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교재연구및지도법 Chap 7, 8 - Coggle Diagram
교재연구및지도법
Chap 7, 8
Chap 8. Getting learners involved
Learners
Riggenbach's framework
(학습자의 결과물 사용)
performance
participation
oberservation
as teacher
Learner-based teaching
Issues & caveats
From learner language to learner mats
Leaner-centered교재 장점
motivation, confidence, self-esteem and autonomy 향상
(정의적인 측면)
collaborative nature -> group solidarity 향상
age, level 적절함 / free
T prep time 줄어듬 // monitoring, supporting time은 늘어남
Learners' involvement in Mats generation
Utilising learner language
error focus
retrospective
prospective
learner transcripts
storytelling
Transcript comparison Native speakers
Picture description for exam preparation
Chap 7. Systematising Mats. Design
Mats for self-access centers (SACs)
SAC mats의 카테고리
Published mats
Authentic mats.
Material selection
SAC의 현재, 과거, 미래
Material design
Adapting & supplementing published mats
specially prepared mats
design 기준
worthwhile
London ULC대학 사례
central points
2) Structure of actvs.
시각적자극에 의한
구두묘사
Barrett's Guided description of visual stimuli
(Figure 7.4) - viewing skills
Role-play
Cunningsworth's role play
Standard exercises
Scott et al's standard reading exercises
Auxbey's standard reading/listening exercises
Extensive reading
-book reporting
Task cycle in a learner-centred approach
The IRF sequence
3) Differentiation
Tomlinson의 차별화
Process
Product
Content
종류
Teaching techniques
Mats
T's expectation
Affective elements
Systematising differentiation의 의미
1) Text exploitation
Tomlinson's text-driven framework
Ian Mcgrath's Ideas grid
From lesson mats to course mats
Examples
Advice
A last resort
Problems
Reducing the burden of preparation
templates
Learners' involvement
To share Ts