Ways of Innovative Technologies in Teaching Language
Characteristic of organization and visualization as principles for successful teaching language. Analysis of innovative methods to encourage students to practice reading. Characteristic of concentration games for checking knowledge over the vocabulary.
|Рубрика||Иностранные языки и языкознание|
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Taraz State Pedagogical institute
«WAYS OF INNOVATIVE TECHNOLOGIES IN TEACHING LANGUAGE»
Innovative methods of teaching are a goal of many educators. Teaching students in ways that keep them engaged and interested in the material can sometimes be a challenge. This can prove especially true when it comes to high school students. In this short-attention span world we now live in, thanks to the internet, it seems to be harder than ever to keep high school students excited and engrossed in learning what they're there to learn.
However, finding new and innovative methods of teaching can prove to be one of the best things an educator can do for high school students. Brain research has shown that certain methods and approaches can truly enhance the learning process for students. Encouraging them to visualize the outcomes they desire is one way to enhance lessons in all subjects. Technology can provide students with opportunities for using important learning principles, such as pre-existing knowledge, mental models, active learning, transfer and learning for understanding. Applying innovative energy and attention-management techniques in schools is a win-win for both students and teachers.
Organization and Visualization
A list of disconnected facts will not lead to a deep understanding in students or an integration of knowledge from one situation to another. Knowledge that is organized and connected to concepts with a goal of mastery, including the ability to visualize the concepts, can lead to the ability to transfer knowledge and lead to a deeper, longer-term understanding of what is taught.
Many new technologies are interactive, and because of this it is easier than ever to create environments where students can learn by doing, get feedback, refine their understanding and actually build new knowledge. New technologies can also help students to visualize difficult-to-understand concepts and thereby understand them more rapidly.
However, whether technology is used or not, the organization of concepts and the ability to visualize a successful result can go a long way in fostering student success. Blending technology and learning strategies can be highly effective. For example, online video clips offer a visual image of a concept -- but so does a descriptive discussion of it. It need not be an either-or prospect.
Smart Boards have been making their way into classrooms since 1991, and have proven themselves as effective teaching tools. As with all technology, however, there are certain challenges for teachers attempting to adopt Smart Boards.
Smart Boards can be a bit overwhelming at times with all their options including access to the Internet, which is filled with even more options. All those options are wonderful until the moment they create overload in a student's mind and contribute to confusion. Just as they did before the advent of the Smart Board, teachers must determine what their classes need to learn, and how best to teach that information. As long as a foundation of good, solid teaching is established, the teacher can work in any tool that is helpful to accomplish his or her goal.
Fortunately, the Smart Board is so adaptable that teachers should have no difficulty in integrating it effectively. Also, teachers do not have to reinvent the wheel. Smart Boards have been around long enough that there are a variety of resources to get a teacher started with the tool.
Below are a few ideas to consider when using a Smart Board in the classroom. This list is in no way comprehensive, and teachers will likely develop their own particular uses for the Smart Board as they gain familiarity with it. Smart Boards are a wonderful way to focus students' attention in the classroom, especially in elementary school. Teachers report great success with having students come up and work out problems on the Smart Board in front of the classroom.
Because the technology is interesting, children are eager to work with it, and teachers should take advantage of this by having every student come up and work on the board. Teachers can make the text and background on the Smart Board any color they like, and they should take advantage of the brain's natural tendencies towards memorization. The brain remembers more efficiently with blue or green backgrounds and white or yellow text. The screen does not have to stay this way, but a teacher can certainly use it during lessons where memorization is important.
Technology is everywhere, and never before has there been such broad student access to it. Used wisely, it can very much enhance the learning process. Used ineffectively, it will function as a distraction, at best.
Computers, tablets, digital cameras, probe ware, video conferencing technology and GPS devices can positively add to a student's experience of otherwise somewhat mundane topics. Students can put technology into action by, for example, filming school and community activities in order to gain an even better understanding of them, and creating projects with the footage. They could come up with public service announcements for local organizations, as well as use software programs to learn more about certain aspects of a topic. The uses of technology are wide open, and there are many ways to innovate the learning process there. teaching language innovative visualization
A student of the group should come to the front of the classroom. The teacher gives him a picture and asks him do not show the picture to other students. Students will try to draw a copy of this picture from his description. Students will compare the two of them and discuss any differences.
Aim: to encourage students to practice reading.
Note: The teacher writes the title of the jigsaw story on the blackboard. Students brainstorm to think what is going to happen in the story. Each student receives a strip of paper with sentences on it. The teacher tells the group to put the strips of paper in the right order. Then one of the students reads full story.
Aim: checking knowledge over the vocabulary (opposite)
Node: Teacher gives group of students word cards and mixes them. Asks one student find two words opposite. If a student can't find them, then the other student will try to find the opposite.
Aim: practice oral speech, develop student's imagination. Note: Teacher gives students a picture story “Hats and monkey” and asks them to act out this story. Reflection
Dear colleagues! Now I would like you to learn a tongue twister with me. There is list of tongue twisters, but let's work with the underlined one. You have to repeat after me. (Teachers pronounce tongue twisters).And now who wants to read the tongue twister quickly?
Now much wood would a woodchuck chuck if a woodchuck could chuck wood?
Another innovative addition to school curriculum are energy-based modalities such as energy medicine or “Brain Gym.” While not necessarily a class in itself, its application can enhance student performance in all of their classes. Brain Gym has been used in Australian schools and in other parts of the world with great success.
With Brain Gym, students do a series of 26 movements that enhance whole-brain symmetry (instead of one-hemisphere dominance.) Brain Gym combines principles from Asian modalities such as qigong and tai chi. Exercises involve marching in place with alternating arms and legs, rubbing both cheeks or placing two fingers on the chin while moving their eyes up and down, just to name a few. These exercises help to promote concentration, better memory and organization, improved language skills, and can help in many other areas of learning. A daily
Brain Gym program implemented in schools can help students to be less distracted during the day and more focused on tasks overall.
Innovative methods of teaching can be of great help in aiding high school students in getting the most out of their education. These are just three ideas for directions you can go in your quest for innovative learning for your students.
1. Cambridge: Cambridge University Press. Feuerstein, R., Klein, P. S. & Tannenbaum, A. J. (1991).
2. Mediated learning experience: Theoretical, psychological and learning implications. London: Freund Freire, Paolo. (1982).
3. Pedagogy of the oppressed Trans. M. B. Ramos. Harmondsworth: Penguin. Harmer, J. (2001).
4. The practice of English language teaching. London: Longman, 3rd edition. Kumaravadivelu, B. (2006).
5. Beyond methods: Macro strategies for language teaching. New Delhi: Orient Longman. Little wood, W. (1981).
6. Communicative language teaching: An introduction. Cambridge: Cambridge University Press. Nunan, D (1996).
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