The 6 Principles for Exemplary Teaching of English Learners. Know Your Learners Principle 2. Create Conditions for Language Learning Principle 3. Design High- Quality Lessons for Language Development Principle 4. Adapt Lesson Delivery as Needed Principle 5. Monitor and Assess Student Language Development. View PRINCIPLES-AND-STRATEGIES-OF-TEACHING-1.docx from AA 1PRINCIPLES AND STRATEGIES OF TEACHING 1 PRINCIPLE – from the Latin word “princeps” meaning the beginning and end of all things; a.

This module on principles of teaching is 1 in a series of 10 modules written for vocational education teacher education programs. The nine new principles for excellence in teaching and learning provides a starting point for a close analysis of your professional practice. The new Practice Principles for Excellence in Teaching and Learning is the recommended approach for schools and has replaced Principles of Learning and Teaching (PoLT). The practice principles. Save Save Principles of Teaching For Later. 100% 100% found this document useful, Mark this document as useful. 0% 0% found this document not useful, Mark this document as not useful. You are on page 1 of 38. Search inside document.

The APA-supported Coalition for Psychology in Schools and Education has condensed the most important psychological science on PreK–12 teaching and learning into 20 principles:

1. Students' beliefs or perceptions about intelligence and ability affect their cognitive functioning and learning.
2. What students already know affects their learning.
3. Students' cognitive development and learning are not limited by general stages of development.
4. Learning is based on context, so generalizing learning to new contexts is not spontaneous but instead needs to be facilitated.
5. Acquiring long-term knowledge and skill is largely dependent on practice.
6. Clear, explanatory and timely feedback to students is important for learning.
7. Students' self-regulation assists learning, and self-regulatory skills can be taught.
8. Student creativity can be fostered.
9. Students tend to enjoy learning and perform better when they are more intrinsically than extrinsically motivated to achieve.
10. Students persist in the face of challenging tasks and process information more deeply when they adopt mastery goals rather than performance goals.
11. Teachers' expectations about their students affect students' opportunities to learn, their motivation and their learning outcomes.
12. Setting goals that are short-term (proximal), specific and moderately challenging enhances motivation more than establishing goals that are long-term (distal), general and overly challenging.
13. Learning is situated within multiple social contexts.
14. Interpersonal relationships and communication are critical to both the teaching-learning process and the social-emotional development of students.
15. Emotional well-being influences educational performance, learning and development.
16. Expectations for classroom conduct and social interaction are learned and can be taught using proven principles of behavior and effective classroom instruction.
17. Effective classroom management is based on (a) setting and communicating high expectations, (b) consistently nurturing positive relationships and (c) providing a high level of student support.
18. Formative and summative assessments are both important and useful but require different approaches and interpretations.
19. Students' skills, knowledge and abilities are best measured with assessment processes grounded in psychological science with well-defined standards for quality and fairness.
20. Making sense of assessment data depends on clear, appropriate and fair interpretation.

To download the report, visit APA. To order a hard copy, email Maie Lee.

Thanks for letting us know that this page .

Principles Of Teaching 1 Course Syllabus

Dr. Richards is an internationally renowned specialist in second and foreign language teaching, an applied linguist and educator, the author of numerous professional books for English language teachers, and the author of many widely used textbooks for English language students.

Table of Contents

• 0.2 Brown’s 12 Principles of Language Learning and Teaching

Questions

1. What are Language Teaching Principles?
2. Where do Language Teaching Principle come from?

1. What’s teaching grammar as a communicative resource?

1. What’s a restricted corpus of words?
2. How do we acquire new vocabulary?
3. What should teachers do?

1. What’s communicative language teaching?
2. What should the goal of the class be?
3. How do we help students develop communicative competence?

1. What’s the aim of a learner centered lessons?

1. What’s Task-Based teaching?
2. What are the advantages and disadvantages of Task-Based Teaching?

1. What are some interesting points that Jack C. Richards makes in regards to lesson plans?

Brown’s 12 Principles of Language Learning and Teaching

H. Douglas Brown (born 1941) is a professor emeritus of English as a Second Language at San Francisco State University. He was the president of International TESOL from 1980 to 1981, and in 2001 he received TESOL’s James E. Alatis Award for Distinguished Service.

12 Principles of Language Learning and Teaching

1. Native Language Effect: A learner’s native language creates both facilitating and interfering effects on learning.

2. Communicative Competence: Fluency and use are just as important as accuracy and usage. Instruction must aim at organizational, pragmatic and strategic competence as well as pronunciation, intonation and stress.

3. Anticipation of Rewards: Learners are driven to perform by the promise of positive reinforcement, tangible or intangible; long or short-term.

Examples Of Teaching Principles

4. Language-Culture Connection: Learning a language also involves learning about cultural values and ways of thinking, feeling or acting.

Principles Of Teaching 1 By Corpuz

5. Language Ego: Learning a new language involves developing a second identity with a new mode of thinking. This new identity can be fragile and defensive.

6. Meaningful Learning: Providing a realistic context to use language is thought to lead to better long term retention, as opposed to rote learning.

Principles Of Teaching 1 Book

7. Interlanguage: Second language learners generally follow a systematic process, during which they need feedback (teacher, peer and self) to eliminate logic errors and achieve competence.

Principles Of Teaching 1 By Corpuz And Salandanan

8. Automaticity: Subconscious processing of language for fluency can only be achieved without overanalyzing or too much attention to language forms.

9. Self-Confidence: Success in learning a language requires that the learners believe that they can learn it.

Principles Of Teaching 1 Syllabus

10. Strategic Investment: Success in learning is dependent on the time and effort learners spend in mastering the language learning process according to their ability.

11. Risk-Taking: Taking a gamble and experimenting with language slightly “beyond” what is certain or known promotes language development and growth.

12. Intrinsic Motivation: The most potent learning “rewards” to enhance performance are those that come from the needs, wants and desires within the learner.

Follow EnglishPost.org on Facebook

You can check our latest articles in any of these pages:

More Information

Check these pages and sites before you go: