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Saima Abedi Grade 11 English Language The City School Gulshan Boys Campus
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Transcript of Saima Abedi Grade 11 English Language The City School Gulshan Boys Campus
Saima AbediGrade 11
English Language The City School
Gulshan Boys Campus
• Long Term Goal
• Short Term Goals
• Bloom’s Taxonomy And 21st Century Approaches
• Timeline
• Instructional Strategies and Tasks
• Application of Bloom’s Taxonomy
• Solutions to Anticipated Challenges
• Resources
• Acknowledgement
• Conclusion
CONTENTS
Adopting 21st Century Teaching Approaches to equip the
pupils with effectual communication skills.
LONG TERM GOAL
OralPresentatio
nAudience
AwarenessCritical
Thinking Non-Verbal
Body Language
Facial ExpressionEye Contact
WrittenAcademic WritingCritical Reading
SHORT TERM GOALS Engaging higher order thinking
Promoting students’ collaboration
Enhancing Multimedia Communication
Encouraging students to apply iterative cycle.(plan, do, review and share)
BLOOM’S TAXONOMY AND 21st CENTURY APPROACHES
Higher Order Thinking Skills
Lower Order Thinking Skills
Collaboration is not a 21st Century Skill, it is a 21st Century Essential.
The key traits in 21st Century Employees is “Communication Skills and team work .”
Time Line
OCTOBERSAT Picture
Vocabulary &Blogs
AUGUSTInterview &
Debates
NOVEMBERVocabulary Games &Brochures
SEPTEMBERMultimedia
Presentation &Comic Strips
EFFECTUAL
COMMUNICATION SKILLS
DECEMBERDigital Story
Telling & Year Book
Instructional Strategies and TasksSUB TOPICS 21st CENTURY
APPROACHES21st CENTURY
SKILLS MODES
Oral and Non VerbalCommunication
Questioning SkillsObserving Skills
Interpersonal Skills
Interviews
Listening Skills Collaborative Skills
Multimedia Presentations
Intervening Skills
Critical Thinking Debate Competition
Usage of Word Processing Tools for Preparation of hand outs and worksheets.
HOW ARE YOU RATED DUR-ING THE INTERVIEW?
communication
Appearance
Attitude
MOCK INTERVIEW EVALUATIONINTERVIEWER: __________________________STUDENT: __________________________DATE OF INTERVIEW: __________________________
Rate the student interviewee on a scale of 1 (lowest) to 5 (highest) in the following areas of interviewing skill.
NONVERBAL BEHAVIOURS Dressed appropriately 1 2 3 4 5Maintained eye contact with interviewer 1 2 3 4 5 Maintained good posture 1 2 3 4 5
VERBAL BEHAVIOURS Listened closely to questions 1 2 3 4 5Answered questions completely, yet briefly 1 2 3 4 5 Display enthusiasm 1 2 3 4 5Focused on strengths; avoided weaknesses 1 2 3 4 5Acted in polite manner 1 2 3 4 5
INTERVIEWS
Questions Often Asked By Interviewer1. Tell me about yourself.
2. What are your short-range and long-range goals, and how are you preparing to achieve them?
3. Why did you choose this college or career?
4. What do you consider to be your greatest strengths? Weaknesses?
5. How has your school or college experience prepared you for your career?
6. How do you determine or evaluate success?
Collaboration
Presentation
MULTIMEDIA
PRESENTATION
Research Using Advance Search Option
Higher Order Thinking
PARLIAMENTAR
Y DEBATE
COMPETITION
http://engage.intel.com/docs/DOC-12500
Instructional Strategies and TasksSUB TOPICS 21st CENTURY
APPROACHES21st CENTURY
SKILLS MODES
Vocabulary Building
Encouraging Skills
Self Direction Online Vocabulary Games
Direction Skills Creativity and Intellectual Curiosity
SAT Picture Vocabulary
ONLINE
VOCABULARY
GAMES
Internet Browsing
Word processing Tools
SAT PICTURE
VOCABULARY
http://www.amazon.com/Vocabulary-Cartoons-SAT-Word-Power/dp/0965242234/ref=pd_sim_b_2
Instructional Strategies and TasksSUB TOPICS 21st CENTURY
APPROACHES21st CENTURY
SKILLS MODES
Written Communication
Intervening Skills Social Responsibility
Brochures
Observing Skills Problem Identification, formulation and Solutions
Blogs
Monitoring Skills Information and Media Literacy Skills
Digital Story Telling
Encouraging Skills Collaborative Skills
Year Book
Direction Skills Accountability and Adaptability
Comic Strip
Internet Browsing
Word processing
Tools
BROCHURES
Connect
Communicate
Collaborate
DIGITAL STORY TELLING
Iterative Cycle:• Plan your story.• Find photos, music,
sound, video and create a story
• Review and make improvements
• Share it
BLOG
http://saimaabedi.blogspot.com/2011/05/guidelines-for-writing-summary-gce-o.html
Example of Digital Story Telling
http://www.youtube.com/wat ch?v=9jgSI7KBUE4
YEAR BOOK
Application of Bloom’s Taxonomy
Topic Creative Writing: Comic Strip
Learning ObjectiveEnabling the students to enhance their written skills in a fun and creative manner
Learning OutcomeBy the end of this lesson, students will be able to create their own comic strips.
ValuesWhile working in groups, students will learn to respect others’ opinion.
LESSON PLANREMEMBERING
Memorise And Recall Facts
•Word processing tools
Activity: After explanation of different types of bubbles, solve the given worksheet.
http://engage.intel.com/docs/DOC-12491
LESSON PLAN
•Internet Browsing
Activity: Read a comic strip from online sources (www.comics.com) in pairs.
Explain the comic strip to the rest of the class.
UnderstandingInterpret Meaning
LESSON PLAN
•Internet Browsing
Activity: Complete the given comic strip in a group of 4, either write dialogues or draw suitable characters for the given bubbles.
ApplicationApply the knowledge to a
new situation
http://www.teachchildrenesl.com/filez8932/lesson%20plans/comic_strip.pdf
AnalysingExamine the Information
LESSON PLAN
Present the comic strip to the rest of the class and compare it for the effectiveness of communication skills.
EvaluatingJudge according to a set of
criteria
Critique of Teacher and students for improvement. Marks will be given and recorded.Best three comic strips will be chosen and awarded with certificates. http://engage.intel.com/docs/DOC-12492
CreatingCombine elements into a
new product
LESSON PLAN
CHARLIE’S EXPLORATION- The Haunted Castle
Create a comic strips online(in pair)
http://www.readwritethink.org/files/resources/interactives/comic/
CHALLENGES SOLUTIONS
Time Constraints Completion of Task at home Collaboration through internet (email, social networking etc)
Behavioural Problems Motivation through intrinsic and extrinsic reward
Unavailability of Resources Application of Contingency plan ( Prepared work sheets or hand outs, downloaded documents etc)
Solutions to Anticipated Challenges
Students’ Achievements
Resources Books ( Step Ahead 1, Stepping Forward 4&5, Alan Etherton) Colleagues Intel Teach Program Getting Started Course Manual. Intel Trainers Word Processing, Multimedia And Spreadsheets Applications. Websiteshttp://engage.intel.comhttp://edorigami.wikispaces.com/Bloom's+Digital+Taxonomyhttp://www.teachchildrenesl.com/filez8932/lesson%20plans/comic_strip.pdf http://www.readwritethink.org/files/resources/interactives/comic/http://www.mcli.dist.maricopa.edu/learnshops/digital/movies/treasure.m4vhttp://www.youtube.com/watch?v=9jgSI7KBUE4http://www.freemake.com/free_video_downloader/http://www.everythingesl.net/inservices/blooms_taxonomy_language_learn_16902.php
http://saimaabedi.blogspot.com
Acknowledgement
Special words of gratitude to the Intel
Trainers and The City School
Management for providing me an
opportunity to augment my
teaching skills.
Conclusion
By implementing 21st
Century Approaches, students will be
empowered with the essential skills
of communication to encounter
future challenges.