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TESTING
What do we mean by assessment?
What objects of assessment can you enumerate?
What function does assessment fulfill in the ELT process?
What is control?
How to conduct testing in schools?
What forms of control do you know?
What is the difference between combined control and individual control?
What are the aims of testing?
What types of testing?
What are the most popular international testing?
LECTURE 9
THEME: TECHNOLOGIES OF ORGANIZING SELF STUDY AND OUT OF CLASS ACTIVITIES
LECTURE OUTLINE
Self study in TFL
Types of self-study in TFL
Out class activities in TFL
Types of out of class activities in TFL
SELF STUDY IN TFL
Nowadays the role of an independent work (learning) at all stages of education is increasing. One of the organizational forms of teaching is independent work (self-study) run out of direct contact with a teacher (homework, laboratory work) or run under control of the teacher and run through teaching material and monitoring by the teacher (distance learning). Independent work is the important part in ELT, because 30 % of teaching and learning time is given to the independent work. The teacher must 1) understand the goal of independent work and the final result of ELT at a certain level; 2) know the procedure of independent work. Independent work can be conducted in the classroom and out-of-classroom in the written and oral form. Independent work can be organized as an individual work, or pair and group work.
It is known that independent work activates students’ cognitive activity making learning process more successful and developing self-learning abilities of learners.
J. Rubin investigated what ‘good language learners’ did to facilitate their learning and identified some of their learning strategies, ‘the techniques or devices which a learner may use to acquire knowledge’9. The teacher’s job is not only to teach EL, but to teach learning, because students need training in learning strategies.
The aim of the teacher is 1) to select the content of ELT, 2) to provide rational organization of students’ self-learning, 3) to develop students’ self-learning strategies. Each student uses the source of information depending on his/her needs and capabilities, he/she works in own tempo to come to some result. That’s why an independent work shapes flexible form of organization and contributes increasing responsibility of each student for the results of education.
Independent work correlates with learners’ autonomy as ability to take charge of one’s own learning. Autonomous learners understand the purpose and process of learning and are able to choose from available tools and resources to create a productive learning environment. We should promote learner autonomy for transforming dependent and passive learners. For this aim teachers should encourage students to be more self-motivated and continue learning outside the classroom so they can be personally responsible for acquiring English. The teacher promotes autonomous behavior by suggesting curricular and extracurricular activities, focusing first on those that students are already engaged in. For example, the teacher may ask students to try such English activities as writing a letter to pen pals, reading newspapers, magazines; listening to the radio; watching movies, surfing the Internet; talking with foreigners, practicing conversation with friends, studying in groups, attendance of English clubs.
It is necessary for development students’ independent learning:
to become aware of the purpose of activity and all tasks;
to know the procedure of tasks doing;
to be able to use different aids for tasks doing;
to be able to see the visual and verbal supporters in the material of the task to overcome the difficulties;
to provide the appropriate conditions for task doing.
Teachers can train students to take charge of every stage of their independent learning, which includes:
setting goals;
identifying and developing strategies to achieve such goals;
developing study plans;
reflecting on learning (which includes identifying problem areas and the means of addressing these problems);
identifying and selecting relevant resources and support;
assessing one’s own progress (which includes a certain criteria for evaluating performance and learning).
Independent work can be organized as individual work, in pair work, small group and with whole class. These organizational forms call upon to create and develop a set of organizational, at every stage of the lesson, the nature of the cognitive activity of students (reproductive and search engine), the combination of the frontal, group and individual work of students in the classroom, to select and prepare the necessary teaching materials , experimentation, and visual teaching aids. All this work is carried out taking into account the principles of training, cementing and determine all the components of the lesson. In preparation for the upcoming lesson should review previous lessons conducted in the classroom, to provide for measures to address the deficiencies and gaps.
The success of the lesson and the results depend not only on the training of teachers, but also on the training of students. Unfortunately, this issue did not pay enough attention to the practical work of many teachers. Meanwhile, purposeful training of students for the next lesson (or lessons) provides them with a positive mental attitude that causes increased educational interest.
Preparing students for upcoming lessons includes: introducing them to the plan of the study program material for the upcoming classes, which is particularly important in the classroom with high school students , perform preparation of homework , such as familiarity with the individual sections of the textbook available to students' understanding of the reading of popular scientific literature on the upcoming lesson , observation and simple experiments that will contribute to the study of new material.
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