بوابة الثانوية العامة المصرية - كل ما يخص طرق تدريس اللغه الانجليزيه

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المشاركة الأصلية كتبت بواسطة sherein_teacher (المشاركة 4834107)

كنت عايزة مقال عنHelping low achievers overcome their difficulties

Teachers can provide low achieving children with the necessarysupport by applying alternative teaching techniques that take the student from where he isconceptually to the next level in the learning process. Teachers need to use a high supportapproach that aims at helping low achieving children comprehend and interpret what they hear,see, and read in the classroom. Some suggestions follow.Help Students Connect the Information
Students can relate the new information or unfamiliar concepts by connecting it to somethingwith which they are already familiar; for example, discussing how the Renaissance is like a videogame.Begin your lesson with a known concept and progress to the new concept. Relationships aremore obvious when we progress from the known to the new.Compare two seemingly unrelated objects, ideas, or topics by ****yzing and discussing thesimilarities and differences between the two.Move from simple comparison to contrasting based on multiple attributes.Relate what the student has learned in one setting or situation to other settings or situations. For example, concepts and vocabulary words learned during the morning should be pointed out inthe afternoon’s social studies lesson or when the child is solving math word problems. Conceptsand new vocabulary words should be incorporated in writing activities.
Help Students See Patterns and RelationshipsExplicitly teach relationships among the different concepts, topics, or pieces of information. Youcan use graphics like flowcharts or concept maps to help children see how two different conceptsrelate. Have the students talk about the patterns they see emerging, and link the patterns to whatthey already know.To help your students see patterns, provide examples and “not an example” of the concept, e.g.
aren’t
and
we’ve
are examples of contractions;
Tom’s
is not an example. Help students formulatea rule from the examples..

Make the New Information Relevant
Relevancy, or meaning, is one of the major factors affecting retention of new material. Thestudent is not likely to retain new information if he or she perceives the information asmeaningless. Ask children and discuss why the new information is important to learn, butremember, it is students’ perception of relevancy what matters, not the teacher’s.
Make Key Concepts Apparent
Make sure that key concepts are both apparent and unambiguous to children; in other words, donot “bury” the important information in a lot of distracting and irrelevant information, and makesure that students can identify easily the salient characteristics of key concepts.When lecturing or delivering directions, stop at key points to check comprehension, clarifyconcepts, and answer questions.During the lesson, provide explicit outlines and study guides to help students organize theinformation. Make sure the study guide includes questions for key concepts.
Combine Storytelling with Multiple Examples of the Same Concept
Give multiple examples of the same abstract concept.Give visual examples (e.g. drawings or pictures) and auditory examples (e.g. ****ogies,synonyms, and antonyms) of the same concept.Stories will help illustrate the main points; examples will help associate them. Stories andexamples provide the associative context that will help the low achieving child remember thenew information or concept.
Use Multiple Representations of the Same Concept
Some teachers believe that repeating the same information louder, or several times, helpschildren retain the information, but the truth is that repetition is only minimally helpful. Teacherscan enhance conceptual understanding by presenting the new information or concept several times in different ways, using different formats and/or in different scenarios. For example, talk about the concept and provide pictures to look at; have students make drawings, or write songsor poems to illustrate the concept; use films and videos, field trips, or storytellers. Whenteachers provide multiple representations of the same concept, we are presenting the sameinformation in more than one manner, e.g. modeling, explaining, using maps, creating ****ogies,or singing.
Reinforce the Auditory Information with Visual Stimulus
Use visual support combined with your verbal instructions or lectures as much as possible. For example, when you give directions, or explain a new concept, point to the area on the page,chalkboard, or chart where the relevant information is placed.Train children to watch and use visual cues to reinforce the information they hear. Explain toyour students the importance of using visual cues to clarify the auditory information. Makechildren aware that watching the speaker’s face and paying attention to the speaker’s tone of voice will give clues to meaning. Students can improve their comprehension of materialdelivered orally by paying attention to the emotional impact of the speaker’s words, andwatching the speaker’s facial expression, body posture, and gestures.Train your students in using visual imaging of the verbal context introduced by drawing a mental picture of what they hear.
Make Students Aware that Not All Information is Equally Important
Make children aware that certain points in your lecture are more important than other points inthe lecture. Give verbal cues to direct children to pay attention to the important information, e.g.“This information is important to know.” You can begin your lesson with an advanced organizer,where you write on the chalkboard key words or phrases of the important points you are going tocover during the lesson.Explicitly distinguish the important information from what is less important, presenting the newconcept in a way that highlights what is especially pertinent; that is, what the student must payattention to.