LESSON STUDY

LESSON STUDY

          Lesson study is a form of long-term professional development in which teams of teachers collaboratively plan, research, and study their lesson instruction as a way to determine how students learn in a best way, and it was developed in Japan. This Japanese methodology focuses on improving instruction while collaborating with fellow teachers to plan, observe and reflect on lessons. 

         However, it is a process that depends on the interaction of a school’s professional learning community by developing the habits of self-reflection and critical thinking through very personal collaboration with their colleagues and structured observation of their students. Lesson study has the power to transform the life of a school.

       As a conclusion, I can say that this Japanese methodology is very useful at the moment of try to get a better way of plan a class, the collaboration of different teachers and their critical thinking is an important method to benefit students in different subjects.

BLOOM`S TAXONOMY

BLOOM`S TAXONOMY

          Bloom's Taxonomy was created in 1956 by an educational psychologist called Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and pricniples, rather than just remembering. It is most often used when designing educational, training, and learning processes. Next, there is a picture of the Bloom`s taxonomy thinking:

 

            We can see that exist six categories related with the EFL teaching-learning process. The first category is knowledge, where the learners recall all the information thy received, the next category is comprehension, in which they develop their understanding of language, following with the categories, we have application where students using their knowledge in new situations. The analysis is the next category where learners break things down but in this case in a critical thinking, following we have synthesis in which students put things together in order to create a creative thinking, and finally we have evaluation that involves judgment.

UNIT 29

UNIT  29

CATEGORISING LEARNERS`MISTAKES

As we know mistakes are either errors or slips. There are some reasons why learners make errors. The first reason is L1 interference, this mistake result generally in problems of accuracy, for example: learners do not use the correct form of the language, students do not use language suitable for the context, and students do not make the message clear. We also can see that mistakes can be oral or written.  Furthermore, we can check some key concepts in order to have a better understanding of the unit,  such as correcting code that are a series of symbols a teacher may use to mark learners’ writing so that they can correct mistakes by themselves, another key concept is learner autonomy that means when a learner can set his/her own aims and organise his/her own study, As a conclusion, categorise learners ‘mistakes is a very good help for learners in order to help them to improve and develop their skills .

 https://www.youtube.com/watch?v=V2EpwOB-JWs

UNIT 28

UNIT  28

IDENTIFYING THE FUNCTIONS OF LEARNERS`LANGUAGE

 

The functions of learners` language are the purposes for which learners use language in the classroom. When there are some situations before starting the class we can see how the learners use the language in order to communicate with the teacher; therefore some functions appear like: greeting, apologizing, explaining, checking, accepting, and expressing doubt. In addition, when learners do not understand an explanation in a class, the learners use some functions to ask for clarification such as: suggesting, giving reasons, negotiating, checking, and repeating. We also can see in a class when learners work in pairs, they use some functions like: negotiating, confirming answers, agreeing, asking for an opinion, providing information. Moreover, when we give the learners an activity, they may retell, summarize, explain a story; therefore they are using these functions as well.

https://www.youtube.com/watch?v=2jc6DbvW31g 

UNIT 27

 UNIT  27 
USING LANGUAGE APPROPIATELY FOR A RANGE OF CLASSROOM FUNCTIONS

Talking about classroom functions, we have different exponents we can use in order to use the language appropriately for classroom; it depends on the context, purpose and learners ‘needs . Getting learner`s attention is one of the functions of the teacher since he tries to get students ‘attention to give them the opportunity to do a close activity or pay attention to the instruction. In addition, you need to give clear instructions and model an example of the structure you want your students to do. Encouraging and instructing is another function the teacher plays since he is the person who motivates students to try and practice the language. We as teachers also have the decision to nominate who is the person who is going to participate in class, including some games we do in order to make them participate in a random way. Finally, prompting is really good function we do in order to help our students remember ideas, words or phrases they do not remember.

https://www.youtube.com/watch?v=OqaL1YP0pNM