Click on the button to discover the online learning method in three different levels: lower-intermediate, intermediate and upper-intermediate.
Nijakowska, J., Kormos, J., Hanusova, S., Jaroszewicz, B., Kálmos, B., Imrene Sarkadi, A., Smith, A. M., Szymańska-Czaplak, E., Vojtkova, N., Alexiou, T., Košak Babuder, M., Mattheoudakis, M., Pižorn, K. (2016). DysTEFL2 – Dyslexia for teachers of English as a foreign language. Łódź: Department of Pragmatics, University of Łódź.
Teaching is a lot like doctoring.
Kids go to a doctor with different needs:
"I scraped my knee!"
"My stomach hurts!"
"I think my arm is broken!"
"I have a cough!"
What if the doctor said the same thing to all of them?
"Here's some cough medicine!"
Only one kid would get what he needs. And that's not fair.
It's the same thing in a classroom. Every student has different needs:
"I have trouble focusing for more than 15 minutes."
"I think better when my hands are busy."
"I can talk about what I know better than I can write about it."
"I can't grip a pen or pencil."
So different students should get different things to help them succeed:
classroom breaks, tests taken over multiple days, tactile activities, creating a video instead of composing a paper, modified writing utensils, writing on a computer instead.
And that's what makes a classroom fair for everyone.
Adapted from Teaching Everyone by Whitney Rapp and Katrina Arndt and Universal Design for Learning in Action by Whitney Rapp
Dit uitgebreid lesvoorbereidingsformulier bevat enkele kritische vragen over je werkwijze als leerkracht en heeft tevens aandacht voor implementatie van technologie.
Op zoek naar oefenmateriaal op maat voor jouw leerlingen? Onderstaande link helpt je op weg!
Questions to consider while planning learning activities
:: Will the learning activities provide learners with opportunities to tap into their own personal interests and passions?
:: Will the learning activities offer the learners the chance to put them 'selves' into their work?
:: Will the learning activities provide learners with opportunities to express themselves using their own authentic voices?
:: Will the learners find the learning activities engaging? interesting? relevant? useful?
:: What 'cool' technologies can be used to help meet both the instructional and the learners' goals?
:: Will the learning activities provide learners with opportunities to have fun?
:: Will learners be able to do at least some of the work independently?
:: Will the learning activities give all of the learners opportunities to shine?
:: Will the learners get the chance to share their work with other learners, with a more global audience?
Met behulp van onderstaande screeningsinstrumenten kan je nieuw lesmateriaal toetsen aan de vereisten van je leerplan.
De screeningsinstrumenten zijn integraal overgenomen uit de leerplannen van het GO! en in een uniforme tabel gegoten. De exacte bronvermelding vind je terug in de voettekst van elk document.