Some teaching strategies for the purpose of promoting students’ abilities –grade 11

Among strategies I used, teaching strategies for the purpose of promoting students’s abilities brings good result for grade eleven students.. I hope that “Some teaching strategies for th

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA

TRƯỜNG TRUNG HỌC PHỔ THÔNG NGA SƠN

SÁNG KIẾN KINH NGHIỆM

SOME TEACHING STRATEGIES FOR THE PURPOSE OF PROMOTING STUDENTS’ ABILITIES – GRADE 11

Người thực hiện: Tạ Thị Nga

Chức vụ : Giáo viên

SKKN thuộc môn: Tiếng Anh

TABLE OF CONTENTS

PART I INTRODUCTION :……….……… 2

1 Reasons for choosing the study……… 2

2 Aims of the study……….2

3 Object of the study……… 2

4 Study methods……… 2

PART II CONTENTS:……….………… 3

1 Rationale:……….……….………… 3

2 Practical basis:……….……….… 3

3 Some teaching strategies for the purpose of promoting students’s abilities :……….………… 3

3.1: The ‘Flipped Classroom’……….3

3.2: Implementing Group Work ……… 5

3.3: Peer teaching activities……….8

3.4: Mind mapping……… 9

3.5: The Jigsaw Technique……… 9

4 Lesson Plan Format:……….… 11

5 The results of the study:……….………14

PART III: CONCLUSION AND RECOMMENDATION:….……… 15

1 Conclusion:……….………15

2 Recommendation.:……….…….………15

PART IV: REFERENCES:………16

PART I INTRODUCTION 1 Reasons for choosing the study

Innovation in teaching methods in oder to promote students’ abilities is one of the significant issues in education Some traditional pedagogical techniques, based mainly on a teacher explaining a topic and students taking

notes, are no longer approriate A lesson will be really boring when the students

put all of their focus on the teacher The teacher talks, and the students exclusively listen During these activities, students work alone, and passively receive information As a result, students do not have adequate opportunities to develop their critical thinking and problem solving skills Students in teacher-centered classroom are passive and respond to environmental stimuli Based from the problems above, it suggest to me- an engish teacher to choose other methods to promote stdents’ abilities which gives students opportunities to improve their analytical skills, problem solving skills, as well as skills in deep learning, lifelong learning, self-directed learning, reflective learning, and motivation This is aimed to achieve the learning outcomes that satisfy all the objectives of the learning process Among strategies I used, teaching strategies for the purpose of promoting students’s abilities brings good result for grade eleven students It is true that these strattegies helped my students to raise their positiveness, activeness and creativeness when they are required to think

and solve problems actively I hope that “Some teaching strategies for the purpose of promoting students’ abilities –grade 11 ” can enable my students

to overcome students' difficulties in learning process as well as awaken their curiosity and desire to learn

2 Aims of the study.

This research aims to helps grade 11 students become active learners who are more likely to be attentive and to be thinking about the topic, relating new knowledge to previous learning and elaborating the implications of what they have learned

3 Object of the study.

This research focuses on some teaching strategies which allow promoting grade 11 students’ abilities in learning english process

4 Study methods.

- Find out drawbacks in the traditional learning appoach

- Read reference books

- Discuss with my colleagues

- Apply teaching strategies to promote students’ abilities in teaching

- Observe and draw out experience

PART II CONTENTS

1 Rationale.

As professor Bruner (1982) of Harvard University points out: "the teaching process is a continuous activity of asking questions and solving them." Traditional English teaching puts teachers as the center all the time, mainly relying on class knowledge, which emphasizes the role of teachers too much It curbs personality and creativity of students and ignores the initiative and potential of the students, therefore the knowledge is limited; the resource is scarce; the learning is passive The knowledge is well-formed, but departed from real life The main experience is insufficient or lack of subjective experience, which will restrict the effectiveness of learning strategy teaching Many students lose interest in English because their initiative and enthusiasm cannot be fully exerted in class It is teaching strategies for the purpose of promoting learners’ abilities that increase the active involvement of the students and cultivate their abilities for language learning through exploring, interaction, cooperation etc During the period of English learning, if all the senses can be triggered together, then enthusiasm of students is mobilized furthest With the help of teaching strategies on onder to promote students’ abilities, my students join learning activities delightfully, therefore, their motive and interest is stimulated

2 Practical basis.

Acoording to Dr Shendkar Deepak T “a good teacher is one who does not teach but guides the students how to learn” It is true that my applying traditional learning method does not allow students deeper levels of understanding required for complex concepts and lifelong learning Under this training model, students receive few opportunities

to practice group dynamics and teamwork Students care less about and retain at lower rates after testing It is these problems that urge me to find out the solutions to hepl students have fun and interesting lesson Indeed, when students take the lead, their interest and confidence soars For teaching strategies for the purpose of promoting learners’ abilities, classroom is a busy, noisy and productive place where teachers interact with students to help them construct knowledge and, of course, the teachable moment comes alive and give students the confidence to apply learning to different problems and contexts and achieve greater autonomy over their learning and

3 Some teaching strategies for the purpose of promoting students’s abilities

3.1 The ‘Flipped Classroom’

The flipped classroom is a fairly new term in the learning and teaching

Lessons are ‘flipped;’ meaning that most of the work like reading and research

are all done outside of class This goes in contrast to the traditional approach

where most of the class time is used for lectures, and activities are assigned as homework Flipped classrooms can leave more time for students to interact directly with the teacher It can also mean that classroom time is more active and engaging for students

Examples:

Example 1 Unit 6: Competitions- Part E: Language focus English 11

The teacher should give students the following tasks before class:

- Task 1: Ask students to study how to pronounce the words in the part Listen and repeat and identify the words which are pronounced /tr/ ; /dr/ ; /tw/ in the

sentences provided

- Task 2: Ask students to find verbs which with gerund can be used to report a speech

Expected verbs:

S+ V+ Ving : Admit /ədˈmɪt/ : Thừa nhận

Deny /dɪˈnaɪ/ : Phủ nhận

Suggest /səˈdʒest/: Đề xuất, gợi ý

Regret /rɪˈɡret/ : Hối tiếc

S+ V+ Pre + Ving

Apologize for /əˈpɒl.ə.dʒaɪz/ : Xin lỗi

Complaint about /kəmˈpleɪn/ :Phàn nàn

Insist on /ɪnˈsɪst/ :Khăng khăng

Object to /ˈɒb.dʒɪkt/ : Phản đối

Dream of /driːm/ : Mơ tới

Confess to /kənˈfes/ : Thú nhận

Think of /θɪŋk/ : Nghĩ đến

Look forward to /lʊkˈfɔː.wəd/ :Mong đợi

S+ V+O+ Pre+ Ving

accuse sb of /əˈkjuːz/ buộc tội ai về việc gì

blame sb for /bleɪm/ đổ lỗi cho ai về việc gì

Congratulate sb on /kənˈɡrætʃ.ə.leɪt/ khen ngợi ai về việc gì

Criticize sb for /ˈkrɪt.ɪ.saɪz/ chỉ trích ai về điều gì

Warns sb against /wɔːn/ khuyến cáo ai đừng làm gì

thank sb for /θæŋk/ cảm ơn ai về việc gì

Prevent sb from /prɪˈvent/ ngăn cản ai khỏi việc gì

Compliment sb on/ˈkɒm.plɪ.mənt/ : Khen ngợi ai về việc gì

praise s sb for /preɪz/ ca ngợi ai về điều gì

Example 2 Unit 8 Part D - Writing English 11

At home students have to

- Name some polular celebrations

- Make a detailed outline to describle a celebration:

Expected outline:

-> The Flipped Classroom Model encourages students to prepare for the lesson before class Thus, the class becomes a dynamic environment in which students elaborate on what they have already studied Students prepare a topic at home so that the class the next day can be devoted to answering any questions they have about the topic This allows students to go beyond their normal boundaries and explore the knowledge curiously and naturally

3.2 Implementing Group Work

Group work can be an effective method to motivate students, encourage

active learning, and develop key critical-thinking, communication, and decision-making skills The teacher should give students a general topic

and have them form study groups about it before the formal learning about it begins They can do research, find examples, predict the main points, or complete other free-flowing activities that expose them in a general way to the material and provide background knowledge in a way that engages students fully

Group work should follow the following steps:

Step 1 Preparing for group work

- Think carefully about how students will be physically arranged in groups.

- Talk to students about their past experiences with group work

Step 2: Designing the group activity

- Identify the instructional objectives

- Make the task challenging

- Assign group tasks that encourage involvement, interdependence, and a fair division of labour

- Decide on group size

- Decide how you will divide students into groups

- Allow sufficient time for group work

- Try to predict students’ answers

- Design collaborative work in multiple forms: pairs, small groups, large groups

Step 3: Ending the group task

- Provide closure to the group activities.

+ Oral reports: Have each group give one idea and rotate through the groups

until no new ideas arise

+ Written reports: Have each group record their ideas and either present them

yourself or have a group member do so

- Connect the ideas raised to course content and objectives

Ask students to reflect on the group work process

-> Group work helps increase student ownership of subject matter and the opportunity for struggling students to get help from stronger students without having to ask In group-work settings, students can reinforce soft skills like planning and communication They can also learn accountability, problem solving and project management

3.3: Peer teaching activities:

Peer teaching activities help boost vital skills and behaviors including student interaction, accountability, group processing While the student-teachers have the opportunity to improve their oral communication skills, the other students in class might learn more when they are being taught by a classmate

“When students listen to each other, they often benefit from hearing concepts being explained from different points and in ways that might be closer to the students’ way of thinking,” says the NDT report “Developing Communication Skills.”

In a nutshell, learning by teaching means that you allow learners to prepare and teach the lessons (or part of them) to their fellow students Although

it may look like the facilitator is taking a very hands-off approach in this method, it actually involves a very elaborate process where the facilitator is both moderator and subject matter expert peer teaching is an effective model that is sure to have a positive impact on your classroom, both in terms of academic performance and student camaraderie

3.4: Mind mapping

A common technique for exploring self-learning is the use of Mind Maps Teachers can create a central node on a Mind Map and allow students the freedom to expand and develop ideas For example, if the focus is the your friend, some students may create Mind Maps on his/her physical characteristics, personalalities or hobbies that are uselful to discrible their friend Later the students would be evaluated according to the Mind Maps they have created and could collaborate with each other to improve each others Mind Maps and come

to a more comprehensive understanding of their friend

Example: A mind map designed by students for Unit 8: Celebrations: Part A

Reading- English 11

Mind Maps encourage creativity and, most importantly, teaching how to learn rather simply memorizing content Mind Maps have even been integrated into emerging teaching techniques such as the Flipped Classroom and Design Thinking as outlined in the Mind Map on the right

3.5: The Jigsaw Technique

The Jigsaw Technique is another approach that fully reaps the benefits of active participation and collaborative learning In this approach, learners are

given a “piece of the puzzle” that they need to solve on their own After this, they need to collaborate with other learners to finally complete the puzzle

This teaching strategy is effective for accomplishing multiple tasks at once and for giving students a greater sense of individual responsibility Here is the basic

way this popular teaching strategy is used in classrooms:

A jigsaw activity in your classroom should follow these steps:

Example Unit 3: A Party Part E: Language focus English 11

Step 1: Deviding sutdents into four groups:

Step 2: Distribute each student a paper which is numbered.

Step 3: Assign one student with each number to be responsible for a task

- Sdudents with the number 1: Find common verbs followed by infinitives

- Sdudents with the number 2: Find common verbs followed by gerunds

- Sdudents with the number 3: Find common verbs followed by either infinitives

or gerunds

- Sdudents with the number 4: Form passive infinitve and gerund

Step 4: Put students who completed the same task of each groups together into

an “Expert group” to talk about and process the details of their segment

Step 5: Have students return to their original “Jigsaw” groups and take turns

sharing the segments they’ve become experts on

Step 6: Have students complete a task or a quiz that’s reliant on them having

understood the material from the contributions of all their group members

This technique can be figured by this foowing table:

Elliot Aronson – one of the early pioneers of the jigsaw method – explains that the jigsaw approach creates a cooperative classroom rather than a