วันอาทิตย์ที่ 20 กุมภาพันธ์ พ.ศ. 2554
My reflection
I'm Areerat Khuangtip.I'm a student who majoring in English the faculty of Education,Masaharakham University,MSU.At the first time I studied in Curriculum and Instruction in English 1 I sured that I never be a good teacher because I found that I lacked of many skills.But my mind got better when study in Design and Developing Learning class because I enjoy every activities and my mind was wider in this class.This was my first impresion.The Curriculum and Instruction in English2 was the class that I formed new group to created four English skill lesson plans.I had to study harder for searching the knowledes so I was more understand in many principles.Seminar and developing Teacher's Experiences was the class that I proved that I was born to be a teacher.I found my lack and found mysflf better at prestation than another.Moreover;I could understand what my teacher said about my close friend ,who changed major.I just cleared at the last class.Just once thing that I wanted but I didn't gain. It was the way to created good examinations because everytime I did project I might get comment then I correct my work,but never done with creating the tests.For the last and great one was the research.It such a big test for students who study in this major. I manifested that just exellent at once not enough but the kindness was needed.I do love EN just not It is my major but I love the way that EN citizen had been.
วันเสาร์ที่ 19 กุมภาพันธ์ พ.ศ. 2554
Certificates
Academic camp with Kru- Eng Club
Academic camp with Kru- Eng Club
Academic camp with Kru- Eng Club
Erect camp with Kru Ban Nok(A club in the faculty ofEducation)
Academic camp with volunteer teachers
Assosiated the staff of dormitory
Academic camp with Kru- Ar Sa Club(A club in the faculty ofEducation)
Assosoated sport compettition its called Ratchaphruek Game
Theses certificates were gain from participation many activities while I was studying in MSU.
Seminar and developing Teaching's Experiences
The research
Improving Matthayomsuksa 2 Students’ Writing Skill by Using Comic Strip
Faculty of Education, Mahasarakham University
ABSTRACT
This study aimed to (1) designs the effectiveness of English writing activities by using comic strips with a required efficiency of 70/70. (2) examine the effectiveness indexes of using comic strips to improve writing skills. (3) compare the English writing skills before and after using comic strips . The samples were 50 Mathtayomsuksa 2 students selected by cluster random sampling. The instruments used in the experiment were 3 lesson plans which were emphasized on improving English writing skills by using comic strips and 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 activities by using comic strips reached its efficiency of 64.07/61.33. It was lower than the criterion (70/70). The effectiveness index was 0.43indicated that the students could improve their learning at 0.43%.The post-test scores of the students were significantly higher than pre-test scores of the students at the .05 level.
It shows that using comic strips to improve writing skills has achieved goal. Comic strips could help the teachers explore a variety of topics, engender useful grammar and vocabulary exercises, provide a humorous and familiar escape for pupils. And comic strips could help the students improve their writing skills. It was not only sparked the students to write but inspired them to study English.
Curricumlum and Instruction in English 2
Listening
Power point for teaching
Reading skill
Power point in teaching reading
Speaking skill
Lesson plan for teachimg
Writing skill
Powerpiont for teaching
Power point for teaching
Reading skill
Power point in teaching reading
Speaking skill
Lesson plan for teachimg
Writing skill
Powerpiont for teaching
Design and Developing Learning
Big C
การเรียนรู้วัฒนธรรมของเจ้าของภาษา
โทมาลินและเท็มเพิลกี ได้แยกวัฒนธรรมเป็น 2 ส่วน คือ
1.ซีใหญ่ (Big C) หมายถึงประวัติศาสตร์ ภูมิศาสตร์ ;วรรณคดี ศิลปะ และดนตรี
2. ซีเล็ก (little C) หมายถึง ขนบธรรมเนีมประเพณี ลักษณะนิสัย การแต่งกาย อาหารการใช้เลาว่าง
CLIL
การสอนบูรณาการภาษาและเนื้อหา
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
การเรียนรู้วัฒนธรรมของเจ้าของภาษา
โทมาลินและเท็มเพิลกี ได้แยกวัฒนธรรมเป็น 2 ส่วน คือ
1.ซีใหญ่ (Big C) หมายถึงประวัติศาสตร์ ภูมิศาสตร์ ;วรรณคดี ศิลปะ และดนตรี
2. ซีเล็ก (little C) หมายถึง ขนบธรรมเนีมประเพณี ลักษณะนิสัย การแต่งกาย อาหารการใช้เลาว่าง
CLIL
การสอนบูรณาการภาษาและเนื้อหา
CLIL: Content and Language Integrated Learning
'CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language'. (Marsh, 1994) This approach involves learning subjects such as history, geography or others, through an additional language. It can be very successful in enhancing the learning of languages and other subjects, and developing in the youngsters a positive ‘can do’ attitude towards themselves as language learners. (Marsh, 2000) from http://www.isabelperez.com/clil.htm
'CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language'. (Marsh, 1994) This approach involves learning subjects such as history, geography or others, through an additional language. It can be very successful in enhancing the learning of languages and other subjects, and developing in the youngsters a positive ‘can do’ attitude towards themselves as language learners. (Marsh, 2000) from http://www.isabelperez.com/clil.htm
Cooperative learning is an approach to organizing classroom activities into academic and social learning experiences. Students must work in groups to complete the two sets of tasks collectively. Everyone succeeds when the group succeeds.
รูปแบบการเรียนรู้Learning stlye
This approach to learning emphasizes the fact that individuals perceive and process information in very different ways. The learning styles theory implies that how much individuals learn has more to do with whether the educational experience is geared toward their particular style of learning than whether or not they are “smart.” In fact, educators should not ask, “Is this student smart?” but rather “How is this student smart?” from http://www.funderstanding.com/content/learning-styles- Linguistic intelligence ("word smart")
- Logical-mathematical intelligence ("number/reasoning smart")
- Spatial intelligence ("picture smart")
- Bodily-Kinesthetic intelligence ("body smart")
- Musical intelligence ("music smart")
- Interpersonal intelligence ("people smart")
- Intrapersonal intelligence ("self smart")
- Naturalist intelligence ("nature smart")
US game show US and UK game show
The various US and UK game show was motivated the students to stud English.
InternetInternet
The useful web site for learning English was applyed into teaching.
วันพุธที่ 16 กุมภาพันธ์ พ.ศ. 2554
Presentation CLIL structure of earth for seminar
CLIL: Content and Language Integrated Learning
'CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language'. (Marsh, 1994)
This approach involves learning subjects such as history, geography or others, through an additional language. It can be very successful in enhancing the learning of languages and other subjects, and developing in the youngsters a positive ‘can do’ attitude towards themselves as language learners. (Marsh, 2000)
'CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language'. (Marsh, 1994)
This approach involves learning subjects such as history, geography or others, through an additional language. It can be very successful in enhancing the learning of languages and other subjects, and developing in the youngsters a positive ‘can do’ attitude towards themselves as language learners. (Marsh, 2000)
สมัครสมาชิก:
ความคิดเห็น (Atom)