Manual Unlock Their Future : A Skills-based approach to teaching and learning English

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  1. 21st century skills - Wikipedia
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I wonder if this confusion is partly the reason why the skills-based model of English teaching has become such a seductive alternative. Indeed, for many years I have taken it as axiomatic that English is a skills-only subject. I am now realising that the problem is not that the skills should be considered unimportant, but that the resultant teaching approaches can inhibit learning. Skills-based teaching lacks specificity. It encourages us to share abstractions, often in the form of learning objectives, success criteria or written and verbal feedback targets.

It might seem straightforward to put into action, but it is not.

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Students can be left confused by which words to use and where to use them. If we adopt a knowledge-based approach to teaching vocabulary, things become simpler and a hell of a lot clearer. We can decide on a set of words we would like them to use, ensure that they practise them accurately in a range of contexts, and then reasonably expect the new vocabulary to be put to use in extended writing and remembered in the long-term. However, the irony is that by focussing on the mastery of small, discreet items knowledge in the short term, we could accumulatively achieve so much more in the long term.

More Inclusion for More Students

This approach, however, might rub against some deeply-held beliefs about what English teaching should constitute. We want our students to be free and individual, to produce work of flair and originality, so why deny this by encouraging uniformity? When we direct students towards specific vocabulary it is inevitable that there will be less diversity in the final written product produced within the class.

This can leave us feeling cheap, like we have cheated our students out of the chance to be creative. But does it matter? It is highly unlikely that a maths teacher would feel similarly.

If every student achieves one-hundred percent in a maths test, and every student uses exactly the same working-out method, I imagine a teacher will feel that they have done a pretty good job. Now in English, work will never be identical, nor should it be. But does it really matter if the final product is similar because students are all practising the same concrete knowledge?

In our quest for student divergence have we neglected to consider that all our students — even our brightest — need a secure base to start from? Vocabulary is just one example where a focus on concrete knowledge, taught with the expectation that students will remember it and use it correctly in context, might reap benefits. Another example comes in the teaching of literature.

But as Phil explained, how well can novice readers, who in many cases have had little prior exposure to literary texts, make valid interpretations? Writing skills are the demand of the curriculum. However, the reality is that the skill of writing is not systematically taught from the school level to the college level. According to a survey Kirpal , 62 , not more than 10 percent students are good at writing.

The fact that 90 percent of undergraduate students are weak in written English is a disturbing fact, which the teachers of English need to address. A cursory glance at their examination answer scripts reveals poor spelling, badly or wrongly constructed sentences, inappropriate or insufficient vocabulary, and lack of organization of paragraphs and long essays. A majority of the students, therefore, lack written language skills when they enter the job market, thus seriously affecting their career opportunities. This paper deals with the problem of teaching written English to undergraduate students, and it focuses on the features of "good writing," since they need to perform well in the written examinations.

Some of the characteristic features of good writing are well-organized structure, accuracy and precision of ideas, correctness of language, coherence and consistency, appropriate vocabulary, and not the least, graceful style. Teaching these things to the students is truly a challenging task for the teachers. Teaching writing skills systematically to undergraduate students consists of teaching paragraph writing and extended writing.

21st century skills - Wikipedia

Undergraduate students should be taught first how to write a paragraph effectively since a paragraph is the most basic unit of continuous writing. The teacher needs to explain to them that even a short paragraph must have a "structure. The beginning is a sort of introduction, the middle may be what the student wishes to say about the topic, and the last sentence must be conclusion.

Strategy instruction teaches students cognitive e. Positive behavior strategies help teachers understand and set expectations for student behavior.

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These strategies also help students build skills to communicate and manage their emotions or needs. Collaboration involves all staff working as a team to review student data, co-plan targeted instruction, and collaboratively team teach. Evidence-based content instruction includes practices based on multisensory, explicit, structured, and sequential content instruction for literacy and concrete-representational-abstract strategies for math.

Unlocking the MYP Learner Profile: Concept-based planning, teaching and assessment

References References Click the "References" link above to hide these references. References 1 Soodak, L. Reprints You are welcome to print copies for non-commercial use, or a limited number for educational purposes, as long as credit is given to Reading Rockets and the author s. For commercial use, please contact the author or publisher listed. Related Topics Assistive Technology.

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