The 5 phases:
All the five phases of CALLA are very important as a teacher’s
view. The most important and interesting thing about the five phases is, it
focus on the students’ learning or students’ center. A classroom is filled with
learning if its students’ center instead of teacher’s center.
The five phases of CALLA: PPPEE (Preparation, Presentation,
Practice, Evaluation, and Expansion)
First of all, every teachers need to prepare before
presenting the lesson. We all need to prepare before we do something if we want
it to go well. Preparation is the important part in CALLA. In preparation phase
as phase one, it tells us that we need to know our students’ background. Teachers
need to find out the students’ prior knowledge.
Presentation: Finding out the students’ prior knowledge will
help the teacher well planned the lesson and do the presentation well. Teacher needs
to know what to present to the students or else they repeat the same lesson
that would make the students bored because they already know it. This may leads
to misbehavior to start appear.
ESL teacher needs to present the lesson in different modes
to make the students understand it well. Students need to practice what has
been presented to them in order for them to experience and making sense of it. In
doing so, they can do self-evaluation, the fourth phase. Questions may arise
such as, what do I learn? How do I learn it? And the expansion phase may come
straight in when they do the self-evaluation phase because they may also think
about how is it relevant and important to their lives.
"Ideal teachers are those who use themselves as bridges
over which they invite their students to cross, then having facilitated their
crossing, joyfully collapse, encouraging them to create bridges of their
own." -- Nikos Kazantzakis
Knowing one's prior knowledge and incorporating it with ones lesson plan is more effective than creating a lesson plan that's written like a dissertation paper.
ReplyDeleteLearned something today...a student can read fluently, but when asked to share what s/he just read, the child is unable to do so. Could it be that the reading passage had no information to the child's cultural background or prior knowledge?
In my opinion, it could be either one or both. I had a student that really fluent in speaking the language (English) but the comprehension is very poor. The child seems understand the story well. But when questions ask, it is really a different story.
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