Bloom's taxonomy

Bloom's taxonomy (cognitive) according to Bloom's verbs and matching assessment types. The verbs are intended to be feasible and measurable.

Bloom's taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and sensory domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments and activities.

The models were named after Benjamin Bloom, who chaired the committee of educators that devised the taxonomy. He also edited the first volume of the standard text, Taxonomy of Educational Objectives: The Classification of Educational Goals.^[1][2]

Language lab

A modern language laboratory in a Japanese high school

The language laboratory is an audio or audio-visual installation used as an aid in modern language teaching. They can be found, amongst other places, in schools, universities, and academies. Perhaps the first lab was at the University of Grenoble in 1908.^[1][2] In the 1950s up until the 1990s, they were tape-based systems using reel to reel or (latterly) cassette. Current installations are generally multimedia PCs. The original language labs are now very outdated. They allowed a teacher to listen to and manage student audio via a hard-wired analogue tape deck based systems with 'sound booths' in fixed locations.

Appearance and configurationEdit

The 'traditional' system generally comprises a master console (teacher position) which is electrically connected to a number of rows of student booths (US: carrels), typically containing a student tape recorder and headset with a boom arm microphone.

The teacher console is usually fitted with master playback source equipment (tape recorder), some means of monitoring of each booth in the class via the teacher headset and an intercom facility offering 2-way communication between teacher and student.

All but the most simple or first generation laboratories allow the teacher to remotely control the tape transport controls of the student booths (record, stop, rewind etc.) from the master desk. This allows for easy distribution of the master programme material, which is often copied at high speed onto the student positions for later use by the students at their own pace.

PEDAGOGIC ANALYSIS

PEDAGOGIC ANALYSIS

Introduction:

The word pedagogy comes from the Greek word paidagogeo,[Latin paedagogia] in  which  paidos means "child" and  agogosmeans "lead"; so it literally means "to lead the child“ or “to guide the child”

In Ancient Greece, a slave –paidagogos- was assigned to a wealthy master’s son, to take him to school, supervise him while in school, and carrying his equipment such as musical instruments, etc.

Pedagogy refers to educational schools of thought or philosophies regarding how people learn and how teachers should assist in that learning.

Pedagogy  is the science and art of education. 

It  is the study of being a teacher.

The term generally refers to strategies of instruction, or a style of instruction.

According to Webster’s dictionary pedagogy means “the art or profession of teaching”. 

In terms of teacher training, it means the art or science of being a teacher, which includes the style and strategies of the teacher’s instruction.

The word pedagogue means, teacher, schoolmaster, educator, educationalist, etc.

Especially one who is strict, stiff orold-fashioned,  who stands in the front of the room and lectures for the entire class period.

Pedagogic Analysis means the logical and systematical breaking up of the curriculum from the point of view of a pedagogue for the purpose of its effective transaction.

Objectives of Pedagogic Analysis:    

    To analyze the curricular content into meaningful components

    To anticipate comprehensive instructional objectives for each component

    To identify the pre-requisites in the curricular area

    To design appropriate objective based learning experiences for different stages and contents

    To anticipate strategies for continuous and comprehensive evaluation

Advantages of Pedagogic Analysis:   

    Teacher can take steps to motivate students

    It helps the teacher to adopt learner centered instruction

    It makes the instructional programme more systematic and content appropriate

    It helps the teacher to design a plan of action to for immediate feedback, diagnosis and remediation

    It helps the teacher to implement proper evaluation procedure

Neuro-linguistic programming

Not to be confused with Natural language processing(also NLP).

Not to be confused with Erhard Seminars Training(EST).

Neuro-linguistic programming (NLP) is an approach to communication, personal development, and psychotherapy created by Richard Bandler and John Grinder in California, United States in the 1970s. NLP's creators claim there is a connection between neurological processes (neuro-), language (linguistic) and behavioral patterns learned through experience (programming), and that these can be changed to achieve specific goals in life.^[1][2] Bandler and Grinder also claim that NLP methodology can "model" the skills of exceptional people, allowing anyone to acquire those skills.^[3][4] They claim as well that, often in a single session, NLP can treat problems such as phobias, depression, tic disorders, psychosomatic illnesses, near-sightedness,^[5] allergy, common cold,^[6] and learning disorders.^[7][8]

NLP has since been discredited scientifically,^[9][10] but continues to be marketed by some hypnotherapists and by some companies that organize seminars and workshops on management training for businesses.^[11] There is no scientific evidencesupporting the claims made by NLP advocates and it has been discredited as a pseudoscience by experts.^[9][12] Scientific reviews state that NLP is based on outdated metaphors of how the brain works that are inconsistent with current neurological theory and contain numerous factual errors.^[13][14]Reviews also found that all of the supportive research on NLP contained significant methodological flaws and that there were three times as many studies of a much higher quality that failed to reproduce the "extraordinary claims" made by Bandler, Grinder, and other NLP practitioners.^[10][12]Even so, NLP has been adopted by some hypnotherapists and also by companies that run seminars marketed as leadership training to businesses and government agencies.^[11][13]

Defining Task Based language teaching(TBLT)

Task Based language teaching (TBLT) is an approach to teaching a second/foreign language that seeks to engage learners in interactionally authentic language using the target language by having them perform a series of tasks. TBLT aims to both enable learners (1) to acquire new linguistic knowledge and (2) to proceduralize their existing knowledge.  Teachers need to understand that TBLT involves input-providing as well as out-put prompting tasks and that it is possible to build up proficiency initially through a series of simple input-based tasks.

Task

Central to TBLT is that word task, and teachers must have a clear understanding about task by providing opportunities for communication. There is is no single ‘task-based teaching’ approach. Task can be focused or unfocused and can be identified by the following four key precepts of Task.

First the primary focus for TBLT should be on ‘meaning’ by which is meant that learners should be mainly concerned with processing the semantic and pragmatic meaning of utterances.

Then there should be some kind of ‘gap’ with a need to convey information and to express an opinion or to infer meaning.

Next learners should largely rely on their own resources whether it is linguistic and or non-linguistic in order to complete the activity.

After that there should be a defined outcome other than the use of language because the language serves as the means for achieving the outcome, not as an end in its own right.

These key precepts of tasks central to TBLT is superior to more traditional ways of language learning because TBLT is capable of providing much greater exposure to the target language than traditional language teaching. Task allows the students to communicate for a real purpose to achieve success criteria. The tasks need to be trialled to ensure that they result in appropriate L2 use and revised in the light of experience. Therefore in practice attention is drawn to as the name suggests, the Task.