- Bài trích
- Nhan đề: Affordance, learning opportunities, and the lesson plan pro forma /
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Tác giả CN
| Anderson, Jason. | |
Nhan đề
| Affordance, learning opportunities, and the lesson plan pro forma / Jason Anderson. | |
Thông tin xuất bản
| 2015. | |
Mô tả vật lý
| p. 228-238. | |
Tùng thư
| Oxford University Press. | |
Tóm tắt
| This article argues that the most commonly used lesson plan pro formas in language teacher education are inappropriately premised on an outcomes-based approach to teaching, one that is in conflict with what we know about how languages are learnt and how experienced teachers teach. It proposes an alternative, affordance-based approach to lesson planning and makes a number of practical suggestions to modify the pro forma and its role in lesson observation. It is argued that the suggested changes encourage teachers to plan for and respond to the learning opportunities of the lesson, thereby reflecting more closely the practice of experienced language teachers and the reality of differentiated language learning. It also makes recommendations on how such a pro forma could be used in both initial certification and in-service teacher development in a wide range of learning contexts, potentially compatible with product, process, and procedural approaches to syllabus design. | |
Thuật ngữ chủ đề
| Ngôn ngữ-Giảng dạy-Học tập-Tiếng Anh-TVĐHHN | |
Từ khóa tự do
| Learning opportunities | |
Từ khóa tự do
| Syllabus design | |
Từ khóa tự do
| Use english. | |
Từ khóa tự do
| Teaching English. | |
Nguồn trích
| ELT journal.- 2015, Vol. 69, No. 3. |
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| 100 | 1 |aAnderson, Jason. |
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| 245 | 10|aAffordance, learning opportunities, and the lesson plan pro forma /|cJason Anderson. |
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| 260 | |c2015. |
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| 300 | |ap. 228-238. |
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| 362 | 0 |aVol. 69, Vol 3 (July 2015) |
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| 490 | |aOxford University Press. |
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| 520 | |aThis article argues that the most commonly used lesson plan pro formas in language teacher education are inappropriately premised on an outcomes-based approach to teaching, one that is in conflict with what we know about how languages are learnt and how experienced teachers teach. It proposes an alternative, affordance-based approach to lesson planning and makes a number of practical suggestions to modify the pro forma and its role in lesson observation. It is argued that the suggested changes encourage teachers to plan for and respond to the learning opportunities of the lesson, thereby reflecting more closely the practice of experienced language teachers and the reality of differentiated language learning. It also makes recommendations on how such a pro forma could be used in both initial certification and in-service teacher development in a wide range of learning contexts, potentially compatible with product, process, and procedural approaches to syllabus design. |
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| 650 | 17|aNgôn ngữ|xGiảng dạy|xHọc tập|zTiếng Anh|2TVĐHHN |
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| 653 | 0 |aLearning opportunities |
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| 653 | 0 |aSyllabus design |
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| 653 | 0 |aUse english. |
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| 653 | 0 |aTeaching English. |
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| 773 | |tELT journal.|g2015, Vol. 69, No. 3. |
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| 890 | |a0|b0|c0|d0 |
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