ENGLISH LEARNING TEACHING SUMMARY OF LEARNING METHOD | Karya Tulis Ilmiah

ENGLISH LEARNING TEACHING
SUMMARY OF LEARNING METHOD
A)Lesson Study
Lesson Study is a teacher learning method originating in Japan in the 1870s. It
was brought to the attention of US researchers following the success of Japan’s pupils
in mathematics in the TIMMS international survey of performance in mathematics and
science by 10 and 4 year olds. I became aware of Lesson Study in 2001 (as I
promoting participation in the LH2L project by Essex schools) and was one of the first
to trial Lesson Study in England in 2001-2 in the London Borough of Redbridge. It was
the success of these trials and also encouragement from Professor Mary James which
prompted my research proposal in 2003.
Lesson Study involves a group of teachers improving pedagogic practice in an
area of teaching revealed by their data to need improving. They do this by
researching approaches likely to make the difference they seek and then
systematically carrying out a sequence of jointly planned, taught and analysed
‘research lessons’.
Once they have developed an approach which they feel is replicable they share
what they have done with colleagues either though a presentation, through a ‘public
research lesson’ (popular in Japan where the lesson is taught in the school hall before
an invited audience of local teachers and advisers and is followed by a discussion
involving adults and the children) or shared by members of the group working with

other teachers using the lesson study cycle to develop the approach elsewhere.

B)Examples Non Examples
Example and Non-example is a great way to build concepts that provide
students a deeper understanding of the vocabulary terms they are learning.
The activity itself is fairly simple. You need several examples of things that have
all of the characteristics of a concept. It is important that you determine the
characteristics that the object must have to perfectly represent the concept. This
week we are going to use the word “polygons.” So, by definition, polygons have
straight sides, are 2-dimensional, and are closed figures. Examples will be easy to
come by: triangles, squares, trapezoids, star, etc…
Then you need several good non-examples. The non-examples should have at
least one of the characteristics of the example. They should not be something
completely off target, like “fire.” For things that are not polygons, we would present a
figure without straight sides such as a circle or oval, a 3-dimensional object such as a
cube, and a figure with all straights sides that isn’t closed.
To begin, one object is presented and placed on one side of the display area
(example). A second object is presented and placed on the same side. Students are
then asked to determine what is alike about these objects. A third object is presented
and placed on the other side (non-example) of the display. Students are given the

opportunity to discuss why it doesn’t belong with the others. Continue in this way with
several more objects until the students feel certain they know how the objects are
being sorted. Ask for their explanations. Allow students to determine the place for the
remaining objects and/or allow students to suggest additional objects for the example
side.

C)Picture and Picture
Picture and picture method is a method that allow Students to explore the
concept of character development through focused experiences with picture books.
The class searches the text and illustrations for cues to character development and
uses a graphic organizer to complete a structured analysis of character in the picture
books. Students then have the opportunity to build bridges from their own
experiences as readers to those skills needed as writers by revising their stories to
strengthen character development.
From our Madeline Hunter days, we all know that our first step in the teaching
process is to activate prior knowledge. Picture books allow you to activate not only
prior knowledge but also attitudes, beliefs, and misconceptions. Picture books then
create a bridge between the student's schema (internal organization of concepts) and
the newly introduced learning.
Picture a Social Studies classroom. As students settle down, the teacher begins

to read aloud the picture book The Honest-to-Goodness Truth by Patricia McKissack.
After reading, the teacher says, "I thought we all agreed yesterday in our
discussion about elections that honesty is the best policy? This book seems to say
almost the exact opposite! So who's right? Is there actually a time or a situation where
deceit is not only allowed, but necessary?" And this discussion, in turn, leads to a
lesson on leaders who knowingly misled their people for what they thought were the
right reasons, under the given circumstances.

D)

Numbered Heads Together

The structure of Numbered Heads Together is derived from the work of Spencer
Kagan. There are a number of variations on the method, some very simple and others
with a greater degree of complexity. This structure can be used in conjunction with
‘Think, Pair, Share’ early in the development of the Co-operative Classroom. Learning
with spellings.
There is an expectation that everyone in the group will be able to answer the
question following the discussion.
Kagen suggests the teacher phrases questions beginning with; “put your heads

together and…” or “Make sure you can all…” There are many other ways of ensuring
the teacher cues the students into the collaborative activity.
The students work together. They quite literally “put their heads together” in
order to solve the problem and also
Eensure that everyone in the group can answer the question.


The teacher now asks for an answer by calling a number. (this might be at
random or can initially decided by the teacher in order to ensure the process is
successful) The students with the number called then take it in turns to answer.



If there are not enough students ready to respond the teacher may judge that a
little more time



is needed or extra support given.



When the teacher is satisfied answers can be taken, there are a number of
choices:



Select one student.



Select one but ask others to elaborate, comment etc.



Ask different students to give a particular part of the answer



All students showing their work.



Students using whiteboards to show their group work.

E) Cooperative script
Cooperative script is an approach to organizing classroom activities into
academic and social learning experiences. It differs from group work, and it has been
described as "structuring positive interdependence. Students must work in groups to
complete tasks collectively toward academic goals. Unlike individual learning, which
can be competitive in nature, students learning cooperatively capitalize on one
another’s resources and skills (asking one another for information, evaluating one
another’s ideas, monitoring one another’s work, etc.). Furthermore, the teacher's role
changes from giving information to facilitating students' learning. Everyone succeeds
when the group succeeds. Ross and Smyth (1995) describe successful cooperative
learning tasks as intellectually demanding, creative, open-ended, and involve higher
order thinking tasks. five essential elements are identified for the successful
incorporation of cooperative learning in the classroom.
Cooperative script is a generic term for various small group interactive
instructional procedures. Students work together on academic tasks in small groups to

help themselves and their teammates learn together. In general, cooperative learning
methods share the following five characteristics.


Student work together on common tasks or learning activities that are best
handled through group work.



Students work together in small groups containing two to five members.



Students use cooperative, pro-social behavior to accomplish their common tasks
or learning activities.



Students are positively interdependent. Activities are structured so that
students need each other to accomplish their common tasks or learning

activities.



Students are individually accountable or responsible for their work or learning.

F) Explicit instruction

Explicit instruction is a systematic instructional approach that includes set of
delivery and design procedures derived from effective schools research merged with
behavior analysis. There are two essential components to well designed explicit
instruction: (a) visible delivery features are group instruction with a high level of
teacher and student interactions, and (b) the less observable, instructional design
principles and assumptions that make up the content and strategies to be taught.
Explicit teaching is not just merely giving students clear directions or even
stating the learning goals at the beginning of a lesson – it is a way of thinking about
and acting out teaching and learning in a principled way throughout the lesson (from
assessment through to planning, implementation and review).
Explicit instructional talk is evident when it directly and intentionally prepares
students for their learning, informs them of the learning path and enables them to

develop metacognitive strategies for knowing that learning has taken place. It is an
approach that clearly explicates and maintains the ‘what’, the ‘how’ and the ‘why’ of
any given lesson. It:


makes assessment and learning purposes and goals clear by presenting
students with ‘upfront’ information about the new learning in terms of the
primary topic and purpose for the learning or assessment task



engages student thinking for the purpose of learning about specific aspects of
literacy and involves a clear progressive lesson structure that allows
introduction-elaboration-practice-summary/review. It requires the teacher to
work within a structured framework for the focused teaching of all aspects of
literacy that connects what is new to what is known



assesses student learning throughout the lesson by monitoring the talk. It

responds to student contributions in a way that makes the connections to
specific learning a priority



responds to students’ contributions in lessons in a meaningful way that provides
scope for them to reformulate ideas, skills and knowledge and articulate their
learning to make real connections to their learning at all stages of the lesson



builds on, and asks students to build on to each others’ responses



engages in focused instructional talk, and does not allow conversations about
‘everyday familiar topics’ or talk orienting to ‘behaviour management’ to cut
into and override the main learning agenda



enables the Four Roles of the Reader to be presented systematically and
strategically



allows time at the end of the lesson for students to share their learning with talk
(or brief written notes) that summarise, review or reflect on the main learning
points of the lesson

G)Inside-Outside Circle
Inside-Outside Circle (Kagan, 1994) is a summarization technique that gets
students up and moving. It provides a way to get students who normally would not
talk to interact with others. After students read a section of text, the teacher divides
the group. Half of the students stand up and form a circle with their backs to the
inside of the circle. They are partner A. The other half of the students form a circle

facing a partner from the first circle. These students are partner B. Partner A will
speak first, quickly summarizing what they read. This takes about a minute. Then
partner B speaks for the same length of time, adding to the summary. If the teacher
stands in the center of the circle, he/she can easily monitor student responses.
Now it is time to move. Have the students who are partner A raise their right
hands and then move two people to the right to meet with a new partner. Repeat the
summary with partner B speaking first. For the third move, have all students who are
partner B raise their right hand and move two people to the right. After they are with
a new partner, they continue with the summary with partner A speaking first.
Depending on the size of the class, teachers may have students move more or fewer
times to complete the activity. Inside-Outside Circle holds all students accountable for
having something to say. The teacher can use this activity as a formative assessment
by standing in the center of the circle and listening to the conversations that take
place.
Method
The teacher:
• forms two concentric circles containing the same number of students. Students in
the inside circle
face a partner standing in the outside circle.
• asks students from the inside circle to share something with their partner in timed
activity.
• has students reverse roles. The students on the outside circle share with their
partner,
• controls the timing, e.g., “Outside circle, it’s your turn to share for one minute.”
• has the inside circle rotate and the students turn to face their new partner. Repeat
steps 2 and 3.

H)

Cooperative Integrated Reading and Composition

Cooperative Integrated Reading and Composition (CIRC) is a school-based
program that targets reading, writing, and language arts in grades 2 through 6. The
three principle program elements are direct instruction in reading comprehension,
story-related activities, and integrated language arts/writing instruction. Each student
is paired with another student and then assigned to a group of students at the same
or different reading level. These learning teams work cooperatively on programrelated activities. All activities follow a cycle that involves teacher presentation, team
practice, peer pre-assessment, additional practice, and testing. Students are
encouraged to cooperate and help one another, because students’ scores on
individual assessments are summed to form team scores.
Several years ago, CIRC was adapted to form one component of Reading Wings,
a comprehensive reading program in the Roots and Wings whole-school reform model.
The Roots and Wings model consists of elementary school age learning programs,
reading and language arts instruction, tutoring, family support and integrated
services, social studies and science instruction, and mathematics instruction. CIRC has
been incorporated into a primer-level reading program called Reading Wings.

I) Student Facilitator and Explaining

The word facilitate means to “make easier”. It is a method of interacting with students
that enhances their learning. A variety of techniques involving coaching, mentoring
and positive reinforcement and there is Many terms describe the facilitated learning
environment including; experientiallearning, constructivist learning, and invitational
learning. To be effective at facilitation you need to know and understand your
audience.
Adults as learners
A. Adult learning styles are different from children
B. Most of us have not experienced excellence in education as adults
1. When we have no reference point for excellence we rely upon traditional
lecture and practical sessions
C. Students need to see that professional development and their day-to-day activities
are related and relevant
1. Adults need to “buy-in” to the process
a. Making the learning meaningful is one method to promote this
D. Students need direct, concrete experiences in which they apply learning in the real
world
1. Activities need to be thought out carefully so they integrate into the total
learning experience
E. Adult learning has ego involvement
1. Professional development must be structured to provide support from peers
and to reduce the fear of judgment by others
F. Students need constant feedback
1. Feedback should include performance evaluation and methods to improve
performance
2. Adults should be allowed input into the feedback process
a. Discuss the correct answer instead of telling them the correct answer
G. Students need to participate in small group activities during the learning
experience to move them through the various levels of the domains of learning
1. Transfer of learning for adults is not automatic and must be facilitated by the
instructor
a. Transfer of learning refers to the process where adults move what they
are learning from the lower domain levels into the higher domain levels
b. Coaching and other support methods are needed to enhance
transference

J) Talking Stick

The Talking Stick was a method used by native Americans, to let everyone speak
their mind during a council meeting, a type of tribal meeting. According to the
indigenous American's tradition, the stick was imbued with spiritual qualities, that
called up the spirit of their ancestors to guide them in making good decisions. The
stick ensured that all members, who wished to speak, had their ideas heard. All
members of the circle were valued equally.
Dr. Locust, at the American Research and Training Center in Tucson, Arizona,
describes the talking stick, according to native American tradition:
"The talking stick has been used for centuries by many Indian tribes as a means
of just and impartial hearing. The talking stick was commonly used in council circles to
decide who had the right to speak. When matters of great concern would come before
the council, the leading elder would hold the talking stick, and begin the discussion.
When he would finish what he had to say, he would hold out the talking stick, and
whoever would speak after him would take it. In this manner, the stick would be
passed from one individual to another until all who wanted to speak had done so. The
stick was then passed back to the elder for safe keeping." (Locust, 1998) There are
rules about using the talking stick, which Locust states:
"Whoever holds the talking stick has within his hands the power of words. Only
he can speak while he holds the stick, and the other council members must remain
silent. The eagle feather tied to the stick gives him the courage and wisdom to speak
truthfully and wisely. The rabbit fur on the end of the stick, reminds him that his words
must come from his heart. " (Locust, 1998)
We all know that speaking the truth is powerful. The history of AA (Alcoholic
Anonymous) and other step programs and the practice of psychotherapy are all based
on this awareness: that speaking the truth is healing. But it is healing for the group as
a whole because as each individual listens, in silence and reverence, a whole world of
understanding opens up.

K)Snowball Throwing
In every lesson, we have to establish new words and practice our students,
making clear the meanings and the way in which each can be used. That is very
common to teach vocabulary as a present study through an interesting technique.
There are many advantages of using games in the classroom; they are follows:
1. Games are welcome break of the usual routine of the language class.
2. They are motivating and challenging.
3. Learning a language requires a great deal of effort. Games help students to
make and sustain the effort of learning.
4. Games provide language practice in the various skills of speaking, writing,
listening and reading.
5. They encourage students to interact and communicate.
6. They create a meaning context for language use.
There are of course many different techniques which can be effectively used in
teaching vocabulary used in teaching elementary school students. In this study, only

one technique of teaching vocabulary is discussed: teaching vocabulary through
snowball throwing technique.
Snowball throwing technique is one of vocabulary games which make students
enjoy and can decrease worry in learning vocabulary. Snowball throwing encourages
the students to be active in speaking participation in the classroom, because this
method contains a rich communication where students must be active. Snowball
throwing techniques haves positive effect on the students memory development. In
addition, the purpose of this technique is appropriate in reviewing the vocabulary for
the students. In teaching learning process, snowball throwing technique can be a good
media in developing students’ vocabulary.
The role of teaching vocabulary through Snowball Throwing Technique.
This technique is not difficult to apply. The role is very simple to the subject
under study when the play this technique. The role of teaching snowball throwing
technique can play like a game. It can be explained as below:
1. Giving one topic for the student about what topic will you teach. For
example:”Transportations”.
2. Asking the students to stand up.
3. The teacher plays the children music using the tape recorder.
4. The teacher throws the ball to the first student. The first student throw the ball
to the other students, taking turns from the right side to the left side during the
music plays and then suddenly the teacher stop the music.
5. The teacher shows a picture about the topic to the students. The last student
which holds the ball must answer what the teacher shows. If the student cannot
answer, the games will be continue to the next student until anyone can answer
correctly and if all of the students cannot answer correctly, the teacher will
answer what the picture is about. This situation can make students adroit in
three activities at the same time (seeing, hearing, and speaking).
6. The teacher explains and gives simple question that related to the picture.
7. This step continues until the teacher finishers the last picture
This technique can make the players or in this case the students more adroit
and their ability about memorizing the English vocabulary is more increased because
they learn in an enjoyable way. Fun in learning with snowball throwing technique
brings real word context in to the classroom and enhances students to use English in
flexible communicative way. It can make students relax and fun to study.

L) Mind Mapping
Mind-mapping is:
 A visual-spatial means of representing information;
 A good way to organise ideas;
 An innovative way to take notes (of a lecture, talk, discussion, etc.);
 An interesting way to plan essays, projects and assignments;

 An effective revision technique;
 A more structured approach to brainstorming;
 A way of overcoming the initial apprehension of those who consider themselves
“poor at spelling”;
 A way of encouraging those who are good at drawing and sketching;
 Easy enough for everyone to do;
 An approach that suits activist learners (the “do-ers”);
 An approach that suits theorist learners (the “thinkers”);
 An approach that suits pragmatist learners (the “hands-on” students);
 An approach that can be easily adapted to suit the needs of reflective learners;
 A useful way to encourage activist learners to reflect on their initial suggestions
Start with a huge piece of paper and turn it sideways (into “landscape”
orientation). This provides most space for writing (which tends to go from left-toright rather than top-to-bottom) and also corresponds best with the way that our
eyes view the world. Try to write most of your words in a generally horizontal
direction.
Starting with the central idea or theme, write this in the centre of the paper in
capital letters (or other distinctive lettering) and illustrate it, using colour.
Draw “branches” for each of your main sub-themes, using different colours for
each branch, and write the word along the branch, adding a suitable illustration. It
may be helpful to “brainstorm” sub-themes and associated ideas before committing
them to the map.
Work on each of these branches systematically or jump about all over the place
– but try to organise each new idea so that it connects with previous ideas. If ideas
recur in different parts of the map, that’s OK. If you get a mental block just draw in a
blank line to remind yourself to come back to the relevant section. You may want to
re-work your original Mindmap (or use the post-it note technique) so that you get it
“just right”.

M)

Student Teams-Achievement Divisions (STAD)

In Student Teams-Achievement Divisions (STAD) (Slavin, 1994a), students are
assigned to four-member learning teams that are mixed in performance level, gender,
and ethnicity. The teacher presents a lesson, and then students work within their
teams to make sure that all team members have mastered the lesson. Finally, all
students take individual quizzes on the material, at which time they may not help one
another.

Students’ quiz scores are compared to their own past averages, and points are
awarded on the basis of the degree to which students meet or exceed their own
earlier performance. These points are then summed to form team scores, and teams
that meet certain criteria may earn certificates or other rewards. In a related method
called Teams-Games-Tournaments (TGT), students play games with members of other
teams to add points to their team scores.
STAD and TGT have been used in a wide variety of subjects, from mathematics
to language arts to social studies, and have been used from second grade through
college. The STAD method is most appropriate for teaching well-defined objectives
with single right answers, such as mathematical computations and applications,
language usage and mechanics, geography and map skills, and science facts and
concepts. However, it can easily be adapted for use with less well-defined objectives
by incorporating more open-ended assessments, such as essays or performances.

N)

Kepala Bernomor Struktur

Number Head Together (NHT) is a cooperative learning strategy designed to
influence the students interaction pattern and as the alternative for traditional class
structure. Number Head Together developed first by Spencer Kagan (1993) to involve
more student in learning material which consist in a lesson and to know their
knowledge about the material given.
The teacher use four phase structure to asking the question for student in the class,
they are:
Phase I: Numbering
In the phase the teacher divide the student into some groups consist of 3 to 5 person
and each member of groups given number from 1 to 5
Phase II: Asking Question
Pose a question or a problem to the class and give the groups fifteen minutes of
“Head Together
Phase III: Heads Together
The student put their head together to the decide one appropriate answer making
sure that every group member know the agreed upon answer.
Phase IV: Answering the Question
The teacher calls a member at random and only student with the member respond to
the question.
This cooperative learning strategy promotes discussion and both individual and
group accountability. This strategy is beneficial for reviewing and integrating subject
matter. Students with special needs often benefit when this strategy is used. After
direct instruction of the material, the group supports each member and provides
opportunities for practice, rehearsal, and discussion of content material. Group
learning methods encourage students to take greater responsibility for their own
learning and to learn from one another, as well as from the instructor (Terenzini &
Pascarella, 1994).

O)

Word Scramble

A word scramble game for two or more players utilizing a plurality of cards
wherein each card has imprinted a plurality of words with a scrambled version of the
word's letters next to each word. One of the players selects and presents the selected
scrambled version of the word to the other player or players who then attempt to
unscramble the letters to form the correct word within the given time limit. Points are
awarded to the player who is the first to form a word. A player wins when his or her
score reaches a pre-determined value.
Each player draws a card from the card set concealing the printed words from
other players. Each player rolls the die and the player with the high die number will be
the first "teacher". If the die roll results in a tie between players those players roll the
die again until the "teacher" is determined. Once play has started the "teacher" role is
past clockwise around the table to the other players. The teacher selects a word from
his or her word card hoping that the other players will not be able to unscramble the
letters and form the word. The teacher reads carefully the letters of the scrambled
word in the order as printed on the card. The other players write down the scramble
letters on their paper. When the teacher has completed reading the scramble letters
the timing device is immediately activated.
The amount of time given to play each round should vary and correspond to the
degree of difficulty. The degree of difficulty is increased by the use of cards with more
letters per word. After the timing device is activated each player races his or her
opponent attempting to be the first to unscramble the word correctly. When a player
has unscrambled the word he or she gives a signal for recognition from the teacher.
The signal for recognition may be the player raising his or her hand or verbally
indicating that he or she has formed the word. The teacher acknowledges whether or
not the given word is correct. If the player's given word is correct the player is
awarded one point. If the player gives an incorrect word, that player loses a point and
play continues until the correct answer is given or until the time period expires. If no
players give a correct answer during the play period then the teacher is awarded a
point. After each play period the teacher role is past clockwise to the next player. The
new teacher again selects and presents the scrambled letters to the other players and
activates the timing device. New cards are drawn from the card set after the player
has used all word choices on the given card. Play is continued until a player reaches a
predetermined score thereby winning the game.
As an option, after a player forms a word which is not the correct word however
the word is found in a dictionary containing the same letters and if such unscramble
version is the first answer given by any player that player is awarded a point. Play is
then continued for the remainder of the time period and if that same player or another
player forms the correct word, that player also is awarded a point. Again, play is
continued until a player reaches a predetermined score thereby winning the game.

P)Word Square
As the title implies, the Word Square method first involves a student drawing a
box (it should take up half of their notebook paper) and dividing that box into four,
even squares. The first square should be labeled (at the top) "synonyms", the next
square "antonyms", the third square "drawing", and finally, the fourth square is
labeled "sentence".
Using a thesaurus, dictionary, or the text's context clues, students should list
two or three synonyms for the selected vocabulary word in square one, and do the
same for selecting antonyms for square two. In square three, instruct students to

come up with a visual representation that helps them understand the meaning of the
word.
For example, if the word was "anticipation", you could suggest a student draw a
roller coaster at its highest peak. Students should draw a simple picture that best
symbolizes and represents the vocabulary word. The fourth box should contain a
student-created meaningful sentence using the word. You can also instruct them to
copy the sentence where the word is used (from the text) if you want them to infer
meaning from context clues.
You may be thinking that it is impossible to implement this method, due to the
large amounts of vocabulary you teach in your classroom. You do not have to assign
students to use this technique on EVERY vocabulary word. Only have students use this
method on three or four words per chapter list, and engage them in other means of
vocabulary instruction with the rest of the list.
Using this method sparingly is important, because students will tire and create
sloppy work if they are expected to create fifty Word Squares for their list of fifty
words. Their drawings and sentences will definitely become lack-luster by the seventh
or eighth word! Use this for reinforcement and to shake up your traditional modes of
teaching vocabulary

Q)

Concept Sentence

As students are learning about concept of word they are building upon the
foundations in the developmental progression of reading. This progression also
includes learning about concepts of print (also referred to as print awareness). Not to
be confused with concept of word, concept of print includes an understanding that:
print carries meaning, that books contain letters, words, sentences, and spaces. It also
includes understanding what books are used for, and that books have parts such as a
front cover, back cover and a spine.
Several activities are helpful for building the skills associated with concept of
word in students from PreK to 3rd grade. A few of these activities are specifically
described below.
One of the simplest ways to develop a concept of word is to work individually
with a child and a picture he or she has drawn. "Tell me about your picture!" As the
student begins to talk, summarize what he has said in a few words or consider the
child's words as dictation. "The leaves are falling." Draw one line for each word under
the picture. Then help the child begin to write sounds for each different word in their
dictation.
Physical involvement and hands-on activities are great for increasing learning in
young children. One activity to support concept of word learning is to have each
student physically represent a word in a sentence that the teacher creates. Create
single-page size cards for each student, with one word on each card (for example
"We" "went" "to" "the" "store"). Students work together to arrange themselves into
the proper order to form a sentence.
This activity includes active learning about words as part of a sentence.
Teachers prepare a sheet of simple sentences printed out with a large-size font.
Students cut apart the words from a sentence, and then move the individual word
cards around, manipulating the words to re-create the sentence in proper order. This
helps encourage students to recognize that each word is a separate entity, has
meaning, and is separated by a space within each sentence.

Teachers can show students how to build and rebuild sentences by connecting
unifix cubes. Students can learn about concept of word as they grasp the
understanding that each cube represents a word in the target sentence regardless of
syllables within words. This activity includes the use of unifix cubes
The Get Ready to Read site offers 36 activity cards for use with an individual
child or a group of children, in English and in Spanish.

R)Make – A Match
We assessed the learning styles preference of forty-five students and divided
them into groups based on their learning preference. Each group then completed 4
assignments each highlighting one of four learning preferences (auditory, visual,
tactile, and kinesthetic). Group scores on each assignment showed that designing
assignments to match students' learning styles does not lead to better performance
but active learning positively relates to overall learning. Scores on the auditory and
tactile assignments were significantly different, but not in the hypothesized direction
(i.e., auditory learners did not perform best on the auditory assignment). Nonetheless,
students preferred assignments that matched their particular learning styles.
Participants
Forty-five educational psychology students from a mid-size midwestern
university participated voluntarily in this study. The majority of the students were
second-semester sophomores (85%). The remaining were second semester freshmen
(5%), first semester sophomores (9%), and third year students (1%). The sample
consisted of 41 females and 7 males.
Materials
The Barsch Learning Style Inventory (BLSI, Barsch, 1996) consists of 32
statements that elicit self-diagnostic responses using a 3-point Likert-type scale, 1
(seldom) to 3 (often). Participants first read a brief statement and then rated the
extent to which it best described their skills and typical academic habits (e.g., I
remember best when writing things down several times, I would rather listen to a
good lecture or speech than read the same material in a textbook.). The questionnaire
took about 10 minutes to complete. Results indicate a learning style preference in one
of four areas: visual preference, auditory preference, tactile preference, and
kinesthetic preference. Students may have equal strengths in two or more groups
which means they can use any of the senses for learning tasks and are therefore
identified as exhibiting a multimodal learning preference (Barsch, 1996). This measure
was selected because the questions related directly to the type of academic
prerequisites and instructional activities typically assigned in classes where active
learning takes place. For example the following statement "I require explanations of
diagrams, graphs, or visual directions" allows for a direct connection with their ability
to visualize or use visual organizers like concept maps. This tool was selected as an
instructional tool for purposeful grouping of students but all students were exposed to
the same instructional activities.
Procedure
All students were administered the BLSI at the beginning of the semester. After
identifying learning styles, the students were assigned to groups composed of 3-6
people with the same learning style preference. Students remained in these groups

throughout the semester and completed 4 group assignments, each targeting a
different learning style preference plus a combined type. Assignments were selected
based on best-practice research in teaching and learning (Novak, 1998; Nicaise,
1996). The first assignment, a classroom debate, focused on the auditory learning
preference. We provided students with legal cases in special education legislation and
individuals with disabilities, and students were instructed on how to prepare and
interact for a rebate for 20 minutes. The second assignment, concept mapping,
focused on the visual learning preference. Concept maps are diagrams indicating
interrelationship among concepts. (Novak, 1998; Van Boxel, Van Der Linden, Roelofs,
& Erkens, 2002).
Students were provided direct instruction for 20 minutes on how to develop a
concept map using class content materials and were provided with instruction on how
to create their own. Students were exposed to this type of learning since the
beginning of the semester. The third assignment, a Physical Analysis of Environment
Accessibility on campus, focused on the tactile learning preference. We provided
instruction on the accessibility to building and public places as required by law for 20
minutes and provided measuring tapes and assigned a building to rate for
accessibility with specific guidelines for what is accepted by the American with
Disabilities Act of 1990. The last assignment, a multimedia learning module that
included auditory, visual, and written parts, focused on a kinesthetic learning style.
We provided students with access to a campus technology lab and instruction on how
to navigate the module for 20 minutes. At the end of the semester students evaluated
each assignment and answered an informal open-ended survey (see Appendix 2). We
provided sample definitions provided by the inventory of the four learning styles and
asked students to identify the style that best represented how they approached class
assignments. We then provided students with their learning preference score and
strategies other suggested strategies to help them develop their area of learning
strength and weakness

S) Word Guess
Numerous studies have been done and much research has been gathered on the
reading strategy which involves guessing (Dycus,1997). Findings indicate that it is
quite popular and adopted by numerous educators. Although it was initially presented
as a means of teaching the meaning of unknown words from context to native L1
learners, the "guessing strategy" has been applied to L2 learners as well. This article
analyzes the reading process and discusses various perspectives of when this
particular strategy is effective, and to what degree. Finally, it presents studies which
indicate
its
effectiveness
justify its use, and at the same time questions whether or not it should
actually be used by adult L2 learners.
This article review has two purposes:
(a) to demonstrate that active teaching of vocabulary is crucial to effective reading
comprehension and that it must correlate listening, speaking, and reading
components; and
(b) to suggest that although studies show that the strategy of guessing and word
association may enhance and assist general comprehension in certain cases, it may
hinder and obstruct learning in others.

The theories which support guessing word meaning from context are based on
studies which indicate that word association enhances vocabulary and words can be
better recognized if they are taken in context than out of context
(Coady and Nation,1988; Liu and Nation, 1985). Supporters feel that traditional
instructional methods of vocabulary teaching are time consuming and lengthy.
Some believe that dictionary usage interrupts the flow of reading (Brown, 1972).
Others feel that we can justify the use of the guessing strategy due to the tremendous
amount of words in the English language that actually need to be learned. The article
includes evidence that there are, however, interesting conclusions regarding
vocabulary teaching (Barnett,1988; Laufer,1996) and its importance.
Guessing is a very sophisticated strategy. As ESL teachers, in many cases we deal
with unsophisticated learners. In the American educational system, each and every
student is educated no matter how disadvantaged they are. In this article, readers
are classified only as "beginners",”intermediate" and "advanced". The reality is that
many of our L2 learners come from backgrounds of no education, weak education,
generally lacking intellectually.
A professor who has never taught in a situation with this type of students would be
more likely to say that perhaps Goodman€™s (1967) famous model of "reading as a
psycholinguistic guessing game" is a possibility. The studies that were mentioned in
this article seemed to be centered on elite groups of well-educated, intelligent
students with confidence and self-esteem. A far more realistic presentation should
have included the disadvantaged L2 learners as well.
Based on my experience, I have learned that a more selective and eclectic
approach that suits the needs of the learner and the teacher is imperative from the
very beginning. You cannot assume that L2 learners have guessing strategy abilities
or any amount of vocabulary storage. We, as teachers, are responsible for helping
and guiding our students to develop a vocabulary by correlating listening, speaking
and reading. They need the oral component, they do need to be taught vocabulary,
and they must hear a great deal of meaningful language.
There are many methods teachers use to teach vocabulary or to encourage
vocabulary self-learning by their students. Through my experience I have observed
that words learned intentionally through reading are better retained than words that
are just stumbled upon and casually learned. L2 learners need multiple readings of
new material. Teachers should first preview the text for troublesome words and say
these words and their dictionary meanings into a tape. By first identifying the
unknown words and their meanings, the words become familiar and the teacher can
then discuss the content of the text with the students and encourage oral repetition.
Using a cassette tape for reinforcement is extremely effective since the students can
take it home and as they listen to it the language comes alive again. Dictionary use
should be encouraged and in no way should it be considered as a means of
interrupting the flow or reading (Brown,1972).
The teacher must assist in finding the definitions since even the dictionary may
need a guessing strategy. Sometimes inferential skill is needed to decide which
meaning is correct, based on the understanding of the context, and for our L2 learners
this is often impossible to do on their own. By seeing, hearing, and then reading this
word€™s definition, they increase their chances of remembering the word and gain a
better understanding of what they are reading. If the learner does not have teacher
assistance in this manner, the average learner will ignore the unknown word, skip
over it, miss the meaning of the sentence, the meaning of the paragraph, and in many

cases, the meaning of the entire story. A more highly motivated or intelligent learner
will use the dictionary but will have difficulty when there are multiple meanings.
When the text has many new words, students quickly despair and are discouraged.
When the vocabulary of the text is more familiar, students are more likely to continue
with the reading task. I strongly feel that mastery of vocabulary is crucial to language
literacy. Although it is time-consuming, it is well worth the effort.

T) Discussion method
In the classroom environment ,discussion is the best way of promoting
conducive learning and convenient teaching situation. It refers to the method of
instruction which give pupils an opportunity to express their views or opinions orally
on certain issues. One person speaks at a time,while others are listen. It doesn't
always involve the presentation of new information and concepts. It also invoves
sharing of ideas and experiences ,solving problems and promoting tolerance with
understanding. Discussion method is suitable in many situations and can be used in
many situations of teaching and learning.There are different forms of discussion that
can be used in the classroom.
Kochhar(1985)identifies two major types of discussions which are formal and
informal.
Informal discussions are governed by pre-determined set of rules and it includes
debates,panels,symposia etc.
Whilst formal discussions may involve whole group or small groups of people
divided with the intention of discussing themes . These are not governed by predetermnined set of rules.Lets focus on the informal type of discussions.
In the classroom discussions involve a free verbal interchange of ideas for all
pupils as a whole. Here the teacher is the leader who guides the discussion . Through
conducting the discussion process,ask questions and decides on who should speak.
This method can be suitably used in the first stage of child book child approach.
This is where the teacher asks about the assummed knowledge through
reviewing pupils' experiences .For example Do you have friends? Why do you need
friends for? Do you sometimes quarrel with them ? What do you do after have a
quarrel with a friend?
Small group discussions is better than a whole class discussion. It encourages
more pupils to give their own views through open participation . Pupils are divided into
small groups of ,four,five,six ,seven ,eight or nine and given questions or task to
discuss and then reportback. Each group should have a group leader who is instructed
to control the discussion process and someone who can reportback of what has be
discussed.
The group setting arrangements should be in such a way that pupils are relaxed
and can hear ,see each otherwell. This type of discussions is more appropriate in the
second stage of the child book child approach. Which happens to be evaluation stage
where pupils can discuss questions related to the text found in the book.For example
in the parable of a prodigal son in the bible pupils can discuss this questions:




Why do you think father received his son in a positive way?
Was that the right thing to do?
Why do you think in such similar situation?

U)Jigsaw Method
The Jigsaw method is a cooperative learning technique in which students work in
small groups. Jigsaw can be used in a variety of ways for a variety of goals, but it is
primarily used for the acquisition and presentation of new material, review, or
informed debate. In this method, each group member is assigned to become an
"expert" on some aspect of a unit of study. After reading about their area of expertise,
the experts from different groups meet to discuss their topic, and then return to their
groups and take turns teaching their topics to their groupmates.
As I mentioned above, the jigsaw strategy is a unique cooperative learning
approach. With this approach, students work together as a team toward learning the
target material--particularly when that material contains several chunks of related
information. Although many students will arrive in your classroom with some jigsawing
experience, there's always going to be several who will have no idea how to proceed.
For that reason, I would strongly suggest doing a simple one-class-period jigsaw
activity before proceeding to more challenging and involved assignments.
Step 1: Start by determining your target material. What is it that you want your
kids to learn?
Obviously that could be anything that you want to choose, but for this example,
I will choose as the target material the question, "What does it take to become a
successful student?" The answer to that question will become the completed jigsaw at
the conclusion of the activity.
Step 2: Determine how many pieces there will be in that puzzle. I'm using the
term "pieces" to indicate separate chunks of information regarding the target material
(the completed puzzle).
For this example, those pieces might include the following:
Supplies and organization
Preparing to enter the classroom
Positive classroom behavior
Study and homework techniques
Other factors affecting school success
Step 3: Once you have determined the specific pie