Teaching English Teachniques

Teaching Kindergarten Math : How to Teach Kids to Count Money (บูรณาการคณิตฯ)://www.youtube.com/watch?v=RyRh5PLRnZw

http://www.youtube.com/watch?v=14IqaEU4X1o

Teaching English

B-Slim Model

วิธีสอนแบบ  B-SLIM เป็นรูปแบบหนึ่งของการสอนภาษาอังกฤษเป็นภาษาที่สองเพื่อมุ่งเน้นการสื่อสารโดยอาศัยหลักการและแนวคิดทฤษฎีพัฒนาการเชาวน์ปัญญาของพีอาเจต์(Piaget)  ทฤษฎีพัฒนาการเชาวน์ปัญญาของวิก็อทสกี้ (Vygotsky)  และทฤษฎี     การเรียนรู้โดยการค้นพบของบรูนเนอร์ (Discovery Aproach) ซึ่ง Olenka  Bilash           เป็นผู้ออกแบบวิธีการสอน (B-Slim Overview.)

     แนวคิดเกี่ยวกับการสอนภาษาอังกฤษเพื่อการสื่อสาร (Communicative  Language  Teaching)  จุดมุ่งหมายของวิธีสอนภาษาอังกฤษเพื่อการสื่อสารมุ่งให้ผู้เรียนใช้ภาษาที่เรียนในการสื่อสารทำความเข้าใจระหว่างกัน  และคนส่วนใหญ่มีความเชื่อว่า  ถ้าผู้เรียนมีความรู้เกี่ยวกับโครงสร้างทางภาษาและคำศัพท์แล้วจะสามารถใช้ภาษาเพื่อการสื่อสารได้ แต่ข้อเท็จจริงแล้วพบว่าถึงแม้ผู้เรียนจะเรียนรู้โครงสร้างของภาษาต่างประเทศมาแล้วเป็นอย่างดีก็ยังไม่สามารถพูดคุยหรือสื่อสารกับชาวต่างประเทศ  หรือจะใช้ได้บ้างก็จะใช้ภาษาในลักษณะที่เจ้าของภาษาไม่ใช้กัน  แม้จะเป็นภาษาที่ถูกต้องตามหลักไวยากรณ์  ด้วยเหตุนี้  นักภาษาศาสตร์และผู้ที่เกี่ยวข้องกับการเรียนการสอนภาษาต่างประเทศจึงได้พัฒนาแนวคิดเกี่ยวกับการสอนภาษาต่างประเทศเพื่อการสื่อสารขึ้น

     สุมิตรา  อังวัฒนกุล  (2540  :  17–21)  กล่าวถึงการสอนภาษาเพื่อการสื่อสาร

ว่าการสอนภาษาเพื่อการสื่อสารเป็นแนวคิดที่เกิดจากความตระหนักถึงความจริงที่ว่าความรู้

ความสามารถทางด้านศัพท์  ไวยากรณ์  และโครงสร้างทางภาษาเพียงอย่างเดียว  ไม่สามารถช่วยให้ผู้เรียนใช้ภาษาที่เรียนได้อย่างมีประสิทธิภาพและเหมาะสมในการสื่อสารกับผู้อื่น     การใช้ภาษาเพื่อการสื่อสาร  เป็นการใช้ภาษาระหว่างผู้รับสารและผู้ส่งสาร  ปัจจุบันเป็นที่ยอมรับว่าวิธีสอนที่ทำให้ผู้เรียนสามารถนำภาษาไปใช้ในการสื่อสารได้จริง  (Actual  Communication)  ได้แก่  วิธีการสอนตามแนวการสอนภาษาเพื่อการสื่อสาร(The  Communicative  Approach)  เนื่องจากจุดมุ่งหมายหลักของวิธีการสอนดังกล่าวเน้นความสามารถในการสื่อสาร  (Communicative  Competence)  ของผู้เรียน

วิดีโอการสอนภาษาอังกฤษตามรูปแบบ B-Slim:  http://www.youtube.com/watch?v=RWeGm6ZHytM

Listening Skill

Teaching Listening

Listening is the language modality that is used most frequently. It has been estimated that adults spend almost half their communication time listening, and students may receive as much as 90% of their in-school information through listening to instructors and to one another. Often, however, language learners do not recognize the level of effort that goes into developing listening ability.

Far from passively receiving and recording aural input, listeners actively involve themselves in the interpretation of what they hear, bringing their own background knowledge and linguistic knowledge to bear on the information contained in the aural text. Not all listening is the same; casual greetings, for example, require a different sort of listening capability than do academic lectures. Language learning requires intentional listening that employs strategies for identifying sounds and making meaning from them.

Listening involves a sender (a person, radio, television), a message, and a receiver (the listener). Listeners often must process messages as they come, even if they are still processing what they have just heard, without backtracking or looking ahead. In addition, listeners must cope with the sender's choice of vocabulary, structure, and rate of delivery. The complexity of the listening process is magnified in second language contexts, where the receiver also has incomplete control of the language. Given the importance of listening in language learning and teaching, it is essential for language teachers to help their students become effective listeners. In the communicative approach to language teaching, this means modeling listening strategies and providing listening practice in authentic situations: those that learners are likely to encounter when they use the language outside the classroom.
 VDO teaching listening Skills http://www.youtube.com/watch?v=4FDSJog4ykg

Speaking Skill

Improve Speaking Skills

Tips and Techniques for Speaking and Presentation Skills

What do you do when students don’t want to put that extra mile to do a speaking presentation, so they get cold feet and read from their notes just to get by. Improving speaking skills takes a lot of classroom practice, motivation to speak, and skill. Sometimes it is necessary to think beyond the box, adding creative elements wherever possible depending of course, on the skills of your students and how open they are to creative thinking. Improving the speaking skills of your students may be difficult, but the added benefit is building confidence in students for speaking skills and strategies. Even though the professional years are still way in the future, help your students by starting small. Teach both speaking and listening activities, sometimes even in one lesson, while preparing them for that future presentation. That way, students don’t feel the pressure and burden when it comes their turn to present a presentation due to remembering the fear of those earlier years during those speaking activities.

Teaching Activity Using Speaking Activities

Use picture prompts. Depending on the variety of visual resources and class level and ability, a teacher can brainstorm with the class a variety of sentences, (key) words, and phrases around a particular category or situational context that is the building block for a presentation.

Read more at Suite101: Improve Speaking Skills: Tips and Techniques for Speaking and Presentation Skills http://www.suite101.com/content/improve-speaking-skills-a31594#ixzz1EcIIIGL5

Reading Skill
Teaching Reading
Traditionally, the purpose of learning to read in a language has been to have access to the literature written in that language. In language instruction, reading materials have traditionally been chosen from literary texts that represent "higher" forms of culture.
This approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it. In this approach, lower level learners read only sentences and paragraphs generated by textbook writers and instructors. The reading of authentic materials is limited to the works of great authors and reserved for upper level students who have developed the language skills needed to read them.
The communicative approach to language teaching has given instructors a different understanding of the role of reading in the language classroom and the types of texts that can be used in instruction. When the goal of instruction is communicative competence, everyday materials such as train schedules, newspaper articles, and travel and tourism Web sites become appropriate classroom materials, because reading them is one way communicative competence is developed. Instruction in reading and reading practice thus become essential parts of language teaching at every level.

Reading Purpose and Reading Comprehension

Reading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read. The purpose(s) for reading guide the reader's selection of texts.
The purpose for reading also determines the appropriate approach to reading comprehension. A person who needs to know whether she can afford to eat at a particular restaurant needs to comprehend the pricing information provided on the menu, but does not need to recognize the name of every appetizer listed. A person reading poetry for enjoyment needs to recognize the words the poet uses and the ways they are put together, but does not need to identify main idea and supporting details. However, a person using a scientific article to support an opinion needs to know the vocabulary that is used, understand the facts and cause-effect sequences that are presented, and recognize ideas that are presented as hypotheses and givens.
Reading research shows that good readers

• Read extensively
• Integrate information in the text with existing knowledge
• Have a flexible reading style, depending on what they are reading
• Are motivated
• Rely on different skills interacting: perceptual processing, phonemic processing, recall
• Read for a purpose; reading serves a function

Reading as a Process

Reading is an interactive process that goes on between the reader and the text, resulting in comprehension. The text presents letters, words, sentences, and paragraphs that encode meaning. The reader uses knowledge, skills, and strategies to determine what that meaning is.
Reader knowledge, skills, and strategies include

• Linguistic competence: the ability to recognize the elements of the writing system; knowledge of vocabulary; knowledge of how words are structured into sentences
• Discourse competence: knowledge of discourse markers and how they connect parts of the text to one another
• Sociolinguistic competence: knowledge about different types of texts and their usual structure and content
• Strategic competence: the ability to use top-down strategies (see Strategies for Developing Reading Skills for descriptions), as well as knowledge of the language (a bottom-up strategy)

The purpose(s) for reading and the type of text determine the specific knowledge, skills, and strategies that readers need to apply to achieve comprehension. Reading comprehension is thus much more than decoding. Reading comprehension results when the reader knows which skills and strategies are appropriate for the type of text, and understands how to apply them to accomplish the reading purpose.
How to Teach a Child to Read in Steps : Pictures & Phonics in Teaching Kids to Read: http://www.youtube.com/watch?v=uMC4KLyQezI

Writing Skill

The Nature of L2 Writing

Writing is a visual form of communication, either printed in hard-copy or in electronic form. It follows conventions that are mutually understandable by the writer and the reader, even if these conventions change over time or are used with specific meanings in smaller speech communities (e.g., special texting rules used by a group of teenagers). Writing is considered a productive skill because the writer creates new language and does not only interpret existing information.
Here are some common terms used in the discussion of writing.

medium	different media in which we write (letters, computers, cellphone texting, etc.) that require different styles of writing and different communicative conventions
content	ideas ("the story") that the author intends to convey to the audience
genre	type of expressive style a piece of writing has (e.g., poetry, short story, lecture notes, etc.)
lexicon	vocabulary that is needed to convey the author's intended meaning
grammar	formal aspect of language (e.g., subject-verb-agreement, tense, aspect markers, references, etc.)
pragmatics	implicit messages a text conveys to the reader; shared expectations for communication by a social group (e.g., ways to greet in a letter, appropriate ways of phrasing ideas, etc.)
orthography	the way to write letters or symbols of written language; handwriting
mechanics	punctuation, spelling (accuracy), capitalization, etc.

Writing is a Process

Writing is a complex process that requires the author to be aware of and combine various components of language successfully.
While the physical act of writing is fairly automatic for adult writers, in the L2 it becomes a conscious process once more, especially if the L2 orthography is different from the learners' L1. The same is true if the rhetorical style of the L2 is vastly different from that of the L1 (this is particularly relevant for longer writing assignments).
L2 writers spend less time planning and organizing ideas and have more difficulties with these steps (Silva, 1993). To counter this, L2 instruction should include time for planning both content and form, for generating ideas as well as for improving accuracy.
VDO teaching writing skills : http://www.youtube.com/watch?v=ZjtYikcedSQ

Activities in University

Camping at  Chomchonbansawhang School,Roi-Et

coorperative learning

Elements of Cooperative Learning
It is only under certain conditions that cooperative efforts may be expected to be more productive than competitive and individualistic efforts. Those conditions are:

1. Positive Interdependence   (sink or swim together) Each group member's efforts are required and indispensable for group success Each group member has a unique contribution to make to the joint effort because of his or her resources and/or role and task responsibilities
2. Face-to-Face Interaction (promote each other's success) Orally explaining how to solve problems Teaching one's knowledge to other Checking for understanding Discussing concepts being learned Connecting present with past learning
3. Individual & Group Accountability ( no hitchhiking! no social loafing) Keeping the size of the group small. The smaller the size of the group, the greater the individual accountability may be. Giving an individual test to each student. Randomly examining students orally by calling on one student to present his or her group's work to the teacher (in the presence of the group) or to the entire class. Observing each group and recording the frequency with which each member-contributes to the group's work. Assigning one student in each group the role of checker. The checker asks other group members to explain the reasoning and rationale underlying group answers. Having students teach what they learned to someone else.
4. Interpersonal & Small-Group Skills Social skills must be taught: Leadership Decision-making Trust-building Communication Conflict-management skills
5. Group Processing Group members discuss how well they are achieving their goals and maintaining effective working relationships Describe what member actions are helpful and not helpful Make decisions about what behaviors to continue or change

Class Activities that use Cooperative Learning

Most of these structures are developed by Dr. Spencer Kagan and his associates at Kagan Publishing and Professional Development. For resources and professional development information on Kagan Structures, please visit: http://www.kaganonline.com/

1. Jigsaw - Groups with five students are set up. Each group member is assigned some unique material to learn and then to teach to his group members. To help in the learning students across the class working on the same sub-section get together to decide what is important and how to teach it. After practice in these "expert" groups the original groups reform and students teach each other. (Wood, p. 17) Tests or assessment follows.

2. Think-Pair-Share - Involves a three step cooperative structure. During the first step individuals think silently about a question posed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group.

3. Three-Step Interview (Kagan) - Each member of a team chooses another member to be a partner. During the first step individuals interview their partners by asking clarifying questions. During the second step partners reverse the roles. For the final step, members share their partner's response with the team.

4. RoundRobin Brainstorming (Kagan)- Class is divided into small groups (4 to 6) with one person appointed as the recorder. A question is posed with many answers and students are given time to think about answers. After the "think time," members of the team share responses with one another round robin style. The recorder writes down the answers of the group members. The person next to the recorder starts and each person in the group in order gives an answer until time is called.

5. Three-minute review - Teachers stop any time during a lecture or discussion and give teams three minutes to review what has been said, ask clarifying questions or answer questions.

6. Numbered Heads Together (Kagan) - A team of four is established. Each member is given numbers of 1, 2, 3, 4. Questions are asked of the group. Groups work together to answer the question so that all can verbally answer the question. Teacher calls out a number (two) and each two is asked to give the answer.

7. Team Pair Solo (Kagan)- Students do problems first as a team, then with a partner, and finally on their own. It is designed to motivate students to tackle and succeed at problems which initially are beyond their ability. It is based on a simple notion of mediated learning. Students can do more things with help (mediation) than they can do alone. By allowing them to work on problems they could not do alone, first as a team and then with a partner, they progress to a point they can do alone that which at first they could do only with help.

8. Circle the Sage (Kagan)- First the teacher polls the class to see which students have a special knowledge to share. For example the teacher may ask who in the class was able to solve a difficult math homework question, who had visited Mexico, who knows the chemical reactions involved in how salting the streets help dissipate snow. Those students (the sages) stand and spread out in the room. The teacher then has the rest of the classmates each surround a sage, with no two members of the same team going to the same sage. The sage explains what they know while the classmates listen, ask questions, and take notes. All students then return to their teams. Each in turn, explains what they learned. Because each one has gone to a different sage, they compare notes. If there is disagreement, they stand up as a team. Finally, the disagreements are aired and resolved.

9. Partners (Kagan) - The class is divided into teams of four. Partners move to one side of the room. Half of each team is given an assignment to master to be able to teach the other half. Partners work to learn and can consult with other partners working on the same material. Teams go back together with each set of partners teaching the other set. Partners quiz and tutor teammates. Team reviews how well they learned and taught and how they might improve the process.