Topik 7 la pulak..

TOPIC 7: INTEGRATION OF SKILLS
1. Guidelines for integrating grammar into writing instruction:

1. text analysis (useful as an inductive approach for helping learners who are already familiar with prescriptive grammar rules, focus on proficiency, avoid too complex/ lengthy writing, look for text with ample instancesof the grammatical feature to be analysed
2.  guided writing practice (the activities should have a purpose other than simply grammar practice)
3. dictation
4. text elicitation
5. text conversion
6. text completion

-Consideration in making choices about grammar instruction:

• age
• proficiency level
• educational background

 2. Guided writing activities:

• editing
• error detection / correction exercises
• read-aloud technique
• algorithms (flow chart)
• teacher correction & feedback on errors

3. Writing about literature
-literature teachers require studs to:

• write about what they have read & show how a writer handled one component of a short story/play/poem
• relate how 2 different tasks treat a specific component
• weigh a number of components and then find out the writer's objective
• air their responses to some work

-also to apply the writing guidelines : focusing, gathering, information, organising, writing, revising & editing
-components of literature: plot, point of view, character, setting, symbols, irony & theme
-procedure writing a paper on literature: focusing, gathering information, organising, writing, revising & editing

teacher yang bersungguh-sungguh mengajar...hehe

TOPIC 8 : Transcripts, portfolios & exam paper
1. Transcriptions: entails a number of different skills- knowing letter shapes, printing & handwriting, punctuating, spelling & practicing neat, attractive presentation.
-The rationale:

• to form writing looks & how legible it is
• to make the writing easy to read
• punctuation makes things easier to read & can change the meaning
• poor spelling can be disturbing for readers, & make a stronger impression than ur composition

-Steps for transcription:

• never ask studs to recopy precisely when there is no audience
• do not criticise/compliment studs about spelling except at final editing
• allocate sufficient opportunities to display their writing
• always expect precise & error-free spelling in a final draft

2. Spelling
-Several types of cues when to spell words:

• sound cues
• function cues
• meaning cues

- Teaching the skills of spelling:

• publish/ display studs' writing
• enlighten that spelling is a thinking activity
• educate studs when, where & why spelling is important
• stimulate studs to spell
• assist studs to progress to the next stage of developmental spelling
• provide info about word formation
• highlight interesting facts about links between words, words origin
• link word into 'word families' which have same spelling pattern
• show the studs how their knowledge about spelling is progressing
• encourage games & puzzles that involve words and spelling

 3. Writing portfolio
a).-innovative way to evaluate studs writing as well as written record of their work
-Rationale:

• to show studs progress
• to evaluate composition
• to evaluate the stud's use of language

b). Anecdotal records: as a kind of journal
-The observations including:

• things u notice while u observing the stud at work
• particular problems the stud encounter, how they solved
• changes the kind /quality of writing
• how out-of-school factors are affecting the stud in school
• comment from other tcers
• interaction with the parents
• notes on a stud's use of another language

 c). Checklists
-two basics types of checklists:

1. an observation checklist
2. a checklist for growth overtime

d). Evaluation profile
- a way of recording & passing on information with the child throughout the school experience

e). Reporting to parents
- Monitoring these areas:

• the stud's understanding of the purpose, process & methods of working
• the stud's strengths & weaknesses
• the stud's growth & development

f).  A school writing policy: is a statement of beliefs about writing & the teaching of writing

4. Writing for exams
-Steps to assist studs to do well in essay exam:

1. dispelling myths about writing
2. preparing for the exam
3. reading the questions carefully
4. planning ur answer
5. writing a clear & well-organised essay
6. proofreading the essay

"gelabah itu punca hilang segala idea"

TOPIC 10: THE REFLECTIVE TEACHER
1. Reflection: give feedback on studs' learning & reviewing & re-teaching them when necessary
2. Foundation for teachers' doctrines :goals, values & beliefs teachers  hold in relation to the content & practice of teaching, and their perception of their position in the organisations in which they work.
3. Guidelines for reflecting:

• never translate;demonstrate
• never explain; act
• never make a speech; ask questions
• never imitate mistakes; correct
• never speak with single words; use sentences
• never speak too much; make studs speak much
• never use the book; use lesson plan
• never jump around; follow ur lesson plan
• never go to fast; keep the pace of the students
• never speak too slowly; speak normally
• never speak too quickly; speak normally
• never be impatient; take it easy

4. 5 benefits of reflective teaching

1. it enhances ur learning about teaching
2. increase ur ability to analyse & understand classroom events
3. by helping establish an inviting, predictable & thoughtful environment
4. become self-monitoring
5. professional transformation

6. 4 steps in reflective teaching:

1. describe what u did by elaborating on 1 specific lesson or classroom event
2. inform urself & others what is behind this classroom event
3. confront the knowledge of teaching, learning & social theories u identified in the previous step
4. reconstruct the classroom event or lesson by asking how u might have done things differently.

7. Ways to develop reflective thinking skills (RTS):

• the interaction provided through a dialogue journal help to internalise ideas & build flexible, mature thinking about teaching
• focused & purposeful discussions can build higher-order thinking skills & attitudes changes
• action research, can contribute to the development of RTS
• clinical experiences can enhance RTS

8. Reflective Journal Activities:

• Questions to guide ur journal writing
• recording task
• classroom observation tasks
• peer observation task

Chayok! chayok! and all the best...