tify"> * Coaching
* Scaffolding [6; 45-46] recommends making the learning goals engaging and relevant but not overly structured.is driven in CLEs by the problem to be solved; students learn content and theory in order to solve the problem. This is different from traditional objectivist teaching where the theory would be presented first and problems would be used afterwards to practice theory.on students 'prior experiences, related cases and scaffolding may be necessary for support. Instructors also need to provide an authentic context for tasks, plus information resources, cognitive tools, and collaborative tools. [6; 34]
Constructivist assessment
Traditionally, assessment in the classrooms is based on testing. In this style, it is important for the student to produce the correct answers. However, in constructivist teaching, the process of gaining knowledge is viewed as being just as important as the product. Thus, assessment is based not only on tests, but also on observation of the student, the student s work, and the student s points of view {2}. Some assessment strategies include:
* Oral discussions. The teacher presents students with a «focus» question and allows an open discussion on the topic.
* KWL (H) Chart (What we know, What we want to know, What we have learned, How we know it). This technique can be used throughout the course of study for a particular topic, but is also a good assessment technique as it shows the teacher the progress of the student throughout the course of study. (See Appendix 1 )
* Mind Mapping. In this activity, students list and categorize the concepts and ideas relating to a topic.
* Hands-on activities. These encourage students to manipulate their environments or a particular learning tool. Teachers can use a checklist and observation to assess student success with the particular material.
* Pre-testing. This allows a teacher to determine what knowledge students bring to a new topic and thus will be helpful in directing the course of study. {1}
* Jigsaw and RAFT activities. (See Appendix 2,3)
Communicative Teaching Method
The «communicative approach to the teaching of foreign languages»- Also known as Communicative Language Teaching (CLT) or the" communicative approach - emphasizes learning a language through genuine communication. Learning a new language is easier and more enjoyable when it is truly meaningful.teaching is based on the work of sociolinguists who theorized that an effective knowledge of a language is more than merely knowing vocabulary and rules of grammar and pronunciation. Learners need to be able to use the language appropriately in any business or social context.the last three decades, theorists have discussed (and continue to discuss) the exact definition of communicative competence. They do agree, however, that meaningful communication supports language learning and that classroom activities must focus on the learner s authentic needs to communicate information and ideas., pronunciation, and vocabulary are, of course, necessary parts of effective communication. With the communicative method two primary approache...
