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Pedagogy-Driven Technology Integration in English Language Teaching
The book entitled “Pedagogy-Driven Technology Integration in English Language Teaching” discusses pedagogical soundness and appropriateness of technology to address problems or issues in the teaching and learning process, especially in the English as a Foreign Language (EFL) learning context. It is a relatively new genre, similar to a book review section, in academic journals and magazines. With technology's rapid and disruptive development, teaching and learning in the EFL context may not be the same anymore. Numerous tools, prominently digital ones, have been massively utilized within and beyond the classroom walls. Yet, one thing remains the same, the pedagogical aspects comprising clear and scaffolded learning stages incorporated with technologies must present insights and bring about benefits to the instruction.
Learning English with Stories: Supplementary Activities for Young Learners
Everyday conversations greatly involve stories. People love listening to stories, telling stories, and even making up stories. This book is a collection of simple stories about daily life suited for fun English learning materials. The stories are completed by useful learning activities to enhance vocabulary and language mastery.
Praktik Baik Pembelajaran Daring Adaptif Calon Guru Bahasa Inggris
Kumpulan cerita-cerita sederhana para calon guru bahasa Inggris yang mengalami pembelajaran daring, termasuk tatap muka terbatas tatkala melakukan Praktik Kerja Lapangan. Buku ini berisi tulisan calon guru Bahasa Inggris yang berkenan untuk menuliskan pengalaman inspiratif mereka yang dikemas dalam bentuk praktik baik. Tulisan-tulisan ini memuat banyak hal menarik yang terjadi di masing-masing situasi sekolah di Bali, permasalahan-permasalahan yang ada, dan bagaimana proses adaptasi dengan situasi nyata di lapangan dilakukan.
PISA 2018 Assessment and Analytical Framework
This report presents the conceptual foundations of the OECD Programme for International Student Assessment (PISA), now in its seventh cycle of comprehensive and rigorous international surveys of student knowledge, skills and well-being. Like previous cycles, the 2018 assessment covered reading, mathematics and science, with the major focus this cycle on reading literacy, plus an evaluation of students’ global competence – their ability to understand and appreciate the perspectives and world views of others. Financial literacy was also offered as an optional assessment.
Inspiring Writing in Primary Schools
Through teaching fabulous lessons teachers can help children to discover stories, create worlds, record events, mould characters and inspire each other as writers. This book provides the guidance and examples to help achieve this.
What English Language Teachers Need to Know Volume II
The second volume of 'What English Language Teachers Need to Know' covers the three main facets of teaching: planning, instructing and assessing.
Understanding and Teaching Reading Comprehension
The ultimate aim of reading is not the process but to understand what we read and comprehension can take place at many different levels. There has been an increasing emphasis on the importance of reading comprehension in recent years but despite this there is very little written on this vital topic accessible to trainee and practicing teachers. The Handbook of Reading Comprehension presents an overview of recent findings on reading comprehension and comprehension problems in children. It provides a detailed examination of the characteristics of children who have reading comprehension difficulties, and examines ways in which comprehension can be supported and improved. It is accessibly writte...
Critical Thinking
In this book, Jennifer Moon explores and clarifies critical thinking and provides practical guidance for improving student learning and supporting the teaching process. Key themes covered include: different views of and approaches to critical thinking with an emphasis on a practical basis that can be translated into use in the classroom. links between learning, thinking and writing the place of critical thinking alongside other academic activities such as reflective learning and argument critical thinking and assessment, class environments, staff knowledge and development, writing tasks and oral tasks. Teachers in all disciplines in post-compulsory education will find this approach to defining and improving students’ critical thinking skills invaluable.
