1. Effective Language Teaching
Training sessionTraining session
Effective Language Teaching
Training sessionTraining session
Prepared & presented
By
Asma Al-Sayegh
2. OutlineOutline
What Effective Teaching isWhat Effective Teaching is
Bloom’s TaxonomyBloom’s Taxonomy
Behavioural ObjectiveBehavioural Objective
Learner Styles & Multiple IntelligencesLearner Styles & Multiple Intelligences
Good Classroom ManagementGood Classroom Management
Questioning SkillsQuestioning Skills
Motivating StudentsMotivating Students
Teaching language skillsTeaching language skills
Asma AlAsma Al--SayeghSayegh
3. Questions for ReflectionQuestions for Reflection
With one of your best teachers in mindWith one of your best teachers in mind
think back of:think back of:
What made her an effective teacher?What made her an effective teacher?What made her an effective teacher?What made her an effective teacher?
How would you describe her practices?How would you describe her practices?
Asma AlAsma Al--SayeghSayegh
4. Your Best Teachers ….
Demonstrated real care and sympathy.
Enthusiastic about their subject.
Knew the subject well.
Were approachable, friendly.Were approachable, friendly.
Had a sense of humor, amusing.
Concerned for their students' progress.
Used a variety of teaching strategies.
Asma Al-Sayegh
5. Effective teaching
• Over 1,200 studies have been conducted on
effective teaching.
• Five major characteristics have been• Five major characteristics have been
identified.
Asma Al-Sayegh
7. What is an instructional objective?What is an instructional objective?
It is a statement that describes anIt is a statement that describes an
intendedintended learning outcomelearning outcome..intendedintended learning outcomelearning outcome..
It shouldIt should containcontain three parts.three parts.
Asma AlAsma Al--SayeghSayegh
9. Example
The students will be able to identify seven
items used in a kitchen using a word search
puzzle.
Performance : identify1. Performance : identify
2. Condition : using a word search puzzle
3. Standard : seven items
Asma Al-Sayegh
10. How to construct instructional
objectives?
1- Describe the behaviour (performance) that
students are expected to do.
2- Describe the circumstances (condition) under2- Describe the circumstances (condition) under
which a student is able to do the task.
3- Describe how well (standard) the student must
perform the task, in order for the performance
to be acceptable.
Asma Al-Sayegh
12. practisepractise
exploreexplore
have a good grasp ofhave a good grasp of
knowknow
appreciateappreciate
be aware ofbe aware of
Verbs to avoidVerbs to avoid
have a good grasp ofhave a good grasp of
realizerealize
acceptaccept
understand,understand, etc.etc.
be aware ofbe aware of
considerconsider
enjoyenjoy
learnlearn
Asma AlAsma Al--SayeghSayegh
14. Learning objectives should be SMART:
Specific, Measurable, Acceptable, Realistic
Summary Key points to
remember
Specific, Measurable, Acceptable, Realistic
to achieve, and Time-bound.
Asma Al-Sayegh
15. If you fail to plan,
you plan to fail.
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17. Lesson StepsLesson StepsLesson StepsLesson StepsLesson StepsLesson StepsLesson StepsLesson Steps
1. Checking homework & Reviewing
2. Introduction
3. Stating the lesson Objectives
4. Recall of Required Prior knowledge
2-10%
2-4%
2-4%
2-5%4. Recall of Required Prior knowledge
5. Presentation of the new content
6. Evaluation
7. Closure
2-5%
15-20%
10-15%
1-3%
Asma AlAsma Al--SayeghSayegh
18. Remember ...
A lesson without clear objectives is like…..
a trip without a destination;
You don’t know where you are going
You have no means to determine how to get thereYou have no means to determine how to get there
You don’t know when you have arrived
Asma Al-Sayegh
19. Bloom's taxonomy wasBloom's taxonomy was
originally created Benjaminoriginally created Benjamin
Bloom for classifying levels ofBloom for classifying levels of
The Domains of LearningThe Domains of LearningBloom's TaxonomyBloom's Taxonomy
Bloom for classifying levels ofBloom for classifying levels of
intellectual learning. Bloom'sintellectual learning. Bloom's
taxonomy contains threetaxonomy contains three
overlapping domainsoverlapping domains
Asma AlAsma Al--SayeghSayegh
20. The Domains of LearningThe Domains of Learning
CognitiveCognitive
deals with thinking and intellectual skills.deals with thinking and intellectual skills.
AffectiveAffectiveAffectiveAffective
deals with feelings, attitudes and valuesdeals with feelings, attitudes and values
PsychomotorPsychomotor
deals with motor skills.deals with motor skills.
Asma AlAsma Al--SayeghSayegh
24. ApplicationApplication
Applying what was learned in oneApplying what was learned in one
situation to a new situation.situation to a new situation.situation to a new situation.situation to a new situation.
Asma AlAsma Al--SayeghSayegh
25. AnalysisAnalysis
Breaking down ideas into simpler partsBreaking down ideas into simpler parts
and seeing how the parts relate andand seeing how the parts relate andand seeing how the parts relate andand seeing how the parts relate and
are organized.are organized.
Asma AlAsma Al--SayeghSayegh
26. SynthesisSynthesis
Putting parts together to form aPutting parts together to form a
whole, with emphasis on creating awhole, with emphasis on creating awhole, with emphasis on creating awhole, with emphasis on creating a
new meaning or structure.new meaning or structure.
Asma AlAsma Al--SayeghSayegh
27. EvaluationEvaluation
Making judgments or decisionsMaking judgments or decisions
based on internal evidence orbased on internal evidence orbased on internal evidence orbased on internal evidence or
external criteria.external criteria.
Asma AlAsma Al--SayeghSayegh
28. Words to Ponder
We must include the higher
levels into lessons and tests
to create thinkers asto create as
opposed to parrots who
simply recall information.
Asma Al-Sayegh
29. POEM FOR THOUGHTPOEM FOR THOUGHT
Different kids, different needs,Different kids, different needs,
One knows a letter, one hardly reads.One knows a letter, one hardly reads.
One from a home where all good things grow.One from a home where all good things grow.
One from a place of pain no child should know.One from a place of pain no child should know.
Some love a story, some love a rhyme,Some love a story, some love a rhyme,Some love a story, some love a rhyme,Some love a story, some love a rhyme,
Some need to hurry, some need more time.Some need to hurry, some need more time.
Some let me see, some try to hide,Some let me see, some try to hide,
What do they know, what’s hidden inside?What do they know, what’s hidden inside?
And I am that teacher who longs to see,And I am that teacher who longs to see,
All that they are, and all they can be.All that they are, and all they can be.
A waiting child, a blank lesson plan,A waiting child, a blank lesson plan,
And the keys to the kingdom in my hand.And the keys to the kingdom in my hand.Asma AlAsma Al--SayeghSayegh
31. What are learning styles?What are learning styles?
Learning styles refer to the ways peopleLearning styles refer to the ways people
prefer to learn new information.prefer to learn new information.prefer to learn new information.prefer to learn new information.
Asma AlAsma Al--SayeghSayegh
33. Knowing your own style can help you realizeKnowing your own style can help you realize
that other people may approach the samethat other people may approach the same
Why know learning styles?Why know learning styles?
situation in a different way from your own.situation in a different way from your own.
Asma AlAsma Al--SayeghSayegh
34. Prefer to see rather than be toldPrefer to see rather than be told
Quick to spot detailsQuick to spot details
Visual learnersVisual learners
Quick to spot detailsQuick to spot details
Enjoy doodling, drawing and writingEnjoy doodling, drawing and writing
Can visualise what they are toldCan visualise what they are told
Can quickly forget auditory informationCan quickly forget auditory information
Asma AlAsma Al--SayeghSayegh
35. Follow verbal instructions quickly and easilyFollow verbal instructions quickly and easily
Rely on memory rather than notesRely on memory rather than notes
Oral skills are better than writtenOral skills are better than written
Auditory learnersAuditory learners
Oral skills are better than writtenOral skills are better than written
Enjoy talking and explainingEnjoy talking and explaining
Asma AlAsma Al--SayeghSayegh
36. Enjoy practical ‘hands on’ activitiesEnjoy practical ‘hands on’ activities
Need to be active and can appear unsettledNeed to be active and can appear unsettled
Prefer to try out rather than read thePrefer to try out rather than read the
Kinaesthetic learnersKinaesthetic learners
Prefer to try out rather than read thePrefer to try out rather than read the
instructionsinstructions
Can be ‘turned off’ by purely visual or oralCan be ‘turned off’ by purely visual or oral
teachingteaching
Asma AlAsma Al--SayeghSayegh
37. Teaching Techniques forTeaching Techniques for
Visual learnersVisual learners
Photograph or videoPhotograph or video
Flash cardsFlash cards
HighlightingHighlightingHighlightingHighlighting
PicturesPictures
SymbolsSymbols
MapsMaps
DiagramsDiagrams
Asma AlAsma Al--SayeghSayegh
38. Teaching Techniques forTeaching Techniques for
Auditory learnersAuditory learners
Introduce information verbally.Introduce information verbally.
DiscussionsDiscussions
Group workGroup workGroup workGroup work
Reading aloudReading aloud
Use audio tapesUse audio tapes
Use chantsUse chants
Use rhythm and sounds as memory aids.Use rhythm and sounds as memory aids.
Asma AlAsma Al--SayeghSayegh
39. Teaching Techniques forTeaching Techniques for
Kinesthetic learnersKinesthetic learners
Integrate physical experienceIntegrate physical experience -- touching,touching,
feeling, holding, doing, practical handsfeeling, holding, doing, practical hands--onon
activities.activities.activities.activities.
Incorporate activities that allow them toIncorporate activities that allow them to
move around and be active.move around and be active.
Use board and card games.Use board and card games.
Asma AlAsma Al--SayeghSayegh
41. Howard GardnerHoward Gardner developed a theorydeveloped a theory
of Multiple Intelligences (of Multiple Intelligences (19831983) which) which
further explains different learnerfurther explains different learner
Multiple IntelligenceMultiple Intelligence
further explains different learnerfurther explains different learner
styles. According to Gardener therestyles. According to Gardener there
areare eighteight different types ofdifferent types of
intelligences.intelligences.
Asma AlAsma Al--SayeghSayegh
43. Verbal / LinguisticVerbal / Linguistic
Asks lots of questionsAsks lots of questions
Enjoys talkingEnjoys talking
Has good vocabularyHas good vocabularyHas good vocabularyHas good vocabulary
Can pick up new languages easilyCan pick up new languages easily
Enjoys reading and writingEnjoys reading and writing
Good at memorising names, places, datesGood at memorising names, places, dates
and triviaand trivia Asma AlAsma Al--SayeghSayegh
44. Logical / MathematicalLogical / Mathematical
Enjoys solving puzzlesEnjoys solving puzzles
Plays with numbersPlays with numbers
Wants to know how things workWants to know how things workWants to know how things workWants to know how things work
Oriented towards ruleOriented towards rule--based activitiesbased activities
Likes to collect and classify thingsLikes to collect and classify things
Good at maths, reasoning, logic andGood at maths, reasoning, logic and
problem solvingproblem solving
Asma AlAsma Al--SayeghSayegh
45. Visual / SpatialVisual / Spatial
Likes to drawLikes to draw
Can interpret maps and chartsCan interpret maps and charts
Likes to build thingsLikes to build thingsLikes to build thingsLikes to build things
Enjoys puzzlesEnjoys puzzles
DoodlesDoodles
Has a keen eye for detailHas a keen eye for detail
Mechanically skilfulMechanically skilfulAsma AlAsma Al--SayeghSayegh
46. MusicalMusical
Has sensitivity to sound patternsHas sensitivity to sound patterns
Hums tunesHums tunes
Can discriminate among soundsCan discriminate among soundsCan discriminate among soundsCan discriminate among sounds
Moves rhythmicallyMoves rhythmically
Asma AlAsma Al--SayeghSayegh
47. Bodily or kinaestheticBodily or kinaesthetic
Has a good sense of balanceHas a good sense of balance
Good at physical activities and craftsGood at physical activities and crafts
Can read body languageCan read body languageCan read body languageCan read body language
Has good handHas good hand--eye coeye co--ordinationordination
Can solve problems through ‘doing’Can solve problems through ‘doing’
Can communicate ideas through gestureCan communicate ideas through gesture
Asma AlAsma Al--SayeghSayegh
48. IntrapersonalIntrapersonal
Aware of strengths and weaknessesAware of strengths and weaknesses
Confident of own abilitiesConfident of own abilities
Can set appropriate goalsCan set appropriate goalsCan set appropriate goalsCan set appropriate goals
Likes being originalLikes being original
Can communicate feelingsCan communicate feelings
Good at following instinctsGood at following instincts
Asma AlAsma Al--SayeghSayegh
49. InterpersonalInterpersonal
Relates well to peers and adults alikeRelates well to peers and adults alike
Displays skills of leadershipDisplays skills of leadership
Works coWorks co--operatively with othersoperatively with othersWorks coWorks co--operatively with othersoperatively with others
Acts as a mediator or counsellor to othersActs as a mediator or counsellor to others
Good at organising, communicating andGood at organising, communicating and
sometimes manipulating peoplesometimes manipulating people
Asma AlAsma Al--SayeghSayegh
50. NaturalistNaturalist
Ability to recognize plants, animals, and otherAbility to recognize plants, animals, and other
parts of the natural environment, like clouds orparts of the natural environment, like clouds or
rocks.rocks.rocks.rocks.
Likes activities relating to the naturalLikes activities relating to the natural
environment.environment.
Has an interest in and good knowledge of how theHas an interest in and good knowledge of how the
body worksbody works
Asma AlAsma Al--SayeghSayegh
