--

--

コメント

スポンサーサイト

上記の広告は1ヶ月以上更新のないブログに表示されています。
新しい記事を書く事で広告が消せます。
管理者にだけ表示を許可する

09

28

コメント

Quick Write 092711 “Student Autonomy”

It’s already been two weeks since the fall semester started and I taught three sessions for one of the TOEFL classes. The designated textbook is a bunch of handouts that I’ve collected from four or five TOEFL prep books along with the audio files uploaded on the university’s Moodle-website. I’ve been constantly modifying and revising those materials, teaching methods, classroom management and the like. One of the goals that I’ll seek regarding this TOEFL class is to facilitate students’ autonomy as much as possible. It’s absolutely nothing new that teachers should help students develop their autonomy to be responsible for their own learning, but I think I’ll need to go back to the basics once again.

On Day 3, I tried something new and found out it worked well so far. For TOEFL ITP Section 2 (Structure and Written Expression), I usually introduce “Powerful Codes” from the book written by Isao Hayashi, briefly explaining his 27 rules to deal with the grammar section, and having the student solve example questions related to each rule. But this time, I filled correct answers in the blanks of the example questions to make 81 complete sentences (27 tips x 3 example questions = 81 sentences), distributed the handout with those 81 sentences, and had the students identify the main verb and the subject for each sentence individually. (I call it “SV analysis”.) Then I divided the students by cards into a group of three. They discussed 20 or 21 assigned sentences, and gave a presentation on their conclusions. In the group work, they created hypotheses, discussed them, adjusted them, find the alternatives, discuss them, and drew conclusions. I suppose they can learn a great deal from talking about the problems with the people with the similar proficiency, making the same mistakes, learning how to adjust their hypotheses by the feedback from the teacher, and feeling the sense of achievement as a group when they finally get the things right.

On Day 4 this Friday, the students will get together again, share their individual work, discuss it, and share what they reach in class. I’ll implement more of this kind of group work in the other TOEFL classes this semester. It may be partly because what Dr. Beglar said in the previous class, quote, “Research shows that students pay more attention to what their peers say than to what teachers say.” Yeah, it’s a sad truth, and I have no objection to that. So, why not take advantage of “the” truth?

(25 minutes / 417 words)

Post your QW product to "Quick Write Forum"!

dep_2413525-Mastery-autonomy-purpose-motivation.jpg


スポンサーサイト
管理者にだけ表示を許可する

プロフィール

Aya

Author:Aya
English learner

検索フォーム

Designed by

Ad

上記広告は1ヶ月以上更新のないブログに表示されています。新しい記事を書くことで広告を消せます。