no one criticizes or evaluates ideas during the session.

v  Let people have fun brainstorming.

v  No train of thought followed for too long.

v  In a long session take plenty of breaks.

• Advantages
• No need of highly qualified expert or highly paid consultant.
• Easy to understand.
• Inexpensive.
• Quick way of generating ideas.
• Encourages creative thinking.
• Generate ideas and solutions that can be used elsewhere.
• Widespread participation and involvement.
• Disadvantages
• Can take too much time if the group not properly controlled.
• Ideas sometimes will never be implemented.

WORKSHOP

WHAT IS WORKSHOP?

The workshop is an instructional  strategy  in which a  group (10 to 25 people) sharing a common interest or problem meeting to improve their individual proficiency, to solve a problem, or to extend their knowledge of a subject through intensive study, research and discussion.

A workshop is an informative or instructional class focused on teaching specialized skills or exploring a particular subject.

Workshop presenters are usually educators, subject matter experts, managers or other leaders who possess knowledge of a particular subject or mastery of specific skills.

Workshops may be only one or two hours in length or extend across weeks of time.

To prepare a workshop, a presenter must first identify the core objective of the program, as well as the needs of the participants.

Workshop leaders can strengthen the effectiveness of their presentations through careful planning, organization and presentation practice.

WHY DO WE USE WORKSHOP METHOD?

In the Workshop Method, a collaborative learning environment is established. The teacher uses hands-on exercises, Q&A, and discussions to help the student cement what they’re learning in a real-world environment and begin to apply it immediately. This method is ideal for adult students who bring a wealth of background experiences to a class, who need to apply what they’re learning to the real-world environment quickly, and need to stay motivated.

MERITS

1. To identify, explore and seek solutions to a problem.
2. To permit extensive study of a situation, including its background and social or philosophical implications.
3. Provides the opportunity for preparation for specific vocational, professional or community service functions.
4. Permits a high degree of individual participation.
5. Provides group determination of goals and methods.

DEMERITS

1. Requires a lot of time from participants and staff.
2. Requires a high proportion of staff to participants.
3. May require special facilities or materials.
4. Participants must be willing to work both independently and cooperatively.

PHYSICAL REQUIREMENTS

1. A room large enough to provide comfortable seating for everyone around a large table (or tables arranged in a rectangle) with extra space for use of resource material.
2. Library or other resource materials for research.
3. Chalkboard or other device for recording ideas and notes.

PROCEDURES

1. Arrangements for physical facilities made well in advance of the workshop.
2. Resource people and resource materials lined up well in advance.
3. Workshop is conducted.
4. Evaluation and follow-up as needed.

In order to conduct an effective and successful workshop, you need to address its planning, preparation, and implementation. As you plan, consider the workshop's audience, its size, its length, its purpose, and your presentation options. Preparation includes logistics (managing the physical items involved, materials, equipment, etc.), and preparing psychologically as well. Finally, the implementation of the workshop includes attending to all three of its phases: introduction, substance, and closure. And don't forget to follow up, both by fulfilling any promises and using feedback to redesign your next event.

SYMPOSIUM

Definition

 It is a kind of discussion  in which number of speakers talk on the same topic ,emphasising  different aspects.

•         Selected speakers will be there.

•         The Chairman Co-ordinates the different Presentations.

•         No.of speakers do not exceed five besides the chairman.

•         The audience talks rarely.

•         The chairman and the speakers clarify the doubts and questions during the presentation itself.

•         This aspect that a symposium differs mainly from a panel discussion or seminar.

•         By adopting these procedure a class can be converted into a symposium.

When should a symposium be used?

•          The purpose of this method is to present several sides of the same issue or to approach a central theme from different perspective at a single session.

•         It also helps to understand how related parts of a topic constitute the topic as a whole.

What/who are involved in a symposium?

•         There  are 4 components.

•         The Theme

•         The Chairman

•         The Speakers.

•         The Audience.

•         THEME

•         The theme is topic on which the presentations are to be made.

•         It should be stated briefly but should precisely specify the scope.

•         CHAIRMAN

•         Chairman is the person who organize all the program.

•         He should possess knowledge of the topic and ability to facilitate group work.

•         In addition he should be able to deal with spontaneous situations that mind arise during the symposium.

•         In a class room situation the teacher or some suitable person can be the chairman.

•         SPEAKERS

•         The speakers are responsible for presenting views in a clear and concise way .

•         They should have enough knowledge about the topic and also about the audience facing them.

•          AUDIENCE

•         The Audience is usually comprised of interested individuals who want to attend the meeting.

•         In a school situation it is the pupils of the class.

•         Advantages of a symposium

•         A symposium brings together knowledgeable speaker who present a variety of opinion on a given topic.

•         A problem can be explored quite thoroughly by the symposium method.

•         The audience get different points of view that can challenging and stimulating.

•         Limitations.

•         Little scope for active participation.

•         Sometimes the speakers fail to check the scope with each other prior to the meeting which result in repetition of information, confusion and deviation from the topic.

•         It is sometime difficult to find enough competent speakers to cover the topic adequately.

ROLE  PLAYING

What is Role-playing?

Ø  It is sometimes called game simulations, simulations, simulated discussions, simulation games and gaming.

Ø   It is a task in which an individual or group enacts the roles of others.

Ø  Helpful for studying social behaviour and language learning.

Characteristics

Ø   Joyce and Weil(1997) in their work ‘Models of Teaching’ explain role playing  as a ‘model’ under the social family.

Ø  Role playing encourages active participation in confronting a situation.

Ø  There is no script.

Ø   Participants improvise how their  characters might respond in the given situation and interact with the other characters.

TYPES OF ROLE PLAYING

There are two types of role playing:-

Ø   Structural Role Playing.

Ø   Spontaneous Role Playing.

STRUCTURAL ROLE PLAYING

Ø  Teacher selects the situations to be enacted in advance.

Ø  Specifies the goals of the activity.

Ø  Proper planning is required.

SPONTANEOUS ROLE PLAYING

Ø  Arises in the midst of a discussion.

STEPS IN ROLE PLAYING

Fannie Shaftel and George Shaftel(1967) suggest that  role playing activity warrants nine steps:

1. Warm up the group.

 2.Select participants.

 3.Set the stage.

4. Prepare observers.

 5.Enact.

6.Discuss and evaluate.

7. Re- enact.

8. Discuss and evaluate.

 9.Share experiences and generalize.

ADVANTAGES

Ø  According to Brierley, Devonshire and Hillman, the role playing technique develops ‘Functioning Knowledge’ – combination of

Propositional knowledge ( knowledge about the academic knowledge base ).

Procedural knowledge ( knowing how – having the skills ).

Conditional knowledge ( knowing the circumstances in which to use the skills ).

ADVANTAGES

Ø  Complements the traditional lecture and assignment format.

Ø  Creates a stimulating environment.

Ø  Intensifies their understanding of the situation.

Ø  Students gain deeper insights, attitudes and values related to social life.

Ø  Develop practical skills for professional practice. 

Ø  More effective in embedding concepts into their long term memory.

Ø  Students learn to communicate knowledge in a meaningful and persuasive manner.

Ø  Illuminates the divisions and differences between and within groups.

Ø  Students learn to work with different personalities, beliefs, value systems, abilities and background experiences.

Ø  Develops a greater appreciation of the range of perspectives held on a particular issue.

Ø  Students enjoy this technique.

Ø  DEBATING

Ø   

Ø  What is Debating?

Ø  Debating is a structured contest of argumentation in which two opposing individuals or teams defend and attack a given proposition.

Ø   The procedure is bound by rules that vary based on location and participants.

Ø  The process is adjudicated and a winner is declared.

Ø  Debating is a foundational aspect of a democratic society

Ø  What is its purpose?

Ø  The intent of the strategy is to engage learners in a combination of activities that cause them to interact with the curriculum.

Ø  Debate forces the participants to consider not only the facts of a situation but the implications as well.

Ø  Participants think critically and strategically about both their own and their opponent's position.

Ø   The competitive aspects encourage engagement and a commitment to a position.

Ø  What is its purpose?

Ø  Debates require students to engage in research, encourage the development of listening and oratory skills, create an environment where students must think critically, and provide a method for teachers to assess the quality of learning of the students.

Ø   Debates also provide an opportunity for peer involvement in evaluation.

Ø  Debating as an activity is most effectively used in grades from middle years on up.

Ø   How do I do it?

Ø  Procedural rules exist for debating.

Ø  They vary by region and reflect parliamentary procedure to some degree.

Ø   For example, the procedures followed in Great Britain vary slightly from those observed in the United States.

Ø  Guidelines are quite rigid when engaged in competition but more flexibility exists within a classroom.

Ø  Teacher’s Tips

Ø  Begin by familiarizing the students with the concept of debating.

Ø   Older students will no doubt be somewhat familiar with the practice.

Ø  Discuss with them the idea of arguing differences of opinion.

Ø  Suggest to them that debating is simply a structured way to argue ones position.

Ø  Students may then be introduced to the vocabulary of debating.

Ø  Terms such as proposition, rebuttal, and thesis are introduced.

Ø  How can I adapt it?

Ø  Debating can be employed as an instructional strategy wherever the circumstances are open to opposing points of view.

Ø   Topic options are endless and can be garnered in any course of study.

Ø   Examples include arguing the effectiveness of government monetary policy in an economics class; the use of product placement for a media studies class; Chinese immigration policy in a history class; or the ethics of stem cell research for a biology class and medium of instruction in an English Class.

Ø  How can I adapt it?

Ø  Debating as instructional strategy is not as involved as the teaching of debating per se.

Ø  Students are given the necessary background to employ the technique without devoting so much time that opportunity to focus on the relevant issues is lost.

Ø  Assessment and Evaluation

Ø  The nature of the debating process sets up a fairly clear group of criteria for evaluation.

Ø  Debates may be used as assessment tools or be the summative activity in course of study.

Ø  Evidence of research, understanding of procedures and indication of critical thinking are aspects for evaluation.

Ø  Six Categories of Assessment
by  Dunbar

Ø  Assessment and Evaluation

Ø  Dunbar suggests that the adjudicator (the teacher) can assess six categories. These are: analysis, reasoning, evidence, organization, refutation, and delivery.

Ø  A team may lose the debate but still have been very successful in their efforts.

SELF-DIRECTED LEARNING (SDL)

* Self-directed learning (SDL) is a type of instructional strategy where students take charge of their learning process.

DEFINITION OF SDL

* Malcolm Knowles, defines SDL  as follows: “In its broadest meaning, ’self-directed learning’ describes a process by which individuals take the initiative, with our without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implement appropriate learning strategies, and evaluating learning outcomes.”  (Knowles, 1975, p. 18)

Self-Directed Learning

•      Self-directed learning (SDL) is an instructional strategy where the students, with guidance from the teacher, decide what and how they will learn.

•      It can be done individually or with group learning, but the overall concept is that students take ownership of their learning.

Components of Self-Directed Learning
There are quite a few components involved in SDL.

They include: 1.Management and Monitoring, 2.Assessing learning needs   3. Collaboration  4.Self-evaluation

Background

The concept of self-direct learning first appeared as a viable concept the 1970s. While it has experienced success in higher education, it has not been readily adopted by the corporate sector.

Where it has, for all intents and purposes, it has been adopted in name only. Letting employees choose what training programs they want to attend or modules they want to study is not self-directed learning as originally conceived by Malcolm Knowles.

CHARACTERISTICS:

 1) the initiative to pursue a learning experience, and

2) the responsibility for completing their learning.

 Once the initiative is taken, the learner assumes complete responsibility and accountability for defining the learning experience and following it through to its conclusion.

Benefits of Self-Directed Learning:

Motivation

Responsibility

Confidence

Accountability

Skill development

*Self-improvement

*Personal Development 

*Development of Character are central themes of SDL.

Self-directed learning (SDL) supports you to become  a self-directed person. It supports home-schooling, experiential education, open schooling and life-long learning. Keeping a journal, setting goals, planning and taking action are key tools.

*In schools, teachers can work toward SDL a stage at a time. Teaching emphasizes SDL skills, processes, and systems rather than content coverage and tests.

*For the individual, SDL involves initiating personal challenge activities and developing the personal qualities to pursue them successfully.

*In self-directed learning (SDL), the individual takes the initiative and the responsibility for what occurs. Individuals select, manage, and assess their own learning activities, which can be pursued at any time, in any place, through any means, at any age.

*For example, a teacher may give a general learning goal, such as to learn about a geographical area. Students would then work with the teacher to decide the scope of the project, length of time, and the end result that would demonstrate their learning. One student may decide to learn all of South America and create an educational website. Another student may choose to research the deforestation effects of Borneo and write a report for the government. Another student may choose a specific city and focus on the historical significance, creating a video vignette from personal interviews. By allowing students to choose different learning objectives and outcomes, it allows students to choose based on their personal interests and strengths.

DEMERITS

*Basically adult way of learning (androgogy).

*Not suitable for all students

*Need a lot of preparation

*Workload

*Expertise

*Creativity

***

2.2 Language Games: vocabulary games, spelling games

LANGUAGE GAMES

What is Language Game?

v  Any game that facilitates learning of language.

v  By games one acquire language- Vocabulary,

    Patterns  and Expressions.

v  There can be competitive games,

     collaborative games, awareness  games and

     funny and humorous activities.

v  The success lie on the creativity of both

     the facilitator and the learners.

Why Language Games?

Interesting motivated and enthusiastic learners

Maximum learner participation

Communication skill development

Problem solving skill development

Healthy competition

Why Language Games?

A supplement to other interesting techniques.

Favorable classroom environment

Tolerance towards errors

Creative time

Linguistic and communicative competence

Unconscious acquision of language from natural setting in an enjoyable way

Play way method

Ice  breaking technique

Aversion or scarcity of English is removed

Stimulus variation

Provides variety 

Language skills development

Development of cognitive, affective and psycho motor domain.

Aids memory

concrete situation for practice

Tool of evaluation

Development of confidence, self esteem and a sense of responsibility

EXAMPLES OF GRAMMAR GAMES

1.Snap 2 Headless sentence 3.Tailless sentence 4.Find Who? 5.The best sentence 6.Draughts Board 7.Poem on pattern sentences 8.Definitions 9.Brain Storming 10.Composition 11.Drama 12.Story 13.Verb search 14.Substitution Table  15.Cross word Puzzle   16.Mnemonics 17. Pronunciation Games 18.Role playing 19.Story making 20.Dramatization 21.Tongue twisters 22.Minimal pairs 23.Rhymes 24.Dumb crambo words 25.Vocabulary games 26.Dominoes 27.PS games 28.Word Hunt  29.Portmanteau words 30.Replace me!

Word building

Word sun

Jumbled words

Cross word puzzle

Word Net

Magic Pot

Paradigms

Bubbles and balloons

Picture Puzzle

Spelling games

Word Games and Puzzles

Letter Arrangement Game

Word Search

Jumbled

Kangaroo Words

Word Association Game

Spelling bee

Listening Games

Finish the sentence

Phone call

Make a Picture!

Who’s voice is it?

Speaking games

Debates

Picture Description

Charades

Placard Parade

Reading and Writing Games

Book Review

Writing to pen friend

Magazine

Story/poem completion

Word web

Cut and Paste

Mailbox

Silent Version

Author Dupe

Drama

Interview

News Report

Words of Wisdom

Open house dialogue

Vocabulary corner

Profile writing

Puppet show

Jokes and pun

MERITS

•         Grammar rules help learners to:

•         1.master grammar rules.

•         2.use grammatical rules correctly.

•         Pronunciation Games help to:

•         1.Master correct pronunciation, stress, pause, and Intonation.

•         2.Realize the non phonetic , stress timed rhythmic nature of English

•         3.Pronounce correctly while speaking. 

•         Vocabulary  Games (word games) help to:

•         1.Expand stock of vocabulary

•         2.Use words in meaningful contexts.

•         3.Learn the spelling, pronunciation, meaning and usage of the words. 

•         Spelling   Games  help to:

•         1.Realize the irregular nature of English spelling.

•         2.Master spelling rules.

•         Use correct spelling in writings.

•         1.Listening   Games  help to:

    Develop listening skills.

•         2.Speaking   Games  help to:

    Develop speaking skills.

•         3.Reading and Writing games:

    Develop reading and Writing Skills.

2.3 Reflective Journaling as a technique

REFLECTION

WHAT IS CRITICAL REFLECTION?

Reflection is an important human activity in which people recapture their experience, think about it, mull over & evaluate it. It is this working with experience that is important in learning

“The process of reflection  for teacher begin when they  experience a difficulty ,troublesome event,or experience that cannot be immediately resolved.Reflection commences when one inquires into his or her experience and relevent knowledge  to find meaning in his or her beliefs.It has the potential to enable teachers to direct their activities with foresight and plan according to ends in view.”

: Boud,  D., Keogh, R. & Walker, D. (1985) p 43 Reflection: Turning Experience into Learning. London:Kogan Page

WHAT IS REFLECTIVE TEACHING ?

¢  A process of self-observation and self-evaluation.

¢  Looking at what you do in the classroom.

¢  Thinking about why you do it.

¢  Thinking about if it works

¢  By collecting information about what goes on in our classroom.

¢  By analyzing and evaluating this information.

¢   We identify and explore our own practices and underlying beliefs.

¢  This may then lead to changes and improvements in our teaching.

¢  Reflective teaching is therefore a means of professional development which begins in our classroom.

¢  Beginning the process of reflection

¢  You may begin a process of reflection in response to a particular problem that has arisen with one or your classes, or simply as a way of finding out more about your teaching. You may decide to focus on a particular class of students, or to look at a feature of your teaching - for example how you deal with incidents of misbehavior or how you can encourage your students to speak more English in class.

¢    The first step is to gather information about what happens in the class. Here are some different ways of doing this.

¢  Teacher diary

¢  This is the easiest way to begin a process of reflection since it is purely personal. After each lesson you write in a notebook about what happened. You may also describe your own reactions and feelings and those you observed on the part of the students. You are likely to begin to pose questions about what you have observed. Diary writing does require a certain discipline in taking the time to do it on a regular basis.

¢  Peer observation

¢  Invite a colleague to come into your class to collect information about your lesson. This may be with a simple observation task or through note taking. This will relate back to the area you have identified to reflect upon. For example, you might ask your colleague to focus on which students contribute most in the lesson, what different patterns of interaction occur or how you deal with errors.

¢  Recording lessons

¢  Video or audio recordings of lessons can provide very useful information for reflection. You may do things in class you are not aware of or there may be things happening in the class that as the teacher you do not normally see.

¢  Audio recordings can be useful for considering aspects of teacher talk

¢  How much do you talk?

¢  What about?

¢  Are instructions and

¢    explanations clear?

¢  How much time do you allocate to student talk?

¢  How do you respond to student talk?

¢  Video recordings can be useful in showing you aspects of your own behavior

¢  Where do you stand?

¢  Who do you speak to?

¢  How do you come across to the students?

¢  Student feedback

¢  You can also ask your students what they think about what goes on in the classroom. Their opinions and perceptions can add a different and valuable perspective. This can be done with simple questionnaires or learning diaries for example.

¢  What to do next ?

¢  Once you have some information recorded about what goes on in your classroom, what do you do?

¢  Think

¢  You may have noticed patterns occurring in your teaching through your observation. You may also have noticed things that you were previously unaware of. You may have been surprised by some of your student’s feedback. You may already have ideas for changes to implement

¢  Talk

¢  Just by talking about what you have discovered - to a supportive colleague or even a friend - you may be able to come up with some ideas for how to do things differently.

¢  If you have colleagues who also wish to develop their teaching using reflection as a tool, you can meet to discuss issues. Discussion can be based around scenarios from your own classes.

¢  Using a list of statements about teaching beliefs (for example, pair work is a valuable activity in the language class or lexis is more important than grammar) you can discuss which ones you agree or disagree with, and which ones are reflected in your own teaching giving evidence from your self-observation.

¢  Read

¢  You may decide that you need to find out more about a certain area. There are plenty of websites for teachers of English now where you can find useful teaching ideas, or more academic articles. There are also magazines for teachers where you can find articles on a wide range of topics. Or if you have access to a library or bookshop, there are plenty of books for English language teachers.

¢  Ask

¢  Pose questions to websites or magazines to get ideas from other teachers. Or if you have a local teachers' association or other opportunities for in-service training, ask for a session on an area that interests you.

¢  CONCLUSION

¢  Reflective teaching is a cyclical process, because once you start to implement changes, then the reflective and evaluative cycle begins again.

¢      What are you doing?

¢      Why are you doing it?

¢      How effective is it?

¢      How are the students responding? 

¢      How can you do it better?

¢   As a result of your reflection you may decide to do something in a different way, or you may just decide that what you are doing is the best way. And that is what professional development is all about.

FOLLOW UP ACTIVITY

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Unit test

}   UNIT- 1 : TAXONOMY OF EDUCATIONAL OBJECTIVES

}  Total  Weightage : 10

}  Time : 45 minutes

Answer  the following(wt.2)

1.Who introduced brain storming technique?

2.Who introduced buzz session?

       Answer the following (wt.8)

1.      Explain how role play helps develop communication skills

2.      What is CAI ?How can an innovative English teacher apply information Technology in the teaching process?

3.      What is co-operative learning?  Discuss the features and process of co-operative learning strategy in ELT.

4.      What are the merits and demerits of peer tutoring?

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