สรุปสิ่งที่ได้เรียนรู้

สรุปสิ่งที่ได้เรียนรู้            

               

                  การเรียนวิชาหลักสูตรและการจัดการเรียนรู้กลุ่มสาระภาษาอังกฤษ เป็นขั้นตอนแรกที่เราจะได้เรียนรู้ถึงโครงสร้างในการพัฒนาวิชาชีพการเป็นครูที่ดีต่อไปในอนาคต การจัดการเรียนรู้นั้น สิ่งแรกที่เราควรให้ความสำคัญคือการตั้งจุดประสงค์การเรียนรู้ตามมาตรฐานการเรียนรู้ของกลุ่มสาระนั้นๆ เพื่อให้ผู้เรียนเกิดการเรียนรู้ตรงตามจุดประสงค์ที่ตั้งไว้ สำหรับนักศึกษาที่เรียนในสาขาวิชาครุศาสตร์บัณฑิตทุกคน จำเป็นที่จะต้องเรียนรู้ถึงการเขียนแผนการจัดการเรียนรู้ และการทดลองสอนในชั้นเรียน เพื่อเป็นแนวทางในการสอนต่อไปในอนาคต

ในอนาคตอันใกล้นี้ การจัดการเรียนรู้ของครูทุกคนจะต้องสอดคล้องกับหลักสูตรแกนกลางการศึกษาขั้นพื้นฐาน พุทธศักราช 2551 ตั้งแต่ความสัมพันธ์กับกลุ่มสาระการเรียนรู้ มาตรฐานการเรียนรู้ ตัวชี้วัด จุดประสงค์รายหน่วยและจุดประสงค์รายคาบ กระบวนการที่ทำให้เราเกิดการเรียนรู้และเกิดความเข้าใจหลักสูตรมากที่สุดคือกระบวนการเขียนแผนการสอนและการทดลองสอน ในด้านของกระบวนการเขียนแผนการสอนนั้น เราต้องมีการวางแผนเกี่ยวกับการจัดทำโครงสร้างการสอน โดยการกำหนดระดับชั้นและเขียนเค้าโครงหน่วยการเรียนรู้ หน่วยย่อยของหน่วยการเรียนรู้ ทักษะที่ต้องการฝึก หลังจากที่ได้เค้าโครงดังกล่าวแล้ว จึงศึกษามาตรฐานการเรียนรู้จากหลักสูตรแกนกลางของกลุ่มสาระ เพื่อวิเคราะห์มาตรฐานให้ตรงกับจุดประสงค์และทักษะที่ตั้งไว้ หลังจากที่ได้มารฐานการเรียนรู้และจุดประสงค์แล้วก็เข้าสู่ขั้นการเขียนแผนการจัดการเรียนรู้ เราสามารถจัดการเรียนรู้ได้ทั้งแบบ Task Based และแบบ 3Ps  

กระบวนการการจัดการเรียนรู้ทั้งแบบ Task Based และแบบ 3Ps นั้นมีความแตกต่างกันอย่างสิ้นเชิง การจัดการเรียนรู้แบบ Task Based เป็นการจัดการเรียนรู้ที่เน้นให้ผู้เรียนมีภาระงานเพื่อเกิดการเรียนรู้ แต่การจัดการเรียนรู้แบบ 3Ps เป็นกระบวนการจัดการเรียนรู้ที่ให้ผู้เรียนเรียนรู้จากครูผู้สอนโดยรง ในส่วนนี้จะขอนำเสนอเกี่ยวกับการจัดการเรียนรู้แบบ Task Based

จากที่ได้กล่าวมาแล้วในข้างต้น การจัดการเรียนรู้แบบ Task Based เป็นการจัดการเรียนรู้ที่เน้นให้ผู้เรียนมีภาระงานเพื่อเกิดการเรียนรู้ เน้นให้ผู้เรียนเกิดการเรียนรู้ด้วยตนเอง โดยมีครูเป็นเพียงผู้ช่วยเท่านั้น กระบวนการนี้มีขั้นตอนหลักๆ อยู่ 3 ขั้นตอนคือ Pre Task เป็นการนำเข้าสู่บทเรียน ครูสามารถให้เด็กศึกษาจากสื่อที่ครูเรียมมาให้เพื่อกระตุ้นผู้เรียนก่อนนำเข้าสู่บทเรียน เช่นการใช้เกม การใช้วิดีโอ การใช้เสียง เป็นต้น ขั้นที่ 2 คือ Task Cycle เป็นขั้นที่ผู้เรียนจะต้องฝึกโดยตนเองจากภาระงานที่ครูมอบให้ ในการฝึกทักษะการฟัง-พูด ครูสามารถใช้สื่อการเรียนรู้ประเภท Information Gap ในการฝึกทักษะนี้ได้เป็นอย่างดี ขั้นที่3 คือขั้น Language Focus เป็นขั้นสุดท้ายของการเรียนรู้แบบ Task Based ในขั้นนี้ครูผู้สอนสามารถปรับเปลี่ยนไปสอนในขั้นแรกหรือจะสอนในขั้นสุดท้ายก็ได้ โดยคำนึงจากระดับความรู้ความเข้าใจของเด็ก การประยุกต์ใช้วิธีการจัดการเรียนรู้แบบ Task Based ในห้องเรียนเมื่อออกไปปฏิบัติการขั้นทดลองสอนและฝึกสอนคือ การวิเคราะห์ผู้เรียนเพื่อจัดทำหน่วยและแผนการเรียนรู้ โดยคำนึงจากระดับความรู้ของผู้เรียน การเลือกใช้สื่อให้เหมาะสมกับระดับของผู้เรียน การบริหารจัดการเวลาและขั้นตอนการสอนให้ราบรื่นและคล่องแคล่ว สุดท้ายคือผู้เรียนสามารถนำความรู้ที่ได้ไปใช้ในชีวิตประจำวันได้จริง

การจัดการเรียนรู้ที่ดีเป็นสิ่งที่ครูทุกคนต้องคำนึงถึงเป็นสิ่งแรก ครูสามารถเลือกใช้วิธีการจัดการเรียนรู้ที่เน้นผู้เรียนเป็นสำคัญได้มากมาย ที่สำคัญคือการตั้งจุดประสงค์การเรียนรู้ของครูนั้นจะต้องสอดคล้องกับมาตรฐานตัวชี้วัดในหลักสูตรแกนกลางได้กำหนดไว้ เพื่อนำไปสู่ผลผลิตของประชากรที่ดีต่อไปในอนาคตได้

Reflection: Micro Teaching (inside)

Natnaree’s miro teaching

        She begun by asking the question about health problems and then she told her event past that her mom take care when she sick by using fruits or vegetables. After that, she gave worksheet to the students about name of Thai herb and health problem , turned on audio sounds for teaching vocabulary together. Next, students played game “smell and touch”, she divided students into two groups and came in front of the class to play game. She opened VDO about some situation (A man go to see the doctor) and she asked “What wrong with him?” Next step, she gave student to  match the pictures of herbs with the health problems that they can be used to treat. Lastly, she focused on auxiliary : should for suggestions about health problems and emphasized the vocabulary that met before.
         In my opinion, she used authentic materials such as Thai herbs, word cards, picture cards, all of these are very good. Her pronunciation is clear and loudly. There were many activities for the students to participate.

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Nisakorn's micro teaching

        She taught about rude behaviors. First of all, teacher begin the lesson with lets students watching video that someone doing the bad behavior and then give an opportunity to students what are they thinking about it. After that, teacher teaches vocabulary that by using picture card and word card to students guessing the meaning.  Next, teacher gives worksheet to students to listen and read the conversation about rude behavior. Students answer comprehension questions to show understanding of the story. Next activity, teacher gives students to work in group.  Students brainstorm in group (3-4people) and discuss about how to suggest good behaviors by using should and shouldn't and let them present in front of the class. In the end of the lesson, teacher teaches grammar focus that students have met in the lesson.

         In conclusion, this lesson is very fun because there have a video for students. Students can learn vocabulary thought seeing authentic materials.  

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Peerapong’s micro teaching

        He started the lesson by greeting and checking students’ attendance then, he taught vocabulary by let students played game in groups and available from oxford dictionary online to listen and repeat aloud together. After that, checked understanding of students about meaning. Next, he taught the conversation about how to asking and giving direction and then let student practice by dividing the students into two groups. He map’ specify  for let students design situation for practice conversation with their partner. Teacher assign task for the students by drawing map and create conversation with their pairs. Last, he taught grammar how to asking and giving direction sentences.

          I think that he speak loudly but some word does not clear. His personality is perfect, he walked around classroom and try to observe students in class. He used appropriate authentic materials such as word cards, picture cards, flash cards, map etc. but vocabulary game almost small size because everyone cannot see, he should improve this part.

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Thidarat’micro teaching

        She started the lesson by greeting students and talked to the students about the content of this lesson then, she taught vocabulary about direction by let students played question ball game. For example, Why the direction is very important for you? and Did you have some knowledge about how to tell the direction? After that, She shown the VDO about direction to the student and asked the questions. Can you remember vocabulary about direction from this VDO?  Next, she gave sheet no.1, 2 and gave task no.1, 2 to the students and let them work in pairs. After students finished to do task 1 and 2, teacher and students were checked the answers together. Moreover, she told students to divide into group to study the map about Nakon Si Thammarat province and presented it in front of the class. In the end of the lesson, she taught grammar how to asking and giving direction sentences.

          Let’s talk about her Instructional Medias, she prepared power point, VDO about asking for direction, Map of Nakon Si Thammarat province, sheet no 1, 2 and Task no 1, 2, and 3.  She used appropriate authentic materials that is, Map of Nakon Si Thammarat province. It was very interesting. The skills that she wanted to focus for this lesson were listening and speaking.
          In conclusion, she should speak some words more clearly. She has to walk around classroom and try to observe students in class. Last, she should use the classroom language to checking the students understand before doing any tasks.

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Kanthida’s micro teaching
         She started the lesson by greeting and checking students’ attendance then, she taught vocabulary by let students listening audio and guess what the words that they heard. After that, checked understanding of students about meaning. Next, she taught the conversation about how to asking and giving direction and then let student practice by dividing the students into two groups. She map’ specify  for let students design situation for practice conversation with their partner. Teacher assign task for the students by drawing map and create conversation with their pairs. Last, she taught grammar how to asking and giving direction sentences.

          To conclude, she speak loudly but some word does not clear. Her personality is perfect, she walked around classroom and try to observe students in class. She use appropriate authentic materials such as word cards, picture cards, flash cards, map etc. but map almost small size because just shown in PowerPoint, she should give map for every students.

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Nattakarn's micro teaching

              She started the lesson by showing the video and then she taught the concerning vocabulary about house shore such as  , mop the floor , dusting , sweep the floor ,and wash the cloths, etc.  After that , student would be led into the lesson by playing game in team. Two team volunteer of five came in the front of the class and played guessing game. Both team members must stand in line and the first person picked the picture. Then , they tried to act to tell the next person what the picture is. Finally, the last person had to answer what the picture is, for example, if the first student picks the picture of mopping the floor , he has to act like  mopping  to tell what the picture is.  Next, students were supposed to do chain drill in small group of five by saying about house work. The pattern is " I have to......................'  . The students then had to practice conversation from the dialogue provided and answer the questions relating to the conversation. Next, teacher picked up the language focus and explained how to use it. Before finishing the class, teacher summarized the lesson again and said good bye.
         In my view, the overall teaching is quite good but something should be developed the handout and the exercise she provided should be decorated more pictures and color in order to capture students' interest.

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Daoratchada's micro teaching
        
         Daoratchada can create the fun activity and have authentic material to encourage students to learn effectively.  Moreover, the chant about how to sort rubbish, it is very interesting for students to remember what they have learnt.  The topic that teacher taught students can take it to use in their real life and support their public mind.
          In addition, teacher use task base learning that student can learn language from the task that they do. Students can try out their knowledge with learn the new at the same time. The aim, objectives and standard that teacher used are agreeably and teacher have the assessment that can check students’ knowledge outcome so it is very useful lesson plan. 

          In my view, the authentic materials are very good because they can call students' attention but the thing that she should improve is her classroom language . Teacher seems like less self - confident. If She can improve her language . I thing she will do better next time.

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VOA : A Goal for 2012: Learning English (outside)

VOA : A Goal for 2012: Learning English
http://www.youtube.com/watch?v=jzr_QBGUm54
Vocabulary

lose (v)  /luːz/ : be deprived of or cease to have or retain (something):I’ve lost my appetite
Ex: Linda was very upset about losing her job the company may find itself losing customers to cheaper rivals

meat (n) /miːt/ : the flesh of an animal, typically a mammal or bird, as food (the flesh of domestic fowls is sometimes distinguished as poultry):pieces of meat place meat and poultry in the refrigerator immediately

advice(n) /ədˈvʌɪs/ : [mass noun] guidance or recommendations offered with regard to prudent action:my advice is to see your doctor he should take advice from his accountant

 results(n) /rɪˈzʌlt/: a thing that is caused or produced by something else; a consequence or outcome:the towercollapsed as a result of safety violation

Reflection: Micro Teaching (inside)

Kokkhuan' micro teaching
         First of all, Kokkhuan starte the lesson by greeting and checking students' attendance. Then she taught some vocabulary that will meet in the lesson. She taught vocabulary by using picture and let students what does it mean? it makes students exciting to guess. She gave students to speak loudly for practice. 
        Next, she gave handout and worksheet for students. Her lesson is about global warming. She played the audio about “ A university student writes a letter from the 21th century”. Students can read the story while listening after that teacher gives students works in pair to answer the question from the story. 
        Teacher checked the correct answer with the students together. Finally, she gave work in group and lets each group explain and discuss their opinions about how to stop global warming and write short slogan to persuade people to save the earth.
         In conclusion, she speak loudly. Her personality is perfect, she walked around classroom. She used appropriate authentic materials such as word cards, picture cards, flash cards, etc

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Montree’ s micro teaching

         He starts the class by introducing the lesson that students are going to learn. Afterthat, he opened video about Phuket tourism.  He asks students to sit in group and discuss concerning to the handout provided “Keeping Patong beach clean”, who, what, where, when and why.  In this time students have an opportunity to discuss together and he walks around to encourage the students.
At the end of lesson, he asks students to summarize the lesson together by using the question “What we have learnt today?” It seems a good lesson; however, there is something needed to be improved. For those things that needed to be improved are time management that is not appropriate with the activities, and the rubric organizing is not well matched with the content of the lesson and students’ task.
           In conclusion, “Let’s go to Phuket” lesson is an effective lesson if it is improved and developed appropriately. It not only the knowledge that students can receive from this lesson, but also the morality by helping the others is a good thing for learners.

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Tipparat's micro teaching 
            Thipparat started the lesson by greeting and ask some questions about giving direction. Students watched the video and listen the audio about asking for and giving direction. After listening the audio, teacher divided students into two groups (group A and group B) and gives conversation about asking and giving direction to the students. Then students in each group read aloud the given conversation, teacher asked students to sit in pair and practiced asking for and giving directions with their partner by using the map. Next, teacher explained the preposition that used  to giving direction such as turn left, turn right, go straight, between, across from, opposite, next to, at the corner, etc. Lastly, she asked students “what we have learnt today?” for summarize.
           In my opinion, her personality is perfect. She walked around classroom, checked students’ understanding etc. She spoke loudly but classroom language should be developed and teacher should gain more self - confident.

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Reflection: Inside Class

           From this class I can adapt for my lesson plan about the process and objective. I can know writing process lesson plan more clear and useful in my life such as
          Assessment and Evaluation do mean the same thing in general terms but their meanings are differentiated in professional educational settings (teachers, schools, education authorities, school inspectors, examination boards).
"Assessment" is the process that a teacher/examiner conducts to measure how much a student/candidate has learned. e.g.
The students will be assessed at the end of the year.
Assessment is done weekly.
"Evaluation" is the process used to measure how effective a particular approach or method is to achieve specified ends. eg:
The students are using computer-based learning this term and the teachers will evaluate its effectiveness at the end of the year.
We must evaluate the new methods of assessment to ensure that they are valid, reliable, relevant and fair.
In lesson plan must focus 4 items such as objective, task (practice), assessment and evaluation and task and test should be consistent.
            Teacher should have smooth for use language and have the ability knowledge. Between students have make activity, teacher should have check assessment and solve the problem after finished.

Using Authentic Materials and Approaches (outside)

Using Authentic Materials and Approaches

         For students to develop communicative competence in reading, classroom and homework reading activities must resemble (or be) real-life reading tasks that involve meaningful communication. They must therefore be authentic in three ways.

       1. The reading material must be authentic: It must be the kind of material that students will need and want to be able to read when traveling, studying abroad, or using the language in other contexts outside the classroom.

         When selecting texts for student assignments, remember that the difficulty of a reading text is less a function of the language, and more a function of the conceptual difficulty and the task(s) that students are expected to complete. Simplifying a text by changing the language often removes natural redundancy and makes the organization somewhat difficult for students to predict. This actually makes a text more difficult to read than if the original were used.

          Rather than simplifying a text by changing its language, make it more approachable by eliciting students' existing knowledge in pre-reading discussion, reviewing new vocabulary before reading, and asking students to perform tasks that are within their competence, such as skimming to get the main idea or scanning for specific information, before they begin intensive reading.

              2. The reading purpose must be authentic: Students must be reading for reasons that make sense and have relevance to them. "Because the teacher assigned it" is not an authentic reason for reading a text.

            To identify relevant reading purposes, ask students how they plan to use the language they are learning and what topics they are interested in reading and learning about. Give them opportunities to choose their reading assignments, and encourage them to use the library, the Internet, and foreign language newsstands and bookstores to find other things they would like to read.

           3. The reading approach must be authentic: Students should read the text in a way that matches the reading purpose, the type of text, and the way people normally read. This means that reading aloud will take place only in situations where it would take place outside the classroom, such as reading for pleasure. The majority of students' reading should be done silently.

Reflection : English Techinques Teaching (Inside)

Techniques to develop teaching English skills are 4 basic skills (teaching listening, speaking, reading and writing) and teaching with technology and assignment and testing. There are important to teach and learn English language.

First, Listening is the language modality that is used most frequently. It has been estimated that adults spend almost half their communication time listening, and students may receive as much as 90% of their in-school information through listening to instructors and to one another. Often, however, language learners do not recognize the level of effort that goes into developing listening ability.

Second, Teaching Speaking Many language learners regard speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication.

Language learners need to recognize that speaking involves three areas of knowledge:

· Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation

· Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)

· Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.

               Third, Reading teaching are two types of Reading aloud and Silent Reading. Reading aloud to practice their reading accuracy and fluency in pronunciation. Silent Reading is to read to get to know and understand what they read with a purpose. Reading skills in English is a skill that can be trained to the learner and abilities better. Teachers should have the knowledge and techniques for teaching reading skills to students. Reading aloud technique 1) Basic Steps of Teaching 2) Reading for Fluency 3) Reading and Look up 4) Speed Reading 5) Reading for Accuracy, Silent Reading technique has the same characteristics as the listening skills it have 3 forms 1. Pre-Reading (personalization, Predicting) 2. While-Reading (Practice = matching, ordering, completing, correcting, deciding, supplying/identifying) 3. Post-listening (Test)            

Fourth, writing teaching, writing skills need to start by creating a system of writing from Controlled Writing to Less Controlled Writing and to Free Writing. Teachers should have the knowledge and techniques teaching Writing skills. Writing skill focus on fluency, accuracy, vocabulary, grammar, and pattern content. Writing technique has three methods 1. Controlled Writing (Copying, Re-ordering Words, Changing forms of certain words) 2. Less – Controlled Writing (Sentence Combining, Describing, Questions and Answers Composition, Parallel Writing, Dictation) 3. Free Writing (Free write, Idea, Imagination)     

Fifth, teaching with technology is important now because the world is going to 21^st educational. Teacher can use technology inside and outside the classroom by using social network. The technology guesses it does make learning real.

          Last, assessing and testing is the last step to check students’ understanding. You can choose the types of assessment to assess your students to help them to do better next time, to test their knowledge at the end of something, to decide the next lesson, to help them plan future lesson, to test their capability, and to see how students are getting on. Moreover, teacher can design and making test about this teacher taught by use direct and indirect tests item. Next, using Rubric tool to assess students by using number 4, 3, 2, and 1.

In conclusion, there are important six methods to teach and learn English language. Student should learn about this. You can use them together for good English skills.