DIDACTIC 3

Objectives

• Increase motivation
• Measure progress
• Allow you to make decisions
• Guide your teaching process
• 

styles of objectives

• Audience Behavior
• Condition
• Degree
• Specific
• Measurable
• Achievable
• Relevant
• Time-bound

BLOOM TOXONOY

• The cognitive process dimension represents a continuum of increasing cognitive complexity—from remember to create.
• 

Experimental learning theory.

• ELT defines learning as the process whereby knowledge is created through the transformation of experience.
• knowledge results from the combination of grasping and transforming experience.

experimential learning cycle

• knowledge results from the combination of grasping and transforming experience.
• 

stages of experimential learning

• CONCRETE EXPERIENCE
• 2. REFLECTIVE OBSERVATION
• 3.ABSTRACT CONCEPTUALIZATION
• 4.ACTVE EXPERIMENTATION
• THE LEARNER ENCOUNTERSBA NEW EXPERIENCE OR ENGAGES IN A REINTERPRETATION PRECESS OF AN EXISTING EXPERIENCE.
• 2.THE LEARNER REVIEWS AND REFLECTS ON THE NEW EXPEREINCE AND IDENTIFY ANY INCONSISTENCIES BETWEEN EXPERIENCE AND UNDERSTANDING.
• 3.LEARNER ANALIZE THE CONCEPS AND FORMING CONCLUSIONS AND GENERALIZATION.
• 4. CONCLUTIONS AND GENERALIZATIONS ARE USED TO TEST HYPOTHESIS AND THUS THE LESRNER ENGAGES IN NEW EXPERIENCES.

LANGUAGE SKILL

• 
• LESTENING: IT IS SOMEONE WHO CONSTRUCT REASONABLE INTERPRETATION ON THE BASIS OF AN UNDERSPECIFIED INPUT AND RECOGNIZES WHEN MORE SPECIFIC INFORMATION IS REQUIRED.
• WHAT DOES LISTENING INVOLVE?
• SCHEMMA
• LANGUAGE DISCOURSE
• KNOWLEDGE KNOWLEDGE

READING SKILL

• MEANS USING THE INFARMARION THAT IS PROVIDED TO THE LEARNER TO INCREASE THEIR KNOWLEDGE OF THE LANGUAGE.
• CHARACTERISTIC:
• 1 they read widely with different purposes
• 2 they read fluently and use their metacognitive capacity to focus on the meaning of what they read,
• 3 they develop their comprehension by using what they read
• 4 they are metacognitively aware as they use a variety of reading strategies and
• 5 they are motivated readers

SPEAKING SKILL

• FLUENCY:
• operated the laguage system quickly.
• ACCURACY:
• is conforming to the language sydtem itself.
• APPROPRIACY:
• is all about sociocultural context, or progmatics.
• AUTHENTICITY:
• self expresion and the develoment of authentic voice.
• DIFICULTIES:
• Clustering
• Redundancy
• Reduced forms performance variables
• Colloquial language
• Rate of delivery
• Stress, rhythm, and intonation
• Interaction rules

TYPES OF SPEAKING

• INTENSIVE
• RESPONSIVE
• TRANSACTIONAL(MONOLOG)
• INTERPERSONAL(MONOLOG)
• EXTENSIVE(MONOLOG)

WRITING SKILL

• WRITING INVOLVED A MENTAL PROCESS THAT DIFFERS FROM SPEAKING.
• unique characteristics.
• PERMANENCE
• PRODUCTION TIME
• DISTANCE
• ORTHOGRAPHY
• COMPLXITY
• FORMALITY