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Very usefull information, thanks
I feel like "test questions can be either objective or subjective" might be a more accurate statement. After all, don't most tests contain some of both types of questions?
This third module summary is very productive in the sense that it teaches the how's and why's tests should and be done for in other words their purpose.
I am really understanding how to teach ESL students. I was a six grader teacher back in 2002 and had a student who spoke very, very little English and understood barely to none. I was teaching him from English to Spanish. He did learn and later on asked if he could borrow the materials to teach his little brother. I would I had known then what I am learning now, he would have experienced learning English at greater level.
Hello All, I have learnt many new things from this Module: lesson planning, assessment and evaluation.Thanks a lot!
The information studied here was excellent.Many topics were discussed that addressed e needs of the students' as well as the instructor.I would love to see a part2 to this course that covers more classroom management as I feel it is a very important topic.
Does Abraham Maslow's Hierarchy of needs really work in the classroom?
The strategies for effectively managing an “multi-level” ESL class are:
1) Conducting a needs assessment to determine learners’ needs
2) Establish rules from the first class
3) Demonstrating concern for learners
4) Keeping learners constantly engaged
Abraham Maslow’s Hierarchy of Needs is a psychological theory that explains human motivation as being governed by an order of needs.
Understanding Maslow’s Hierarchy will help ESL instructors to create lessons that motivate students.
The stages in creating an ESL lesson plan are:
1) Define Learner Objectives
2) Review previously covered material
3) Introduce new material
4) Present new material
5) Put new knowledge into practice
6) Evaluate student understanding
7) Apply knowledge
In order to teach grammar, ESL teachers must have a firm understanding of grammar.
ESL students do not learn grammar the same way that native English speakers do.
When ESL instructors are deciding what to include in a grammar lesson, they need to consider the following:
Relationship between grammatical structure and language function
Frequency of use
Necessity for conveying meaning
Multimedia and information technology can be incorporated into an ESL lesson to provide engaging instruction and encourage activities.
ESL instructors can cater to diverse learning styles by making learning materials remotely accessible via the internet.
An effective assessment meets situational demands.
There are 3 basic types of validity:
1) Content Validity
2) Construct Validity
3) Face Validity
Tests can be either objective or subjective.
Objective tests contain questions with predetermined answers.
Subjective tests contain questions that require learners to produce accurate information.
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