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Unformatted text preview: Lecture 7 Methodological awareness of the usage internet technologies The plan Introduction Planning and ICT Main requirements for curriculum of primary and secondary schools ICT and learning principles of Primary School Curriculum (Irish Education) Algorithm of creating digital products Principles (didactic and methodological ) Game based learning – Zondle (practicum moment ) Conclusion Introduction Technological skills are increasingly important for advancement in education, work, and leisure. The curriculum integrates ICT into the teaching and learning process and provides children with opportunities to use modern technology to enhance their learning in all subjects Primary School Curriculum, 1999, p. 29 Teaching English, like teaching any subject, requires lesson plans. Lesson Plan is the beginning of a creative search for the effectiveness of the lesson, the foundation of inspiration and talent of improvisation. It reflects the theme of the lesson and the class in which it is held, the purpose of the lesson with the definite teaching tasks, a summary of the material studied in class, defined form of organization of educational and cognitive activity of students; methods, means of training, the successful implementation of tasks which will be updated by reference previously learned knowledge.The formation of new scientific concepts and ways and their usage in a variety of learning. For truly professional teachers, lesson planning is not optional. It is essential preparation for teaching.It is a matter of deciding exactly what you are going to teach , and how. Unless you establish your objectives and activities in this way, you may find yourself just going mechanically through the coursebook, or trying to improve whole lessons. Such approaches usually produce poor results, although some improvisation and flexibility is good, even essential, in teaching, learners can easily notice the difference between teachers who plan and those who do not. Although there are a variety of formats to use when a creating a lesson plan, most templates share certain characteristics . When a creating a lesson a teacher must consider the background of students, the objectives of the lesson, the skills to be taught, the activities, the materials and the texts, the time constraints and the connections to previous and future lessons. A successful lesson plan addresses and integrates these three key components: Objectives for student learning Teaching/learning activities (technologies) Strategies to check student understanding Specifying concrete objectives for student learning will help you determine the kinds of teaching and learning activities you will use in class, while those activities will define how you will check whether the learning objectives have been accomplished (see Fig. 1). In order to optimize the process of teaching FL, we offer you to integrate information technologies in FL classroom. The Primary School Curriculum* presents a vision of education, which is expressed in three general aims: • to enable the child to live a full life as a child, and to realise his or her potential as a unique individual • to enable the child to develop as a social being through living and cooperating with others and so contribute to the good of society • to prepare the child for further education and lifelong learning. Context for ICT in the Primary School Curriculum Information and Communication Technologies (ICT) offer teachers and children educational tools and resources which extend their learning environment. When used to support the aims, principles and objectives of the Primary School Curriculum, these technology tools have the potential to augment and transform classroom learning and teaching. Using ICT in teaching and learning may be approached in three ways: Learning about ICT: teachers and children develop skills and knowledge in the potential uses of ICT to support learning. Learning with ICT: teachers and children use ICT resources to support the classroom curriculum. Learning through ICT: teachers and children use ICT to transform the process of teaching and learning, learning in new ways. The use of ICT in teaching and learning in such ways, does not follow a continuum, rather, these functions are inter-related and mutually supportive. Much of children’s learning about ICT will develop as an integral part of learning with ICT. At the same time, it is acknowledged that learning about ICT will be necessary in order to successfully use ICT tools to support the curricular objectives, and to learn in new ways. Learning through ICT, which supports the general aim of ICT use in the Primary School Curriculum, places a greater emphasis on the recognition of individual difference, and the use of varied approaches and methodologies in teaching. Specific aims for ICT use in primary school include: • to enable the child to use a range of ICT tools in a relevant curriculum context • to enable the child to develop and use ICT skills in the attainment of curriculum learning objectives • to foster the child’s confidence in his or her use of ICT, through enjoyable learning experiences • to develop the child’s understanding and practice of the safe use of ICT • to enable the child to overcome barriers of access to learning resources caused by geographic location, culture, or language • to enable the child to use ICT to support his or her learning effectively and creatively • to inform the child’s attitudes regarding the role of ICT in society, including the benefits and challenges of ICT use • to support the development of the child’s social skills through cooperative learning and problem-solving. ICT and the principles of learning in the Primary School Curriculum (Irish standard education ) PRINCIPLES OF LEARNING The child’s sense of wonder and natural curiosity Children’s natural sense of wonder at the complexity of the world is a powerful motivation for their learning. The child as an active agent in his or her learning Learning is an active process of constructing knowledge, rather than simply acquiring knowledge. The developmental nature of learning Conceptual development is more of a cyclical than a linear process for the child. The Primary School Curriculum recommends that children receive regular opportunities to revisit concepts, information and skills that have already been acquired. The child’s knowledge and experience TEACHING AND LEARNING STRATEGIES USING ICT The child’s sense of wonder and natural curiosity may be engaged by using content-free software. For example, programming software and LOGO with their potential for the dynamic representation of real-world phenomena, can enable children to experiment with procedures and outcomes in a controlled context ICT tools can promote active learning by enabling the child to find, manage, evaluate and use information retrieved from CD-ROMs and websites. By providing access to a range of information resources, ICT can be used to support the child on a journey of discovery that requires decision-making at numerous junctures in the learning experience. The child can discuss his or her findings, and share them with others using presentation and authoring software. ICT can support children as it offers opportunities to revise concepts and skills embedded in game-like situations. Content-rich software, that offers tutorials, simulations, and practice problems, can be used effectively for the reinforcement or the revision of concepts. ICT extends the range of classroom as a base for learning It is a fundamental principle of the Primary School Curriculum that children’s existing knowledge and experience should be the starting point for acquiring new understanding. Learning through guided activity and discovery The curriculum underscores the importance of the teacher in providing effective learning experiences for each child. As the gatekeeper for the child’s classroom learning, the teacher designs learning experiences that motivate children, offer feedback and advice, and provoke reflection. Learning through language The Primary School Curriculum stresses the vital role of language in children’s development, and incorporates the use of talk and discussion as a central learning strategy in every Curriculum area. learning tools it offers the teacher and the child. It affords the opportunity to select learning experiences that begin with each child’s knowledge and experience, and are thus most meaningful to the child. Additional uses of ICT to support this principle of learning include: • Internet resources such as Web Quests offer the child a range of predetermined websites in a given content area. The child must choose the most appropriate sites to answer the complex questions provided in the Web Quest. • multimedia tools like video equipment enable children to record and chart their own learning progression • the combined range of ICT tools enable the teacher and child to maintain a useful record of each child’s journey from the unknown to the known in the form of an electronic portfolio. ICT tools can support the teacher in scaffolding each child’s particular path to learning. For example, curriculum-rich software offers the teacher and the child opportunities to structure both the level and sequence of content presented. These software programs typically include options for practice problems or workouts, and provide varied levels of feedback to children based on their performance. Additional uses of ICT to support this principle of learning include: • exploring and discovering information for projects and learning quests, through the use of Webquests, and other guided Internet searches supported by the teacher • learning to use digital equipment and tools supported by the teacher. ICT offers the child a motivational context for his or her engagement with content, and thus serves as a powerful stimulus for the child’s talk about his or her learning experiences. When the child is given regular opportunities to discuss with peers and teachers what he or she knows and can do when using ICT, technologyenhanced classrooms can provide a powerful catalyst for a child’s learning in The aesthetic dimension Valuing children’s creative response to, and expression of, their own knowledge and experience is an important principle of the Primary School Curriculum. The social and emotional dimensions of learning The Primary School Curriculum recognises that the child’s social and emotional development significantly influences his or her success with learning in school. The integration of learning The distinctions between subjects are not relevant to young children, and neither do subject demarcations characterize the nature of learning in the real world. The Primary School Curriculum emphasises the importance of providing opportunities for children to make connections between their learning in different subjects. Authentic learning activities engage children in real-world tasks that transcend the boundaries between subjects. primary school. ICT extends the range of opportunities for children’s creative expression by offering a variety of content-free software tools, such as multimedia and art and design software, that support multiple methods of constructing, exploring, and representing knowledge. Additional uses of ICT to support this principle of learning include: • the Internet may offer a suitable site for publishing children’s work on the school website, for viewing by parents and collaborating schools ICT can offer children increased opportunities to experience success with learning. It extends the range of learning experiences afforded to children, offering opportunities to learn through visual, audio, and kinaesthetic media, as well as through text. For example, content-rich software typically offers the child control over the level of information presented, the rate at which it is presented, as well as the formats for presenting information (image, text, audio). Additional uses of ICT to support this principle of learning include: • ICT offers the child opportunities to develop social skills through turn taking, sharing resources, and helping other children in collaborative project work • collaborative classroom-based projects which use technology features such as e-mail, chat, threaded discussion, and video-conferencing can be used by children to support one another in the learning process. ICT facilitates authentic learning by offering opportunities for children to experience the outside world within their own classroom. This experience is facilitated by using the Internet to find information, as well as providing facilities for the child to share their findings with others, using a range of communication tools – e-mail, threaded discussions, chats, and video-conferencing. Main requirements for curriculum of primary and secondary schools According to National academy of education named after Y.Altynsarin they give us main requirements for the curriculum of Primary school The process of learning English in primary schools is characterized by certain psychological features . It is necessary to define the level for younger learners . Children discover the world through playing games by relating all new with him, but in social interaction, while learning with a similar structure of thinking, they can focus their attention for a short time, so they can acquire new material only through games. Learning a foreign language contributes to the development of communicative abilities of younger schoolchildren , it has a positive effect on the development of speech of pupils in their native language, improving cognitive abilities, forming abilities of students to study. Methodical system of teaching English in primary schools should be based on such key concepts as "learning approach", "principles of learning", "teaching method (methodological sense), "the system of exercises”. In terms of lack of natural foreign language environment, which causes the necessity to express their thoughts in foreign (English ) language, that’s why it is important to make learning process more natural (authentic )and brings it closer to real foreign communication. Extralinguistic material is a certain hierarchal organized system that presents in the following chains: a case – microthemes - semantization of group of words –speech intentions and assisted grammar speech construction – situations – dialogue . There are some objectives for curriculum of primary school -the formation of linguistic knowledge of elementary concepts observed in the native language and English language (the sound of the letter, word, sentence, part of speech) -introduce with the rules of proper articulation and pronunciation of English sounds, graphical design of letters with the appropriate sounds; -to enable them to listen foreign speech -to develop reading skills; -To form the correct intonation skills :affirmative, negative and interrogative sentences To provide with the necessary amount of words, a sufficient number of replications , dialogue, to build a monologue within a specific speech topics. -elementary writing skills - inoculate the sense of patriotism and cultural identity, Kazakhstani patriotism, tolerance, respect for the world around them. The main requirements for the curriculum of the discipline “English language ” 5-9 grades. (by National academy of education named after Y.Altynsarin . Astana) To form intercultural communicative competence with all components considering European level of standard (A1, A2) To make learning on the basis of competence approach, learner –centered approach, linguocultural approach and problem-solving approach. To develop problem solving skills To develop reflective skills: self-analysis, self-evaluation To develop creative skills Speaking Speaking. Dialogue speech . Ask and answer. Etiquette dialogue (3 replics by each participant in the dialogue). The volume of these dialogues - with up to 4 replics of each communicant. Monologue - To be able to talk about (short information ) family, sport, hobby, friends, hometown and e.t .c - To retell the text material Listening -to be able to understand the main information ( autobiography, ) location, time of event and e.t.c Reading Reading authentic materials (poems, advertisements, newspapers and e.t.c) Writing . To be aware of national features of writing form of English speaking countries. Descriptors by Common European Framework A (BasicUser) A1 Elementary proficiency Survival rate A2 Subthreshold level (Waystage) B B1 B2 (IndependentUser) (Threshold) (Vantage) C Several tenancy The threshold level The threshold advanced level Fluency C1 Level of Proficiency (Effective Operational Proficiency) C2 The level of proficiency (Mastery) (Breakthrough) (ProficientUser) Descriptors (A1-A2) SPOKEN INTERACTION I can communicate in a simple way as long as the speaker agrees to repeat and rephrase his sentences more slowly and helps me say what I want to say. I can ask and answer simple questions on familiar issues and about immediate needs. - I can introduce myself and introduce someone. e.g. say my name, my age and where I live. - I can greet someone, ask him how he is and take leave of him. e.g. when I meet a person who speaks this language. - I can speak simply of the people I know and ask questions about someone’s identity. e.g. say or ask about how people are related. - I can give a precise date or a meeting point thanks to expressions like “next week”, “last Friday”, “in November”, “at three o’clock”. e.g. specify my time table, take an appointment. - I can ask for, suggest or offer something and thank someone. e.g. when I need a book or a plan in class. LISTENING I can understand simple words and very simple everyday expressions about myself, my family and the immediate environment, if people speak slowly and clearly. When people speak slowly and clearly, and pause between sentences... - I can understand simple questions about myself or my family. e.g. what my name is and where I live. - I can understand when I am asked what I do. e.g. if I study or if I work - I can understand when I am asked simple questions about people I know. e.g. their names, their relationship to me, etc. - I can understand simple expressions about everyday life. e.g. when someone thanks me, says hello or goodbye, accepts and refuses something, when I’m asked how I am, etc. - I can understand information and simple instructions. e.g. when I am told where to find something or someone or when I am asked to come, to open my book, to go to the board, to wait, etc. READING I can understand familiar words and simple sentences, for example notices, posters and catalogues. When I read a text which contains simple words and sentences I already know... - I can understand instructions and very simple comments concerning my work. e.g. instructions for work. - I can make out in a programme or poster what they are talking about and where an event is and at what time it will take place. e.g. information about a concert or a play. - I can understand a simple message sent to me, for example a post card. e.g. when my pen friend sends me a holiday postcard or wishes me happy birthday. - I can recognise words, expressions and simple sentences on a notice, billboard or newspaper or magazine. e.g. finding words or expressions that I have learned to say and that are easily recognisable. B1 and B2 basic descriptors B1 Listening I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio B2 I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect or TV programmes on current affairs ...
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