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
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- 4. Communication-, interactive-centred and problem-, experience-based learning and teaching
  - 4.1 Learning to learn
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- 5. The roles of questions: what, when and how to ask to be able to develop children’s practical and thinking skills
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- 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
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- 7. Designing learning activities on the basis of teacher’s and children’s experience, problems and questions
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- 8. Learning about the latest toolkits supporting learning
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- 9. Designing toolkits, for example, case study toolkit, cooperative and peer review toolkit
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- 10. Selecting an aspect of cooperative learning resources to explore
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- 11. Recording the outcomes and reflect on what should be done differently next time
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- 12. Test questions
- 13. Glossary
  - A-D
  - E-I
  - J-S
  - T-V
- 14. References
- Téma

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# Task 1

Look at this example[1] and try this activity with your learners

# Title: Find the Pattern

Grade: Kindergarten

Goals: Each group will create a pattern using pieces of pattern packet.

Abstract: As a follow up to previous instruction on patterns and extending patterns, will apply their skills. Small groups will work together to create a pattern using all pieces in their pattern envelope.

Materials:

Six pattern packets containing the following materials

- Four small bags with 8 squares of assorted colours that complete a pattern. (The pattern can be made more challenging by adding assorted shapes.) A typical packet would include three blue and red and two green.
- Each pattern packet will have a different pattern
- Here is an example square:

Each bag would contain a different pattern, the same colours could be utilized or different colours may be used.

Procedure:

1. Prior to introducing this activity, introduce patterns, extending patterns and creating patterns with students.
2. Each student will pick a stick with assorted coloured dots out of a container.
3. Students will then form groups based on the colour dot they have chosen.
4. The students will then be instructed that they are to open the contents of the envelope and use all squares to create a pattern.
5. Each group will then receive an envelope.
6. Students will be given 10 minutes to find the pattern.
7. The groups would then be asked questions by the teacher.
   1. What is the pattern?
   2. What colour will come next?

## Elements of Cooperative Learning

- Individual Accountability: Each student will be responsible for being able to answer the two questions.
- Positive Interdependence: Each group member will need to support team members in learning the pattern and what will come next in the pattern.
- Social Skills/Face to Face Interaction: The students will need to use communication skills to share ideas and listen for others ideas. The will work together with hands on interaction to create the pattern.
- Heterogeneous Grouping: The children will be placed in groups by randomly choosing sticks with coloured dots on the ends.
- Evaluation: Students will receive credit for completing their pattern and the group will receive credit for answering the questions.
- Trust: The students must feel comfortable with each other in order to work well together.

[1] http://www.users.miamioh.edu/shermalw/Sammon621_cl-lessonLWS.doc

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