Chanida Yotsapol

PPP Model

Curriculum and Instruction in English 1
PPP Model (Presentation, Practice and Production)

In the ESL classroom, a common way to introduce a new word to the classroom is the PPP technique.

The three stages of a PPP lesson

Firstly, the teacher presents the new word, an event which involves the presentation of pronunciation and spelling, all in context. Next the teacher allows the students to practice the new word in a controlled setting, making sure the student has understood it properly. Third is the production stage, where there is less-controlled practice and an informal assessment of learning whereby the students get chance to use the new word in an original way, to relate it to their knowledge and experiences. These three stages help the student to consolidate the new word in their mental vocabulary bank.

This method of presentation, practice and production is an approach that follows a definite sequence:

The teacher presents the new vocabulary and explains the form of the language in a meaningful context.

The students practise this new vocabulary through controlled activities such as worksheets or question and answer activities.

The students use or produce what they have learned in a communicative activity such as a role-play, communication game, or question and answer session.

Teaching using the PPP technique

Each stage of the Presentation, Practice and Production lesson must be planned well to be effective. However, PPP is a highly flexible approach to teaching and there are many different activities a teacher can employ for each stage.

Presentation can include mime, drawing, audio. In fact it is a good idea to try to engage with different sense of the students to get across the meaning of the new word. It is also important to make sure that students have understood the new word before getting them to move on to practise it. It is often fun and highly effective for students to play games to practise their new vocabulary and to produce it.

Credit: http://www.myenglishlanguage.com/ppp-technique.html

Example of PPP Model
Lesson Plan: Click Here
Power Point: Click Here

Ppp

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B-Slim Model

Curriculum and Instruction in English 1
B-Slim Model

B-SLIM: Bilash's Success-Guided Language Instructional Model

B-SLIM is a planning model for second language teaching in classroom settings. Dr. Olenka Bilash, a professor at University of Alberta, has presented a cycle of planning, teaching and evaluating for teachers to consider in a language education program. BSLIM consists of five parts of understanding instructions for a lesson.

As we have seen in several of the case studies, many teachers are unaware of how to provide their students with the structure and support they need in order to be successful in their learning. Structure and support go hand in hand and are therefore referred to simultaneously. These terms refer to what the teacher must consider for the learners to successfully complete the task.

Planning and preparation is the first element of B-SLIM. This stage shows not only HOW and WHAT TO prepare but also perspectives of understanding language learners.

The "Giving it " stage begins when the teacher enters the classroom. It consists of ways to make what is taught (vocabulary, structure, culture. . . ) comprehensible . In this stage, this model shows how to put into practice research from cognitive psychology, such as Miller´s magical Number of 7 +/- 2, Gardner´s Multiple Intelligences, cognitive capacity and cognitive load and others.

As a stage of practice to be able to use the target language, "Intake" comes after "Giving it" "Intake" has two categories of types of activities. If the activity requires less high level thinking in learners´ mind, it is called "Getting it" activity, for example repetitions, mimic and drills.

The other type of activities is called "Using it" activity. It triggers a higher level of thinking, in other words creativity of language use.

The next part of B-slim is named "Proving it". In this stage, the activity becomes more authentic and the learners show spontaneous language use in a meaningful context or a project.

Although found at the end of the continuum "Assessing it" means that teachers assess both the progress of the learners and the effect of their instruction throughout every class. Assessing student interest, progress and competency makes it possible to adjust and improve the instruction that will take place later, so B-slim becomes a cycle of instruction of a language. Assessing it appears not only at the end of a set of a language course but also during the four stages that have been shown above.

Why use B-SLIM?

If you know B-SLIM, you will be able to clearly see what you need to do in the next lesson. The stages of B-SLIM, help to provide most of the things that language teachers should know and think about, so you will be sure to start an action to move on to the next stage. Think about the names of the parts of BSLIM just like the names of railway stations.

If you understand the elements of the parts, you can clearly explain, "why you teach like that" to your co-workers, your students, their parents and yourselves. It is just like introducing your town to tourists on the street.

Credit: http://www2.education.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/home1.html

Example of B-Slim Model
Lesson Plan: Click Here
Power Point: Click Here

B slim

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My Research

ABSTRACT

This study aimed to (1) designs the effectiveness of English writing and creative thinking activities by using Think Tank Technique with a required efficiency of 70/70. (2) Examine the effectiveness indexes of using Think Tank Technique to improve writing and creative thinking skills. (3) Compare English writing skills before and after using Think Tank Technique. The samples were 18 Mathtayomsuksa 2 students selected by cluster random sampling. The instruments used in the experiment were 4 lesson plans which were emphasized on improving English writing and creative thinking skills by using Think Tank Technique, pre-test and post-test. The data were statistically analyzed by mean, percentage, standard deviation and t-test.
The results of this study revealed that English writing and creative think activities by using Think Tank Technique reached its efficiency of 71.54/64.17. It was lower than the criterion (70/70). The effectiveness index was 0.41 indicated that the students could improve their learning at 41%. The post-test scores of the students were significantly higher than pre-test scores of the students at the 0.05 level.

It shows that using Think Tank Technique to improve writing and creative thinking skills have achieved goal. Think Tank Technique could help the teachers explore a variety of topics, engenders useful grammar and vocabulary exercises for pupils. Also, Think Tank Technique could help the students improve their writing and creative thinking skills. It was not only sparked the students to write but inspired them to study English.

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Saturday, January 28, 2012

PPP Model

B-Slim Model

My Research