Az angol tanítás innovációi és legújabb módszerei a tanítóképzésben ’e-learning’ segítségével

- Innovations in pre-service education for teaching English through e-learning
- Leírás
- Tartalomjegyzék
- Abstract
- 1. Introduction
- 2. The theories and practices of teaching languages in early childhood in the British culture
  - 2.1 The reality of Globalization within teaching English
    - 2.1.1 New global perspectives
  - 2.2 Methods supporting teaching and learning
    - 2.2.1 E-Learning
  - 2.3 Teaching languages to young learners in the British culture
- 3. Exploring our current understanding and practice
  - 3.1 Motivating young learners
    - Task 1
    - Task 2
    - Task 3
    - Task 4
    - Task 5
    - Task 6
    - Task 7
    - Task 8
    - Task 9
    - Task 10
    - Task 11
    - Task 12
    - Task 13
- 4. Communication-, interactive-centred and problem-, experience-based learning and teaching
  - 4.1 Learning to learn
    - Task 1
    - Task 2
    - Task 3
    - Task 4
    - Task 5
    - Task 6
    - Task 7
- 5. The roles of questions: what, when and how to ask to be able to develop children’s practical and thinking skills
  - Task 1
  - Task 2
  - Task 3
  - Task 4
  - Task 5
  - Task 6
  - Task 7
  - Task 8
  - Task 9
  - Task 10
  - Task 11
  - Task 12
  - Task 13
  - Task 14
  - Task 15
- 6. Strategies of planning to be able to equip children with competences enabling them to think critically and work creatively in the „Life Long Learning” process
  - Task 1
  - Task 2
  - Task 3
  - Task 4
  - Task 5
  - Task 6
  - Task 7
  - Task 8
  - Task 9
  - Task 10
  - Task 11
  - Task 12
- 7. Designing learning activities on the basis of teacher’s and children’s experience, problems and questions
  - Task 1
  - Task 2
  - Task 3
  - Task 4
  - Task 5
  - Task 6
  - Task 7
  - Task 8
  - Task 9
  - Task 10
  - Task 11
  - Task 12
  - Task 13
- 8. Learning about the latest toolkits supporting learning
  - Task 1
  - Task 2
  - Task 3
  - Task 4
- 9. Designing toolkits, for example, case study toolkit, cooperative and peer review toolkit
  - Task 1
  - Task 2
  - Task 3
  - Task 4
  - Task 5
  - Task 6
  - Task 7
  - Task 8
- 10. Selecting an aspect of cooperative learning resources to explore
  - Task 1
  - Task 2
  - Task 3
  - Task 4
- 11. Recording the outcomes and reflect on what should be done differently next time
  - Task 1
  - Task 2
  - Task 3
  - Task 4
  - Task 5
  - Task 6
- 12. Test questions
- 13. Glossary
  - A-D
  - E-I
  - J-S
  - T-V
- 14. References
- Téma

« Previous | Next »

# Task 3

What do you mean by experienced based teaching?

My own definition | Definition I have read about | Definition that is accepted by my school/kindergarten management

Experiential learning is a well-known model in education. Kolb's Experiential Learning Theory (Kolb, 1984) defines experiential learning as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience."

Kolb's Experiential Learning Theory presents a cycle of four elements:

1. Concrete Experience
2. Reflective Observation
3. Abstract Conceptualization
4. Active Experimentation

Andresen, Boud and Choen (2000)[1] provide a list of criteria for experience-based learning. The goal of experience-based learning involves something personally significant or meaningful to the students.

- Students should be personally engaged.
- Reflective thought and opportunities for students to write or discuss their experiences. should be ongoing throughout the process.
- The whole person is involved, meaning not just their intellect but also their senses, their feelings and their personalities.
- Students should be recognized for prior learning they bring into the process.
- Teachers need to establish a sense of trust, respect, openness, and concern for the well-being of the students.

Interactive based learning (role playing)

We need to encourage students to speak in many different situations, and help them to speak with confidence.

Role play

A short play will generate interest and active atmosphere when students participate in it. That makes them know their roles and responsibilities and try to act as well as possible. It is no doubt that role play motivated students in this case.

Each lesson culminates in an activity or task that gets the learners to actually use the language they have been learning in some kind of simulation or role-play and so that has a number of benefits. The main one is that it dramatizes to the learners and the teachers and all those involved that they can actually do something concrete at the end of each lesson.[2]

[1] L. Andresen Boud and Choen (2000). Unwin Publishers, in Foley, G., Understanding Adult Education and Training, second edition, p. 225-239

[2] Nunan http://www.eltnews.com/features/interviews/2008/12/david_nunan_2008.html

« Previous | Next »