1. Approaches and Strategies in Teaching English
1.1. Why do we teach the language?
1.1.1. to speak, to write, and to read the language
1.1.1.1. oral or written medium
1.1.1.1.1. Social, economic, political; [critical] literacy
1.2. Factors affecting learning success and engagement
1.2.1. Teachers’ and Teachers’ and learners’ personality
1.2.2. Teaching and learning styles and attitudes
1.2.3. Learning and thinking ability
1.2.4. Psychology of teaching and learning
1.2.5. Teacher-learner relationship
1.2.6. Environmental support
1.3. Key Frame:
1.3.1. From-theory-to-practice model [practicing]
1.3.2. From-practice-to-theory model [theorizing]
1.4. Learning Theories
1.4.1. 1. BEHAVIORISM (Pavlov, Skinner, Thorndike, & Watson)
1.4.2. 2. COGNITIVISM (Piaget & Vygotsky)
1.4.3. 3. COGNITIVISM (Piaget & Vygotsky)
1.4.4. 4. CONSTRUCTIVISM (Piaget & Vygotsky)
1.4.5. 5. EXPERIENTIAL LEARNING (Kolb)
1.4.6. 6. CRITICAL PEDAGOGY (Paulo Freire)
1.5. Language Teaching Approaches [Traditional]
1.5.1. 1. Natural Approach
1.5.2. 2. Grammar-Translation Approach
1.5.3. 3. Direct Method
1.6. Language Teaching Approaches [Skill-based]
1.6.1. 4. Reading Approach
1.6.2. 5. Audiolingual Approach
1.6.3. 6. Oral-situational Approach
1.6.4. 7. Cognitive Approach
1.6.5. 8. Affective-Humanistic Approach
1.6.6. 9. Comprehension-based Approach
1.6.7. 10. Communicative Language
1.6.8. 11. Teaching Language
1.6.9. 12. Designer Method
1.6.10. 13. The Silent Way
1.6.11. 14. Community Language Learning
1.6.12. 15. Total Physical Response [TPR]
1.6.13. 16. Suggestology / Suggestopedia
1.6.14. 17. An eclectic approach
1.6.14.1. Differentiated Instruction
1.6.14.1.1. Content -What students need to know, understand, and do something with.
1.6.14.1.2. Readiness -Students' understanding of their own needs.
1.6.14.1.3. Process -The different ways that students make sense of the content.
1.6.14.1.4. Interests -Encouraging student involvement in learning.
1.6.14.1.5. Product -The artifacts that students create to show what they know and do not know.
1.6.14.1.6. Learning Preferences -Processing is in the mind of the thinker.
1.6.15. 18. Task-Based Approach
1.6.16. 19. Project Based Approach
1.6.17. 20. Inquiry-Based Approach
1.6.18. 21. Content and Language Integrated Learning [CLIL]
1.6.19. 22. Cooperative Learning
1.6.20. 23. Critical Language Pedagogy [CLP]
1.6.21. 24. Pedagogical Translanguaging
1.6.22. 25. Stylistic Approach
1.7. Process-Based Approaches / Strategies
1.7.1. PRE-TASK, DURING, POST-TASK (DEPENDENCE-INDEPENDENCE)
1.7.2. PRE-TASK, DURING, POST-TASK (MODELING (T)-DEMONSTRATING (L))
1.7.3. PRE-TASK ----->Establish the goal/framework (PROBLEMATIZING), DURING, POST-TASK
1.7.4. PRE-TASK - - - DURING, ----->Guided; Supported (Teacher, peer, community, scientific and academic references) Independent, POST-TASK
1.7.5. PRE-TASK, DURING, POST-TASK---->Assessment (self, peer, teacher); critiquing, publishing, sharing/actualizing
1.7.6. PRE-TASK---->CRITICAL, DURING, POST-TASK ---->ACTION-BASED [SOCIAL ACTION]; CRITICAL
2. BICS and Calp
2.1. BICS (Basic Interpersonal Communication Skills):
2.1.1. refers to context-bound, face to face communication like language first learned by toddlers and preschoolers. This term is often credited to Jim Cummins in 1987.
2.1.1.1. Benefits of Basic Interpersonal Communication Skills (BICS)
2.1.1.1.1. BICS refers to the everyday, conversational language skills that people use in social situations. It encompasses the language skills required for basic communication and understanding in social contexts.
2.1.1.1.2. These skills are typically developed relatively quickly, often within the first few years of language exposure.
2.1.1.1.3. BICS involves speaking, listening, and understanding language in informal settings, such as chatting with friends, playing on the playground, or having casual conversations.
2.1.2. are language skills needed to interact in social situations, for example when speaking to a friend on a telephone.
2.2. CALP (Cognitive Academic Language Proficiency):
2.2.1. refers to the more advanced, academic language skills required for success in school or academic settings.
2.2.2. These skills involve understanding and using complex language, including the ability to comprehend and produce academic texts, follow complex instructions, and engage in critical thinking and problem-solving.
2.2.3. Developing CALP takes longer and requires a deeper understanding of the language's structure and nuances compared to BICS.
2.2.4. CALP skills are crucial for students to excel academically and are particularly important when students are required to learn academic content in a language that is not their first language.
3. MATATAG English Curriculum
3.1. The Shape of the Curricula for Languages
3.1.1. 1. INTRODUCTION -This Shaping Paper provides a substantial overview of the curricula for languages in the K to 12 Program. It presents the following:
3.1.1.1. 1) background and rationale for learning languages;
3.1.1.1.1. The importance of learning the first language (L1) of the learners and additional languages, such as Filipino and English.
3.1.1.2. 2) key concepts and principles of the design of the languages curricula and language education; and
3.1.1.2.1. 2.1. LANGUAGES AS LEARNING AREAS IN THE K TO 12 CURRICULUM
3.1.1.2.2. 2.2. THE AIMS AND GOALS OF THE CURRICULUM
3.1.1.2.3. 2.3. STRUCTURE OF THE LEARNING AREAS
3.1.1.2.4. 2.4. CURRICULUM STANDARDS
3.1.1.2.5. 2.5 . SPIRAL PROGRESSION
3.1.1.2.6. 2.6. DEVELOPMENT OF 21ST CENTURY SKILLS
3.1.1.2.7. 2.7. SOCIAL ISSUES AND GOVERNMENT THRUSTS
3.1.1.3. 3) organization and structure of the curricula for languages.
3.1.2. 2. THE DESIGN OF THE LANGUAGES CURRICULA
3.1.3. 3. PEDAGOGY AND ASSESSMENT
3.1.3.1. 3.1. PEDAGOGICAL PRINCIPLES
3.1.3.1.1. The Gradual Release of Responsibility Model of instruction
3.1.3.1.2. 3.1.1. PEDAGOGY ACROSS KEY STAGES
3.1.3.2. 3.2. LANGUAGE ASSESSMENT
3.1.3.2.1. 3.2.1. ASSESSMENT ACROSS KEY STAGES
4. Instructional Design Framework
4.1. An instructional framework provides a cohesive structure made up of proven components, but it is adaptable so as to work with varying teaching styles, content areas, and learners’ needs (while maintaining the core structure of the framework). Teachers can unleash their creativity with confidence that their learners are going to be successful. https://learningfocused.com/instructional-framework-101/
4.2. The K to 10 Instructional Design Framework
4.2.1. Learner -The Center and/or the Core of Education
4.2.2. The Four Key Aspects of Instructional Design
4.2.2.1. Context is the background or setting of something that affects how learners comprehend information and helps them better appreciate the importance of what is being taught.
4.2.2.1.1. Learning Environment
4.2.2.1.2. Learners Need
4.2.2.1.3. Relevance to Real-world Situations
4.2.2.1.4. Cultural and Social Factors
4.2.2.1.5. Acquired Prior-knowledge
4.2.2.2. Connection is a vital consideration in instruction believing that our interest is in the development of understanding and transferable knowledge in complex domains.
4.2.2.2.1. Linking to Practical Applications
4.2.2.2.2. Integration of Concepts
4.2.2.2.3. Interdisciplinary Connections
4.2.2.2.4. Bridging Theory and Practice
4.2.2.3. Collaboration is a process by which learners cooperate with one another to accomplish a common objective. It occurs when learners are given the opportunity to contribute/participate.
4.2.2.3.1. Interaction among Learners
4.2.2.3.2. Peer Learning
4.2.2.3.3. Group Projects
4.2.2.3.4. Cooperative Problem-solving
4.2.2.3.5. Fostering Social Learning
4.2.2.4. Creativity allows learners to use their imagination and critical thinking skills to create meaningful forms of what they have learned.
4.2.2.4.1. Innovative Teaching Methods
4.2.2.4.2. Encouraging Original Thinking
4.2.2.4.3. Using Diverse Resources
4.2.2.4.4. Designing Engaging Activities
4.2.2.4.5. Fostering Curiosity
4.2.3. The Four Instructional Principles
4.2.3.1. Inclusive focuses on designing learning experiences that are accessible and meaningful for the learner, regardless of their backgrounds or abilities.
4.2.3.1.1. Diverse Learning Needs
4.2.3.1.2. Equity and Accessibility
4.2.3.1.3. Differentiation
4.2.3.1.4. Culturally Responsive
4.2.3.1.5. Student-Centeredg needs
4.2.3.2. Ideational involves generating ideas or concepts that can be used to describe a thought process or mental framework and is focused on techniques.
4.2.3.2.1. Conceptual Understanding
4.2.3.2.2. Deep Learning
4.2.3.2.3. Critical Thinking
4.2.3.2.4. Higher-order Skills
4.2.3.2.5. Application of Knowledge
4.2.3.3. Integrative refers to something that combines or brings together different elements or aspects into a unified whole.
4.2.3.3.1. Interdisciplinary Connections
4.2.3.3.2. Real-world Contex
4.2.3.3.3. Synthesizing Knowledge
4.2.3.3.4. Problem-solving
4.2.3.3.5. Application of
4.2.3.3.6. Concepts
4.2.3.4. Innovative involves exploring new and creative ways to design and deliver instruction. It includes the use of emerging technologies, and varied teaching methods and innovative assessments.
4.2.3.4.1. Creativity and Originality
4.2.3.4.2. Adaptive Teaching Methods
4.2.3.4.3. Technology Integration
4.2.3.4.4. Forward-thinking
4.2.3.4.5. Fostering Curiosity and Exploration
4.2.4. The Four Instructional Facets/Events
4.2.4.1. Engage focuses on capturing the learner’s attention and generating interest in the learning process. This includes a variety of strategies and techniques so that learners take an active role in the learning process.
4.2.4.1.1. Capturing Learners' Interest
4.2.4.1.2. Creating a Hook
4.2.4.1.3. Provoking Curiosity
4.2.4.1.4. Establishing a Relevance
4.2.4.1.5. Stimulating Inquiry
4.2.4.2. Explore refers to an opportunity to discover new concepts and ideas. Experience refers to an event in the teaching and learning that will allow learners to apply the KSA in the daily life.
4.2.4.2.1. Hands-on Discovery
4.2.4.2.2. Active Investigation
4.2.4.2.3. Problem-solving Tasks
4.2.4.2.4. Independent Exploration
4.2.4.2.5. Gathering Information
4.2.4.3. Experience allows learners the opportunities to apply the knowledge, skills, abilities, and attitudes in a real-world context.
4.2.4.3.1. Immersive Learning
4.2.4.3.2. Real-world Application
4.2.4.3.3. Practical Scenarios
4.2.4.3.4. Simulation and Interaction
4.2.4.3.5. Authentic Experiences
4.2.4.4. Empathize enables learners to understand and connect with the materials they are learning.
4.2.4.4.1. Understanding Others' Perspectives
4.2.4.4.2. Fostering Emotional Intelligence
4.2.4.4.3. Adressing Diverse Needs
4.2.4.4.4. Cultivating a Supportive Environment
5. Formative Assessment in teaching English
5.1. Assessment “the search for evidence of learning” (Griffin, 2018)
5.1.1. Two Types of Classroom Assessment
5.1.1.1. Formative Assessment
5.1.1.1.1. Two Types of Formative Assessment
5.1.1.1.2. Teacher/Parent: Formative assessment guides instruction by providing ongoing feedback to teachers and parents about student progress, allowing for timely adjustments to teaching strategies to meet individual learner needs.
5.1.1.1.3. Peer: Through peer assessment, formative assessment fosters collaborative learning environments where students actively engage in assessing and providing feedback on each other's work, enhancing understanding and promoting growth.
5.1.1.1.4. Learner: Formative assessment empowers students to take ownership of their learning by encouraging self assessment and reflection. By monitoring their progress and setting personal learning goals, students drive their own growth and development.
5.1.1.2. Summative Assessment