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    Session 2

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    This document provides information about learning strategies and classroom management. It discusses active learning strategies like jigsaw reading, piano reading, and popcorn reading. It also discusses the importance of classroom management strategies like creating rules and expectations, making every minute count through effective lesson planning, and motivating students. The document emphasizes that teaching is not just shouting and that classroom management is strongly related to student achievement. It provides examples of enabling objectives that are SMART (specific, measurable, achievable, relevant, and timed). Finally, it discusses pre-learning vocabulary and structures to aid learning during the lesson.

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    Download as PPTX, PDF, TXT or read online from Scribd

    Session 2

    Uploaded by

    api-408715272
    12 views31 pages
    This document provides information about learning strategies and classroom management. It discusses active learning strategies like jigsaw reading, piano reading, and popcorn reading. It also discusses the importance of classroom management strategies like creating rules and expectations, making every minute count through effective lesson planning, and motivating students. The document emphasizes that teaching is not just shouting and that classroom management is strongly related to student achievement. It provides examples of enabling objectives that are SMART (specific, measurable, achievable, relevant, and timed). Finally, it discusses pre-learning vocabulary and structures to aid learning during the lesson.

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    session 2

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    This document provides information about learning strategies and classroom management. It discusses active learning strategies like jigsaw reading, piano reading, and popcorn reading. It also discusses the importance of classroom management strategies like creating rules and expectations, making every minute count through effective lesson planning, and motivating students. The document emphasizes that teaching is not just shouting and that classroom management is strongly related to student achievement. It provides examples of enabling objectives that are SMART (specific, measurable, achievable, relevant, and timed). Finally, it discusses pre-learning vocabulary and structures to aid learning during the lesson.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    12 views31 pages

    Session 2

    Uploaded by

    api-408715272
    This document provides information about learning strategies and classroom management. It discusses active learning strategies like jigsaw reading, piano reading, and popcorn reading. It also discusses the importance of classroom management strategies like creating rules and expectations, making every minute count through effective lesson planning, and motivating students. The document emphasizes that teaching is not just shouting and that classroom management is strongly related to student achievement. It provides examples of enabling objectives that are SMART (specific, measurable, achievable, relevant, and timed). Finally, it discusses pre-learning vocabulary and structures to aid learning during the lesson.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 31

    Learning and Learners

    Yes or No…….
    ….“ I learn best when….”
    Learning and Learners….
    ……from theory to practice
    Active Learning Strategies

     Jigsaw Reading
     Running Definition
     Piano Reading
     Pop corn Reading
    Jigsaw Reading
    Piano Reading
    Popcorn Reading
    Austin’s Butterfly
    The present
    •Why doesn’t the boy want to go outside at the
    beginning of the story? Discuss your ideas with a
    partner.
    •Pause the video at different points (e.g. 0.09, 0.44,
    1.05, 2.40 and 3.10) and describe how each character is
    feeling. How do you know?
    •What does it mean to be disabled? What types of
    disabilities are there, and how do they affect different
    people?
    What’s wrong with the teacher?
    ‘Write a short story about this teacher.”
    What is classroom management?

    A set of strategies that a teacher


    creates and maintains in order to
    establish effective learning
    environment and promote students
    behavior in classroom.
    Strategy (1): Create a motivational
    environment
     Show your students that you believe all of them can learn.

     Use motivational words, positive words to praise good work and behaviour.
    (great idea, good job, fantastic …..etc.)

     Use actions to praise students ( high five – clap your hands up to 10)
     Use attention-getters (teacher: 1,2,3 eyes on me. Students: 1,2, eyes on you)
    ( teacher: hands up. Students: everybody stop)
    (1 clap -2 clap) (don’t clap this one back)

     Decorate the classroom with students’ work and projects whenever possible.
    Set rules, boundaries and expectations.

    Sample classroom rules

    Elementary Level classroom rules Preparatory level classroom rules

    • Raise your hand to speak. • Ask for help when you need it
    • Only one person speaks at a time. • Do your own work
    • Ask for permission before you leave • Respect your friends and teachers
    the classroom. • Respect the property of others.
    • Keep your hands for yourself (don’t
    fight)
    Remember…….

    Teaching is not shouting


    Strategy (2): Make every minute count

    Plan each lesson in advance. Well-designed lesson plans have clear learning
    objectives and provide meaningful activities for students to reach the objective.

    Keep everyone engaged

    Use Active learning strategies

    There are different types of learners


    “You hear and you forget, you see and you
    remember, you do and you understand.”
    Remember……….

    A minute without work is a


    moment for talk.
    There is a strong relationship between
    classroom management and student
    achievement, and the most important
    factors which affect student learning
    are classroom management and
    teacher’s behaviour.
    Now you are the classroom management
    expert…give an advice to this teacher
    Lesson Planning
    Enabling objectives:

     They are stepping stones (supporting objectives) to terminal objectives.

    Enabling objectives should be SMART


    Specific measurable Achievable Relevant Timed
    Specific
     Specifies precisely what the learner will know or be able to do.

    Measurable
     Can be evaluated

    Achievable
     Students are academically ready for the objective.

    Relevant
     Builds on prior knowledge- related to the topic

    Timed
     Students can achieve the objective within the specified time
    Examples:

     By the end of the lesson, students will be able to categorise words by using
    the prefixes re, in and un.
     By the end of the lesson, students will be able to write to explain cause and
    effect by employing connectors such as consequently, therefore and as a
    result.
     By the end of the lesson, students will be able to identify and accurately
    pronounce the short i, o, and long ou (as in found) vowel sounds.
     By the end of the lesson, students will be able to enjoy and respond to the
    creative use of metaphor in a song.
     By the end of the lesson, students will be able to distinguish similarity and
    difference through the use of comparative and superlative adverbs in an
    article.
    Examples:

     By the end of the lesson SWBAT:

     Answer questions related to an article about historical sites in Jordan within


    10 minutes.

     Use past tense verbs correctly to talk about historical places.

     Predict the meaning of new words from the context.


    Language

    Pre-learning while learning

    (vocabulary, structure, phonics)


    It’s your time to plan
    Thank you for attending

    Safa’ Obeid

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