Teaching-and-Learning-Accuracy-report englis 1.pptx

A report about teaching and learning accuracy

1. Teaching and Learning Accuracy Reporter: JESZA L. MONTEJO MTB1 72601

2. Objective: I can understand and differentiate teaching for meaning and accuracy .

3. SUSAN MALONE- The proponent of Mother Tongue-Based Education Programs in Minority Language Communities. Malone (2001) compared the three teaching methods that are commonly used in the teaching language in early years. This includes: Part-to-whole Whole to part Balance methods

4. Part-to-whole - A teaching method in which instruction begins with the most basic unit of language learning and works up to more complex aspects of language learning. - more attention is given to skill development through drills, and less attention is given to constructing meaning through language. Example: when you teach letters and sounds. Whole to part - A teaching method that emphasizes the importance of the learners understanding of the context in which language is used.

5. Balance methods when you teach the language of macro listening, speaking, reading, writing viewing, you are responsible for helping the learners build the competence (and confidence) in using this macro- skills meaningfully and accurately. -according to Malone (2000) a balanced teaching method allows learning to successfully learn language by; -focusing on the part of language (teaching for accuracy) -focusing on the whole text (teaching for meaning)

6. TEACHING FOR ACCURACY – Correct how learners’ use of the language system is, including their use of grammar, pronunciation and vocabulary. It is also compared to fluency when we talk about learner’s level of speaking or writing. A student matches the sound to its counter part. A students followed a dotted lines to form letters . TEACHING FOR MEANING - Is the thing one intends to convey especially language. A student is shown a sequence of pictures and she will be ask to tell a story. A student draw a picture of her favorite place and she tells the class about it.

7. MACROSKILLS OF COMMUNICATION Focus on Meaning Focus on Accuracy Listening Listening in order to understand, think critically and respond creativity. Recognize and distinguish sounds; recognize parts of words. Speaking Speaking with understanding to communicate knowledge, ideas and experiences. Use correct vocabulary, pronounce , grammar. Reading Read with understanding to apply, analyze, evaluate an to create knowledge. Decode by recognizing parts of words and sentences. Writing Write to communicate knowledge, ideas, experience and goals. From letters properly and neatly; spell words accurately; use correct grammar. Viewing View in order to understand , think critically, respond creativity. Recognize and distinguish print and non-print materials and be able to critic the materials objectively.

8. Below are selected instructional activities that are believed to be the examples of balance method . Shared reading- an interactive reading experience that occurs when students join in or share the reading of a book or other text while guided and supported by a teacher . Teachers select a Big book that slightly above the level of most students in the class. Teachers and students read out loud together. Often, the text contains rhyming words and patterns that are predictable for the students to read with the teacher. The teacher can cover up certain parts of the text (a letter, a word or a phrase) to have students predict what make sense based on the skill being covered . Guided reading - a research-based instructional approach in which a teacher works with a small group of students who are reading at similar levels at a particular point in time. The students will read the same book appropriate to their reading level. The teacher introduces the book, points out vocabulary words and allows the students to do a picture walk. Then, student will have to read the book on their own, at their own pace while the teachers listens and assists. The teacher prepares a comprehension check afterwards. Interactive writing- context-embedded instruction that taps the prior knowledge of students. The collaboratively creates a written work. The teacher models the writing and the students help in composing it. The teacher models a range of skills like grammars, phonics, punctuation, spelling and the writing process itself.

9. Shared writing- a process teachers use on a regular basis to help children to understand how to write a particular kind of text and to provide them with a model piece of writing to emulate . Independent reading- children's reading of text — such as books, magazines, and newspapers — on their own, with minimal to no assistance from adults. Interactive read-aloud- is  a whole-group instructional context in which you read aloud a selected text to the whole class, occasionally and selectively pausing for conversation. Students think about, talk about, and respond to the text as a whole group or in pairs, triads, or quads.

10. What is Decoding? It is the ability to apply your knowledge of letter sound relationships including letter patterns to correctly pronounce written words.

11. TEACHING FOR MEANING AND ACCURACY Decoding text requires accuracy while comprehending text requires decoding skills within a meaningful context. IMPORTANCE OF TEACHING FOR MEANING AND ACCURACY It provides a high level of quality and precision. Without the accurate knowledge of the learning, students will never able to be understood.

12. THANK YOU! Have a nice day, God bless!