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Page 1: Teaching aids

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Page 2: Teaching aids

are aimed at different learners’ styles – auditory, visual, kinesthetic; and involve all our senses (Elena N.) and the more senses are involved in the process of learning, the longer the information learnt stay in memory (Elena M.);,

encourage learners to become more involved in the learning process (Veselina), diversify teaching, bring variation and difference during the lesson. ( Elena Ch, Nora, Gergana, Larisa);

pedagogical and psychological research has given an immense amount of data portraying the significance which stimuli have regarding the well-being and overall development among learners. Offering a range of effective and engaging activities supported by a number of teaching aids serves as a learning force. (Elena D);

help students assimilate new material and extend their knowledge, make lessons more attractive and keep their attention captured (George),

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It is possible that teaching aids will distract students (e.g - photos can provoke discussions irrelevant to the lesson), but this does not happen often (Veselina).

when they are more colourful with topic close to students (Nora);

If you use them ones a year they certainly will. But if it is a natural part of your lessons students will soon stop overreacting and will be looking forward to your next lesson all the time (Svetlana);

as long as the aids are being used to achieve part of a lesson objective, there is no real evidence to suggest that this is true (Mary);

when it comes to the children in the main stream, teaching aids can only be beneficial…although a balance needs to be acquired (Elena D.).

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It is up to the teacher to manage the classroom in the most effective way (Veselina),

a larger number of students would require a very flexible environment regarding the teaching aids. Especially having in mind that the tendency is to have less teacher talk and more active student participation (Elena D.)

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instead of writing down words, transcriptions and explanations on the whiteboard you can use an OHP to project a table with the new vocabulary and give copies of it students (Veselina),

A PPT presentation can be of real help esp. if it is a lecture in English for University students (Elena CH.),

depends if they work, if they are already in the classroom or have to be booked, if electricity supply is reliable etc (George);

It's much easier to write everything at home and create a presentation than to write down all the ideas on the blackboard during the lesson wasting time that you could have used for discussion (Svetlana, Gergana, Larisa);

It is also nice to know that in case of emergency when the copies aren’t ready for some reason - there is always an option of showing the needed pages using the computer and the projector (Elena M.);

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Sometimes the pages students have to see don’t necessarily need to be made for all of them because later on they won’t be of use. So using the projector to show this info in class will save us the need to make a lot of photocopies of pages which might be of little use later (Elena M.)

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can seem silly and childish to teenage and adult learners (Elena N.);

it is true for concrete vocabulary, but not for abstract words (Mary);

one of the best ways to prompt conversations, role-play and develop an active vocabulary (Elena D.);

suit different learning styles, so it makes the process more effective (Larisa)

can seem silly and childish to teenage and adult learners. (Nora)

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there are many activities to practise with flashcards (Elena N.), especially with young learners (Nora);

a saying in Russian : "It is better to see once than to hear a hundred times". It explains the need to use realia. It makes the process of understanding easier and creates motivation (Elena M.);

They have many uses (Mary); Good for visual learners and they always givevery

positive outcomes when applying them. (Elena D.); ‘Flashcards are the most effective and easiest way

to learn and remember new information’ (Gergana); they also enable teachers to give prompts for drill

without saying anything. (Larisa)

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There are lots of programmes that allow the admin watch what other users in the net are doing and even interfere with them. So if a teacher knows how to use such programmes the control is even higher, as if you just go round the classroom students can pretend that they are studying, and after you turn your back start playing some game. But here they know that you are able to watch everything they do without even leaving your place. The productivity increases. (Svetlana);

Efficiency gets bigger. If the students are informed that their teacher is capable to observe them, they will be responsible and concentrated for their tasks (Gergana)

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In some countries this can be a big problem. The teacher can read out dialogue herself instead of learners listening to a cassette or a CD. (George),

there is always a risk (Nora); in the modern world we're under risk all the

time, so a broken equipment doesn't seem a problem at all. A pencil can break while you're writing! Shall we stop using them at all? (Veselina);

teachers should always have a plan B, be ready if something goes wrong and replace the task (Mary)

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It’s an audio-visual aid. It’s authentic, it’s interesting, the information is reliable, e.g. authentic settings, accents, postures, gestures (Elena N.), the visual content can help students guess the meaning of verbs or nouns. Also, if the video presents new vocabulary, students will be able to relate it to visual images, this will help them learn faster. Visual learners with thrive! (Veselina), We teach verbal and non-verbal communicative skills, we try to convey cultural messages to students, so videos can be of great help in language learning and teaching. (Elena Ch.),

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When they watch a video, learners are able to guess the meaning of words and phrases based on reactions, facial expressions, mimes and gestures (George, Svetlana); especially good with teenagers and adults (Nora) Youtube is a priceless source of videos on every topic. Videos present authentic material and help to learn in a fun way. Can be used for warmers and lead-ins(Elena M., Larisa); A really good video contributes a good context, good language, good pronunciation and good understanding (Gergana)

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Not to  let learners be passive the teacher is to think over pre-watching, watching, and after-watching tasks (Elena N., Mary)

It can be true if learners are just asked to watch the video without doing any activites on it. Here the role of the teacher is very important (George);


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