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

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# Task 8

Read this cooperative activity of a teacher and try it out with your young learners and decide what colours and words you would teach while making the children participate.

Today I paired up my class and we drew each other's shadows.

My class has been pretty wild this week and the end of yesterday was absolute chaos so I did not have very high hopes for this activity. Surprise! It was so beautiful. They were amazed,

enthused, engaged, and didn't want to stop.
I let the leader for each group (remember my five colours?) choose their own partner and then I paired up the rest randomly. Somehow, this worked: it seemed fair to everyone that the leaders got to choose, and I only had to make six more pairs to finish off.

Each person took turns tracing the other's shadow, and then they switched. Next they filled in the outlines with details. When it was over, they had a terrific time walking around trying to guess whose was whose.[1]

Peer review toolkit

Peer review is an active learning approach and an important element of co-operative learning.

Research has shown that learners at all levels can provide valid and accurate reviews.

- It enables learners to improve their work products;
- develops skills in giving and receiving feedback;
- helps learners understand quality standards and assessment criteria;
- builds learners’ confidence to present their ideas and answer questions about them;
- helps learners value interpersonal skills;
- helps learners to become expert in their own learning; and
- increases learners’ motivation and persistence.

Effective questioning toolkit

It supports teachers to get answers.

- What to ask questions about
- When to ask questions
- How to ask questions
- Responding to answers

It can be a tool for

- reflective practice
- a record of your professional development for your portfolio
- ideas that you can customise if you are planning sessions for colleagues.

This toolkit provides a framework to help you to:

- explore why, when and how to ask questions to promote learning
- plan experiments in using different techniques and approaches
- record the outcomes and reflect on what you will do differently next time.

[1] http://kindergartencowgirl.blogspot.hu/2012/02/cooperative-learning-in-kindergarten.html

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