Group items tagged

questions and instructions

Look at your object and discuss how it might work.

Now take it apart and look at what makes it work.

Write down what you recognise, such as springs, screws, coils, gears, batteries or wiring

When finished, write down any ideas about how the parts might work together.

Dividing big assignments or jobs into small tasks will give them the confidence to get started and the resilience to persevere

put their new awareness into mottos

Learning from failure

opportunities for the brain to build a bridge that will bring them success in future.

experience mistakes as an expected part of learning, you build their resilience to setbacks.

when you correct an error, your brain builds new wiring to guide you to make a better choice next time.

replacing misinformation with firm experience.

strongest understandings we have do not come from what we’ve memorised but rather from what we’ve learned from failure.

Discussing common errors

Pointing out your own mistakes and acknowledging how you felt

class to share their past mistakes and recognising they lived through them

Personal meaning builds persistence

personally relevant tasks.

What advance preparation is necessary before instruction? What teaching techniques best serve second language learners? What learning strategies do ESL students need to develop? How can teachers accurately monitor the comprehension of English language learners? How can a classroom be more effectively organized for content instruction ? How can teachers design realistic assessment for ESL students to match their developing comprehension?

Teachers should demonstrate how to organize information in outline form

Directly teach learning strategies

how to select the main idea and supporting details

how to sequence and summarize

marking essential concepts and vocabulary with a highlighter,

abeling diagrams

using word banks,

organizing information on various types of graphic organizers, maps, graphs, time lines. and flow charts,