Specific Teaching and Learning Approach(Es).
- Submitted by: sarajane1
- Views: 912
- Category: English
- Date Submitted: 05/12/2013 09:36 AM
- Pages: 8
- Report this Essay
A 1500 word report using one session plan, which exemplifies a specific teaching and learning approach(es).
Introduction:
The underpinnings of this lesson focus largely on the literacy learners’ language needs from a societal perspective. The reasons not only native adult speakers have to acquire a more proficient use of literacy but second language students’ motives are what adapts this lesson. To clarify, students learn the language “because these languages can be of particular service to them and because, if they fail to use it, they may not reach certain goals they have in mind” (S. Gysen 2006). For instance, an esol student, taught this particular lesson, was of working age where understanding health and safety symbols and notices was paramount; likewise, other students of mixed age and cultural demographics benefitted from this material to improve functioning in their daily lives. My point being that, as a tutor, there is a need to plan to develop relevance into the teaching of language (using the core curriculum to assist and not be the objective) while being perceptive to the learners’ needs and backgrounds, as well as the constraints of what can be achieved in class.
To further this discussion, Vgotskys’s adapted Social Constructivist Theory strengthens the learners’ and teacher motivations for the content of the lesson in a wider social framework (taking into account that adult lives are complex and varied) and the approach to teaching does not focus on literacy skills “as if they were processes which are easily detachable from context,” as Barton argues. Firstly, an example of the lesson’s relevance demonstrates the students’ drawing on their own insights and experiences of using signs, for instance, identifying signs that they recognise or have used, such as first aid, on the road, emergency exits, and sharing anecdotes of how misunderstanding signs can have an impact on daily life. Collating this information on the whiteboard, in an open style...
Introduction:
The underpinnings of this lesson focus largely on the literacy learners’ language needs from a societal perspective. The reasons not only native adult speakers have to acquire a more proficient use of literacy but second language students’ motives are what adapts this lesson. To clarify, students learn the language “because these languages can be of particular service to them and because, if they fail to use it, they may not reach certain goals they have in mind” (S. Gysen 2006). For instance, an esol student, taught this particular lesson, was of working age where understanding health and safety symbols and notices was paramount; likewise, other students of mixed age and cultural demographics benefitted from this material to improve functioning in their daily lives. My point being that, as a tutor, there is a need to plan to develop relevance into the teaching of language (using the core curriculum to assist and not be the objective) while being perceptive to the learners’ needs and backgrounds, as well as the constraints of what can be achieved in class.
To further this discussion, Vgotskys’s adapted Social Constructivist Theory strengthens the learners’ and teacher motivations for the content of the lesson in a wider social framework (taking into account that adult lives are complex and varied) and the approach to teaching does not focus on literacy skills “as if they were processes which are easily detachable from context,” as Barton argues. Firstly, an example of the lesson’s relevance demonstrates the students’ drawing on their own insights and experiences of using signs, for instance, identifying signs that they recognise or have used, such as first aid, on the road, emergency exits, and sharing anecdotes of how misunderstanding signs can have an impact on daily life. Collating this information on the whiteboard, in an open style...