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Pedagogical approaches to the organization of the learning process
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| 3. Pedagogical approaches to the organization of the learning process
Educational Organisations (schools, lyceums, gymnasiums, etc.) in the Republic of Kazakhstan are committed to the principle that learners need to learn how to learn as part of the process of education and become independent, self-motivated, engaged, confident, responsible and reflective learners. Teachers are expected to nurture and develop these qualities through using a wide variety of teaching and learning strategies that include: 1) listening to the voice of the individual learner and recognising that it is essential to engage with their prior knowledge and understanding in order to develop it; 2) сhallenging and extending learners through carefully scaffolding assignments and activities; 3) сhallenging and extending learners by providing meaningful contexts, tasks and activities; 4) мodelling and exemplifying problem solving strategies in a way that is understandable to the learner; 5) supporting learning through assessment for learning; 6)encouraging active enquiry based learning and learner research; 7)developing learners’ critical thinking skills; 8) employing a mixture of whole class, individual and collaborative activities; 9) facilitating research projects where learners can apply a variety of skills which will help them not only in their English language lessons but also in other subjects studied at primary school. Teachers at State Schools will use a variety of approaches to create a safe and comfortable learning environment for allof the learners in the classroom. The different approaches and strategies employed are both inductive and deductive approaches. Traditional teaching approaches such as the Audio-Lingual Method and PPP (Presentation, Practice, Production) can be used to deliver lessons alongside more modern communicative approaches such as Task-Based Learning, Test-Teach-Test and the Lexical Approach. Teachers also use methods which are particularly suitable for young learners such as TPR (Total Physical Response) and Natural Approach. Using a variety of approaches in a principled way, by considering the aim of the activity or lesson, learners’ ages, previous knowledge and learning style, as well as considering practicalities such as available supplementary or course book material, time and class size, is preferable to adopting any one approach dogmatically. In English, examples of these teaching and learning strategies are: carrying out surveys as part of a topic or project; practising and reviewing lexics on a regular basis and encouraging the use oflanguage journals to record new vocabulary; using conversational posters; making presentations to the class; using sets of reading books for guided reading, graded according to challenge and difficulty; oral and written comprehension exercises; acting out dialogues; encouraging a process of drafting and redrafting, including the use of ICT; providing opportunities for individual and collaborative writing; regular teaching of spelling strategies; patterns and sight vocabulary; encouraging dictionary/thesaurus use; predicting exercises or activities. Developing respect for diversity of culture and opinion in English language programme: 1) being citizens of a multinational Kazakhstan state learners respect diversity of cultures and opinion which requires personal, interpersonal and intercultural competences. Developing positive attitude to multicultural diversity will lead learners to effective and constructive participation in social and working life in various societies worldwide; 2) in the English programme this will include: learning, comparing and sharing prior knowledge about Kazakhstani, the traditional English-speaking countries’ and other cultural contexts worldwide. This is important as English is used globally as a lingua franca by hundreds of millions of people in increasingly diverse settings; maintaining, respecting and supporting national and Kazakh cultural identity; ideas of patriotism, respect and tolerance of the representatives of diverse nations and cultures and traditions; drawing concepts and conclusions from a range of spoken and written genres which reflect the Kazakh culture and the cultures of the English speaking world; developing the ability and language to summarise different points of view on emotive topics without being biased or intolerant; developing language skills in Kazakh, Russian and English. Developing communication skills in English language programme: 1) the Programme aims to enable Kazakhstani citizens to communicate effectively with different audiences. Developing the skills which are needed to achieve this should be accompanied by the fostering and promoting an environment in which communication in a range of forms is encouraged and valued and where learners feel confident in expressing themselves; 2) throughout the curriculum, learners will be encouraged to communicate with their fellow learners, teachers and wider audiences, using a range of media in oral and written form. Examples of listening activities in the English programme: listening to a description and labelling a picture; following classroom instructions; drawing objects in a picture in the appropriate position by listening to a description of where they are; 3) examples of speaking activities in the English programme: making statements giving personal information about a member of family or favourite character in course book; describing a picture in order to spot the difference between two similar pictures when working in pairs; expressing likes and dislikes in order to take part in a class survey; 4) examples of reading activities in the English programme: remembering sound and letter patterns; predicting activities using a picture accompanying a short text and then checking the texts in order to confirm predictions; using a simple dictionary; 5) examples of writing activities in the English programme: forming higher and lower case letters; labelling a diagram/picture with familiar words; ordering jumbled up words in a sentence; 6) examples of use of English in English: using basic nouns, modals, adjectives, connectors, adverbs, pronouns, determiners, prepositions and conjunctions; using present simple forms to describe a character’s daily routines; using verbs followed by –ing to talk about likes and dislikes. жүктеу/скачать 2.5 Mb. 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