If one is able to identify and see one’s own movement , it builds up a lot of confidence which in return has a domino effect on his or her motivation for learning. In addition to informing instruction and developing learners with the ability to guide their own instruction it helps in sharing and understanding of learning intentions in relation to successful learning.
This is a suggestion on ways to use authentic reading texts in the IELTS classroom. I discuss briefly a problem with focusing solely on IELTS reading in the IELTS classroom and then set out 3 connected ways of using authentic texts. In each case the focus is as much on general reading skills as "test skills" - not least because the texts don't questions attached to them!
Problems with focusing solely on "IELTS reading"
KEEPING A BALANCE.
Nina MK, Ph.D.
Tests and Testing.
Nina MK, Ph.D.
What is alternative assessment?
Nina MK. Ph.D.
How can the 'real world' be incorporated into assessment?
Nina MK, PhD
In fact, the moments when you give or elicit feedback on what the students have done may sometimes be more valuable learning opportunities then the exercises themselves. It’s often in feedback that students have those ‘aha’, lightbulb moments when they finally ‘get’ something.
Feedback is an opportunity not just to give students the answers, but to check they understand why an answer is correct or not, or to clear up a long-held confusion, or to pick up on areas that need clarifying in a subsequent lesson.
But if you’ve been to an ELT conference recently then you’ve probably heard the phrase used in numerous talks and you might be convinced that this is the next big thing in education. Or you might also be wondering what all the fuss is about.
Here's the basic version:
- Comprehension questions
- New and useful vocabulary
- Follow up activity
In a bit more detail, it goes like this: