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Name: Xavier WuName: Xavier Wu ID No.: 9610008MID No.: 9610008M Instructor: Dr. Mavis ShangInstructor: Dr. Mavis Shang Dept. of Applied English of I-Shou Dept. of Applied English of I-Shou UniversityUniversity
The Onset—The Onset—
* The Teachers and the Flaws* The Teachers and the Flaws
Skills and QualificationsSkills and Qualifications Support for Teachers Support for Teachers
Leung and Teasdale’s Points—Leung and Teasdale’s Points— * Teaching Experience* Teaching Experience * Professional Qualification* Professional Qualification Lortie’s Views for Profession—Lortie’s Views for Profession— * A Common Knowledge basis* A Common Knowledge basis * Restricted Entry * Restricted Entry * High Social Status* High Social Status * Self-regulation* Self-regulation * Qualification* Qualification The Idea for the Standards of Quality The Idea for the Standards of Quality (Appendix 3)(Appendix 3)
Robert’s Idea for Teacher Knowledge—Robert’s Idea for Teacher Knowledge— * Practical Knowledge: Teachers’ Repertoire* Practical Knowledge: Teachers’ Repertoire
* Content Knowledge: Teacher’s Understanding* Content Knowledge: Teacher’s Understanding
* Contextual Knowledge: Context, Norms, and * Contextual Knowledge: Context, Norms, and KnowledgeKnowledge
* Pedagogical Knowledge: Professional Knowledge* Pedagogical Knowledge: Professional Knowledge
* Personal Knowledge: Beliefs, Principles, and Approach* Personal Knowledge: Beliefs, Principles, and Approach
* Reflective Knowledge: Self-correcting Ability* Reflective Knowledge: Self-correcting Ability
The Basic Teaching Skill of the UCLESThe Basic Teaching Skill of the UCLES—— * Language Awareness* Language Awareness
* The Learner, Teacher, Teaching/ learning Context* The Learner, Teacher, Teaching/ learning Context
* Planning for Effective Teaching* Planning for Effective Teaching
* Classroom Management and Teaching Skill* Classroom Management and Teaching Skill
* Resources and Materials for Teaching* Resources and Materials for Teaching
* Professional Development* Professional Development
Robert’s Points for Novice Teachers—Robert’s Points for Novice Teachers— * Less Perceptions for Classroom Events* Less Perceptions for Classroom Events * Less Judgement for Lesson-planning* Less Judgement for Lesson-planning * Less Knowledge for Pre-assumption* Less Knowledge for Pre-assumption * More Focus on Textbook Instructions* More Focus on Textbook Instructions * Less Practical Classroom Management* Less Practical Classroom Management * Less Focus on Pupil Learning* Less Focus on Pupil Learning * Less Pedagogic Content Knowledge* Less Pedagogic Content Knowledge * Less Concept for Coherent Teaching System* Less Concept for Coherent Teaching System * Less Specialized Terminology* Less Specialized Terminology
Robert’s Points for Novice Teacher Robert’s Points for Novice Teacher Development—Development— * More Observations of Experienced Teachers* More Observations of Experienced Teachers
* More Observations of Training Videos* More Observations of Training Videos
* More Short Theory Courses* More Short Theory Courses
* More Practice Teaching under the Supervision* More Practice Teaching under the Supervision
* More Experience with a Mentor Teacher* More Experience with a Mentor Teacher
Robert’s Characteristics for NNS Teacher Robert’s Characteristics for NNS Teacher Need—Need— * A Priority for Language Improvement* A Priority for Language Improvement
* An erosion through Classroom Discourse* An erosion through Classroom Discourse
* The Support from a Textbook* The Support from a Textbook
* Personal Experience for Learing Difficulty* Personal Experience for Learing Difficulty
* The Same Common Culture and Group Norms* The Same Common Culture and Group Norms
* Teaching Behavior from Mother Tongue Culture* Teaching Behavior from Mother Tongue Culture
* The Influence of English* The Influence of English
The Institution’s Responsibility for The Institution’s Responsibility for Teachers—Teachers— * Self-reflection and Evaluation* Self-reflection and Evaluation
* Strength and Weakness* Strength and Weakness
* Specialized Knowledge and Skills* Specialized Knowledge and Skills
* Curiosity and Interest* Curiosity and Interest
* Relevant Professional Knowledge Base* Relevant Professional Knowledge Base
* Involvement in Professional Organizations* Involvement in Professional Organizations
The Orientation The Orientation * The Needs for the Clarification* The Needs for the Clarification Adequate MaterialsAdequate Materials * The Involvement and Guidelines * The Involvement and Guidelines Course GuidesCourse Guides * Course * Aims * Objectives *Materials * Course * Aims * Objectives *Materials
* Methods * Activities *Accessment* Methods * Activities *Accessment
Division of ResponsibilitiesDivision of Responsibilities * Job Descriptions * Clear Demarcation* Job Descriptions * Clear Demarcation Further TrainingFurther Training * Specialized Training for Needs* Specialized Training for Needs Teaching ReleaseTeaching Release * Free Time for Refreshment* Free Time for Refreshment MentorsMentors * Idea-expressing * Problem-sharing * Advice-receiving* Idea-expressing * Problem-sharing * Advice-receiving
FeedbackFeedback * Constructive * Non-threatening * Positive * Constructive * Non-threatening * Positive RewardsRewards * Positive Acknowledgement* Positive Acknowledgement Help LinesHelp Lines * The System for Problem-solving* The System for Problem-solving ReviewReview * Program * Problem-solving * Critical * Program * Problem-solving * Critical ReflectionReflection
Teaching Model and PrinciplesTeaching Model and Principles
Maintaining Good TeachingMaintaining Good Teaching
Evaluating TeachingEvaluating Teaching
Robert’s Comparison of Teaching ModelsRobert’s Comparison of Teaching Models——
Operative Model:Operative Model:
* The Requirements to a Set Timescale* The Requirements to a Set Timescale
* A Mechanistic Model* A Mechanistic Model Problem-solving Model:Problem-solving Model:
* The Adaption to Learners’ Needs* The Adaption to Learners’ Needs
* A Organic Model* A Organic Model
Teaching Models on Methods or ApproachesTeaching Models on Methods or Approaches——
The Communicative Approach:The Communicative Approach: * Authentic Communication * Pair and Group Activities* Authentic Communication * Pair and Group Activities
* Negotiation * Information * Fluency* Negotiation * Information * Fluency The Cooperative Learning Model:The Cooperative Learning Model: * Cooperation * Common Tasks * * Cooperation * Common Tasks * Coordination Coordination The Process Approach:The Process Approach: * Participation * Sequential Stages* Participation * Sequential Stages The Whole-language Approach:The Whole-language Approach: * Real Communication * Authentic Texts * Reading * Real Communication * Authentic Texts * Reading * Writing * Writing
Teaching Models on Principles—Teaching Models on Principles— * A Consistent Focus * Practical Tasks* A Consistent Focus * Practical Tasks
* Realistic Use * Communicative Use* Realistic Use * Communicative Use
* Cooperative Activities * Accuracy and Fluency* Cooperative Activities * Accuracy and Fluency
* The Role of Facilitator * Communicative and Skill-* The Role of Facilitator * Communicative and Skill-
basedbased
* Learning Awareness * Self-monitoring and * Learning Awareness * Self-monitoring and
Goal-settingGoal-setting
A Teaching Pholosophy—A Teaching Pholosophy— * Reflection on Self-teaching Style* Reflection on Self-teaching Style * Personal Beliefs and Principles* Personal Beliefs and Principles * Interpretation of Teacher Role* Interpretation of Teacher Role Breen’s Teaching Principles—Breen’s Teaching Principles— * The Form of Language * Vocabulary or Meaning* The Form of Language * Vocabulary or Meaning * The Usage of Language * Mental-processing * The Usage of Language * Mental-processing CapacitiesCapacities * Familiarized and Manageable * Internalized and * Familiarized and Manageable * Internalized and MemorizedMemorized * Affective Involvement * Learner’s Needs or * Affective Involvement * Learner’s Needs or InterestsInterests * Monitor for Progress * Provision for Feedback* Monitor for Progress * Provision for Feedback * Responsibility or Autonomy * The Lesson and the * Responsibility or Autonomy * The Lesson and the GroupGroup
The Reflection on Model or Philosophy—The Reflection on Model or Philosophy— * The Consistence with Teaching Model or Philosophy* The Consistence with Teaching Model or Philosophy
* The Hold of Other Principles * The Hold of Other Principles
* The Expected Roles of Teachers* The Expected Roles of Teachers
* The Role of Instructional Materials* The Role of Instructional Materials
* The Classroom Activities and Practices* The Classroom Activities and Practices
Jack’s Ideas for Quality Teaching—Jack’s Ideas for Quality Teaching— * Teacher’s Effort * Teaching Process * Appropriate * Teacher’s Effort * Teaching Process * Appropriate MeasuresMeasures The Monitoring System—The Monitoring System— * Information-collecting * Course-modifying* Information-collecting * Course-modifying * Formal Mechanism * Informal Mechanism* Formal Mechanism * Informal Mechanism Davidson and Tesh’s ObservationDavidson and Tesh’s Observation * Information-collecting * Course-modifying* Information-collecting * Course-modifying * Formal Mechanism * Informal Mechanism* Formal Mechanism * Informal Mechanism * Vertial and Lateral Communication* Vertial and Lateral Communication
Teaching ObservationTeaching Observation
* Regular Observation * Colleague Observation* Regular Observation * Colleague Observation
* Supervisor Observation * Positive Feedback* Supervisor Observation * Positive Feedback
* Problem-discovering * Teaching Evaluation * Problem-discovering * Teaching Evaluation
* The Sharing with Teaching Approach and Strategies* The Sharing with Teaching Approach and Strategies
Identification and Resolution of ProblemsIdentification and Resolution of Problems—— * Timely Identification * Timely Resolutionl* Timely Identification * Timely Resolutionl
* Resolution-ensuring * Good Communication * Resolution-ensuring * Good Communication SystemSystem Shared Planning—Shared Planning— * The Opportunities * Collaborative Planning* The Opportunities * Collaborative Planning
* Pair-work or Goup-work * Course-planning* Pair-work or Goup-work * Course-planning
* Material-developing * Lesson-planning* Material-developing * Lesson-planning
* Problem-resolving * Potential Problem-* Problem-resolving * Potential Problem-identifying identifying
Documentation and Sharing of Good Documentation and Sharing of Good Practices—Practices— * The Sharing of Positive Teaching Experiences* The Sharing of Positive Teaching Experiences Davidson and Tesh’s Examples—Davidson and Tesh’s Examples— * A Presentation at a Professional Conference* A Presentation at a Professional Conference * A Knowing at a Professinal Conference or Workshop* A Knowing at a Professinal Conference or Workshop * Reflection and Sharing with Colleagues* Reflection and Sharing with Colleagues * The Development of Teaching Materials and * The Development of Teaching Materials and DemonstrationDemonstration * The Sharing of Workable or Unworkable Ideas* The Sharing of Workable or Unworkable Ideas * The Discussion with a Particular or Program Issue* The Discussion with a Particular or Program Issue
Self-study of the ProgramSelf-study of the Program
* A Quality Certification * Long-term Goals * A * A Quality Certification * Long-term Goals * A
Professional GrowthProfessional Growth
Kells’s Suggestion—Kells’s Suggestion—
* Three to Five Years for a Self-study * Three to Five Years for a Self-study
* The Teachers, Administrators, and Students’ * The Teachers, Administrators, and Students’
InvolvementInvolvement
An Appraisal System for Quality TeachingAn Appraisal System for Quality Teaching—— * The Reward for Good Performance* The Reward for Good Performance
* The Needs for Further Training* The Needs for Further Training
* The Reinforcement with Staff Development* The Reinforcement with Staff Development
* The Improvement for Teaching* The Improvement for Teaching
* The Provision for Contract Renewal and Promotion* The Provision for Contract Renewal and Promotion * The Interest in Teachers’ Performance and * The Interest in Teachers’ Performance and DevelopmentDevelopment
Developing The Appraisal System—Developing The Appraisal System— * The Views for Teachers’ and Administraor’s* The Views for Teachers’ and Administraor’s
* All Posibilities for Teaching Style* All Posibilities for Teaching Style
* Teaching as Individual Activity* Teaching as Individual Activity
* UCLES’s Appraisal System (Appendix 3)* UCLES’s Appraisal System (Appendix 3)
* Brown’s Appraisal System (Appendix 4)* Brown’s Appraisal System (Appendix 4)
* Murdoch’s Appraisal System (Appendix 5)* Murdoch’s Appraisal System (Appendix 5)
The Focus of Appraisal with Relevant The Focus of Appraisal with Relevant Work—Work— * The Lesson Plan * The Lesson Plan
* Teacher-made Teaching Materials* Teacher-made Teaching Materials
* Course Outlines and Handouts * Course Outlines and Handouts
* Class Assignments* Class Assignments
* Professional Participation* Professional Participation
Conducting The Appraisal—Conducting The Appraisal— By a Supervisor: Problems of Understanding By a Supervisor: Problems of Understanding (Appendix 4)(Appendix 4) By a Colleague: Constructive and useful (Appendix 8)By a Colleague: Constructive and useful (Appendix 8) By Self-appraisal: Less ThreateningBy Self-appraisal: Less Threatening By Lesson Report: Structured Descriptions (Appendix By Lesson Report: Structured Descriptions (Appendix 6)6) By Teaching Journal: Descriptions and ReflectionsBy Teaching Journal: Descriptions and Reflections By Audio/Video Recording: Strengths and By Audio/Video Recording: Strengths and WeaknessesWeaknesses By Student Appraisal: A Sense of Teaching (Appendix By Student Appraisal: A Sense of Teaching (Appendix 7) 7)
Understanding of the CourseUnderstanding of the Course The View of LearningThe View of Learning Learning StylesLearning Styles MotivationMotivation SupportSupport
The Onset—The Onset— * Learner’s Understanding * Learner’s Understanding
* The Same Expectation with Teacher* The Same Expectation with Teacher Brindley’s Statement—Brindley’s Statement— * Different Expectations Before Class* Different Expectations Before Class
* Awareness for Each Other After Class* Awareness for Each Other After Class
* Negotiations Between Both Parties* Negotiations Between Both Parties
Alcorso and Kalantzis’s Findings—Alcorso and Kalantzis’s Findings— * Preference for Traditional Activities* Preference for Traditional Activities
Learner’s Learning Views—Learner’s Learning Views— * Managerial Learner * Independent Learner* Managerial Learner * Independent Learner
* Needs Analyst *Cooperative Learner* Needs Analyst *Cooperative Learner
* Helper Learner* Helper Learner
Learning Styles—Learning Styles— * Concrete Learner: Learning by Teaching Aids* Concrete Learner: Learning by Teaching Aids
* Analytical Learner: Learning by Self-problem-resolving* Analytical Learner: Learning by Self-problem-resolving
* Communicative Learner: Learning by Actual Drilling* Communicative Learner: Learning by Actual Drilling
*Authority-oriented Learner: Learning from the Model *Authority-oriented Learner: Learning from the Model A Questionaire—A Questionaire— * A Way to Identify Learners’ Learning Style* A Way to Identify Learners’ Learning Style
Motivation—Motivation— * Why to Learn * How to Affect * Which Point* Why to Learn * How to Affect * Which Point
Support—Support— * Mechanisms for Course Delivery * Mechanisms for Course Delivery
* Interface Between Learning and Opportunities* Interface Between Learning and Opportunities
* Self-access for Learning Needs and Interests* Self-access for Learning Needs and Interests