41 terms

32BJ Teaching Practicum Course

STUDY
PLAY
Chunking
Breaking something down into smaller pieces. (Ex. Giving instructions in parts, rather than all at once)
Comprehensible language
Words used in everyday speech, without terms or jargon that may be unfamiliar to the listener.
Comprehension Check Questions (CCQ)
Short questions that an instructor asks students in order to help clarify information and/or instructions. Three general types: yes/no (Ex. Do you work with a partner?), either/or (Ex. Do you have to speak or write?), or short answer (Ex. How much time do you have to do the activity?).
During Stage
The middle stage in a PDP lesson in which students are listening, reading or watching a demonstration. In this stage, students have some kind of task to help them focus on key information.
Elicit
To prompt, or draw out, answers, responses, and ideas from students.
Establish Context
Showing students where and when something happens in the first part of the lesson. Can be done with a picture, situation, etc.
Feedback
Information we receive about our knowledge or performance and how we might improve it. Note that this could be positive and/or constructive.
Interaction Patterns
Different ways in which students actively engage in tasks (Ex. solo work, PW = pair work, GW = group work, and WC = whole class work) that support learning.
Knowledge-based lesson
A lesson that focuses on students learning information or ideas rather than actually doing something (see Skill). For example, students might learn about fire safety regulations or the duties of a fire safety officer.
Learning-Centered Objective
The specific, measurable goal for students to achieve by the end of one lesson. Often written as "By the end of the lesson, students will be able to...".
Modeling
This is something a teacher does while giving instructions to show students how to do a classroom activity. In this case, the teacher does the task as a student to show them exactly how to do it. (Contrast with Demonstration)
Monitoring Students
When the instructor moves around the classroom to check, see, or hear, that students are on task and be available for student questions.
PDP Lesson Framework
Pre, During, and Post lesson sequence used to plan and teach information and/or knowledge.
Post Stage
This is the part of a PDP lesson that includes activities that come after a lecture, reading, or demonstration. In this stage, students may do a pair work check about the text or some other activity to help them remember and apply the information that they learned.
Pre Stage
The part of a PDP lesson that includes activities prior to a lecture, reading, or demonstration, when students have an opportunity to think about the topic and the instructor finds out what students already know.
Prior Knowledge
Information students have acquired in the past and bring with them to the classroom. This information may work to help or hinder their current learning experience.
Skill-based lesson
A lesson that focuses on students learning to do some mental or physical activity rather than information (see Knowledge). For example, students might learn how to install a toilet, do math problems, or write an email.
Support language
Words, sentences, or questions that the teacher includes on a worksheet or the board to help students get started in a discussion activity. The language is usually not new to students. For example, the teacher might write 'Tell me about _____' on the board to help students get started with a speaking activity. (Contrast with Target language)
Teacher Talk Time
The amount of time in a lesson that teachers are speaking. This is generally during lectures, instructions, feedback, etc.
DIGPA
The acronym that explains the different stages of reflection including: describe, interpret, generalize, and plan action
challenge level
how difficult a skill or knowledge is to learn. If it is too easy students may get bored. If it is too hard, students may get frustrated or give up
feedback
ideas about what worked well and what may need to be improved
autonomy
freedom to choose how you want to do something.
self-directed learning
When students make decisions about their own study plans, rather than being told exactly what they have to do.
reflection
The process of thinking about and learning from an experience
self-image
how a person thinks of themselves. Students usually learn better when this is positive
safe learning environment
when students feel okay taking risks because they feel comfortable with the other students and the teacher
strategies
ways of studying, practicing, remembering, etc that Ss use to help them learn
PW
when Ss do an activity with one other Ss
GW
when Ss do an activity with 2-3 other Ss
Solo
when Ss do an activity by themselves
WC
when Ss do an activity and interact with the teacher and other Ss in class
interaction pattern
how Ss are working in class. Ex. WC, PW, GW, Solo
Description
part of the reflection cycle when you think about what happened, what people said/did
Planning Action
part of the reflection cycle when you think about what you'll do next time
Time Estimate
how long the teacher thinks an activity will take
Aims
why students are doing an activity and how the teacher hopes it will help them in the lesson
Objectives
What you hope students can do by the end of a lesson
Goals
what you hope students can do by the end of a course
Task
something students try to accomplish Ex. Learn 3 things about a place while doing an activity like speaking, writing, etc.
Activity
something that students do Ex. Talking, listening, writing notes, etc.
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