SMARTA
статья по английскому языку на тему
Опубликовано 25.11.2018 - 12:26 - Домброван Анна Ивановна
What is the most important PARAMETER of TEACHING
OBJECTIVES
‘If you don’t know where you’re going, you can’t get there’
‘Everything what you do is built on knowing what you want to accomplish.’
Good objectives clearly can’t get you anywhere without good instructions … and vice versa’
Most teachers don’t think in terms of objectives for Ss learning when they do their planning.
They think in terms of activities;
They plan what they will do in what order.
Many of the differences in teaching can be tracked back to their thinking about Objectives.
The quality of that thinking is what makes difference.
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What is the most important PARAMETER of TEACHING
- OBJECTIVES
- ‘If you don’t know where you’re going, you can’t get there’
- ‘Everything what you do is built on knowing what you want to accomplish.’
- Good objectives clearly can’t get you anywhere without good instructions … and vice versa’
- Most teachers don’t think in terms of objectives for Ss learning when they do their planning.
- They think in terms of activities;
- They plan what they will do in what order.
- Many of the differences in teaching can be tracked back to their thinking about Objectives.
- The quality of that thinking is what makes difference.
1 | Coverage objectives mean: |
| Teacher- centered |
2 | Activity Objectives mean: |
| Missed Opportunities
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3 | Involvement Objectives mean: |
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4 | Student Learning Objectives |
If I focus on Ss learning there will be lots of checking to see what Ss know, perceive, or can do | distinguish between rational, amoral and moral reasons for decisions from the list of positions we will generate in class’ |
Ss learning Objectives: |
| Students Will Be Able To | |
Involvement Objectives |
I want them to get involved in | ||
Activity and Coverage Objectives |
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Are the objectives mutually exclusive? |
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- SMARTA – what do these letters mean?
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- Other thoughts to consider
- Is the goal stated in a positive way?
- What you want as you opposed to what you don’t want?
- Are there any negative results from achieving the goal/ objective/ action plan?
- What are the positive results?
- What are the positive results?
- What happens or changes after you have achieved this goal?
- What will I do today or for the rest of the course to start achieving my goal/objective/ action plan?
- Make a schedule or list of things to do?
- Main objective: Student learning Objective or
- SWBAT:
- S- tudents
- W- ill
- B- e
- A- ble
- T- o…
- By the end of the lesson Ss will be able to …
- Must be observable action on the part of the S that allows choice/discrimination;
- demonstrate their learning at the end of the lesson;
- Write it as detailed as possible using ACTION/ OBSERVABLE VERBS since it is the culmination of the Ss’ learning in the classroom.
- By the end of the lesson, SWBAT:
- 1) use ( target language, grammar point, vocabulary, strategy, pronunciation)
- 2) to function ( active verbs)
- 3) in or during ( a meaningful communication task in which the listener has a clear REASON for listening)
- The formula for writing a SWBAT
- By the end of the lesson, SWBAT:
- 1) use ( target language, grammar point, vocabulary, strategy, pronunciation)
- 2) to function ( active verbs)
- 3) in or during ( a meaningful communication task in which the listener has a clear REASON for listening)
- By the end of the lesson SWBAT to use:
- “is there” with short answers ‘Yes, there is/are’ and ‘No, there isn’t/arent’
- To ask and answer questions in a game about places in their neighbourhoods
Avoid words that are not observable | Use active observable words | Example |
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