UNIVERSIDAD TÉCNICA DE AMBATOFACULTAD DE CIENCIAS HUMANAS Y DE LA

EDUCACIÓNCARRERA DE IDIOMAS

LANGUAGE TEACHING STRATEGIES

Names:

Lissette Chango

Erika Vaca

SEMESTER: 6 TH

ELEMENT 1

How might we take this forward?

Evidence about effective pedagogy

Evidence about methods of evaluating teaching quality

Evidence about developmental use of evaluation

Evidence about effective pedagogy

The evidence here is often weak orequivocal, and it is easy to selectfrom it to make claims that fitpreconceptions.

-How teaching leads to learning isundoubtedly very complex.-and that attempts to reduce itto a set of component parts willalways fail

It has been found to beimplementable in realClassrooms and that implementingthem has led to improvements inLearning.

Evidence about methods of evaluating teaching quality

The evidence shows that the agreement between different observers who see the same lesson is not high.

Inferring the quality of teaching andlearning such as student work, marking orlesson plans, or from assessing teacherportfolios.

Evidence about developmental use of evaluation

In this review is primarily on formativeuses of assessment

Feedback should relate performance toclear, specific and challenging goals forthe recipient. It should direct attention tothe learning rather than to the person.

Feedback is most likely to lead to actionwhen it is mediated by a teacher in anenvironment of trust and support.

A general framework for

teaching quality

1. (Pedagogical) content knowledge

Different forms of content knowledge are

required.

As well as a strong, connected understanding of

the material being taught, teachers must also

understand the ways students think about the

content, be able to evaluate the thinking behind

non-standard methods, and identify typical

misconceptions students have.

2. Quality of instruction

Quality of instruction is at the heart of allframeworks of teaching effectiveness.

Key elements such as effective questioning anduse of assessment are found in all of them.

Specific practices like the need to review previouslearning, provide models for the kinds ofresponses students are required to produce,provide 45 adequate time for practice to embedskills securely and scaffold new learning are alsoelements of high quality instruction.

3. Classroom climate / relationships /

expectations

Also under this heading may come teacherexpectations: the need to create a classroomenvironment that is constantly demanding moreand never satisfied, but still affirming to students’self-worth and not undermining their feelings ofself-efficacy.

Promotion of different kinds of motivational goalsmay also fit here, as may the different attributionsteachers make and encourage for success andfailure.

4. Behaviour / control / classroom

management

All the empirically based frameworks includesome element of classroom management.

A teacher’s abilities to make efficient use of lessontime, to coordinate classroom resources and space,and to manage students’ behaviour with clear rulesthat are consistently enforced, are all relevant tomaximising the learning that can take place.

5. Beliefs (theory) about subject,

learning & teaching

The idea that it matters why teachers adoptparticular practices, the purposes they aim toachieve, their theories about what learning is andhow it happens and their conceptual models of thenature and role of teaching in the learning processall seem to be important.

6. Wider professional elements:

It seems appropriate to include a final heading thatcaptures some broader aspects of professionalbehaviour.

Danielson’s Framework for Teaching includeselements such as reflecting on and developingprofessional practice, supporting colleagues, andliaising and communicating with stakeholders suchas parents.