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Language Links 2006
Language Links 2006
Pages and Files
Advising for Dr. M's M.A. Students
TELL 435 - DLI Language & Literacy Instruction - UT
Span 378 - Methods in Teaching Spanish II - UT
Span 672-SLAT 610 Media & Tech in FL
Span 380 - Practicum in Teaching Spanish - UT
Span 476-496 - Seminar in Student Teaching - UT
FLANG 276 - Exploration Teaching FL - UT
Span 377 - Methods in Teaching Spanish I - UT
Span 477 (Techniques in Teaching Spanish) - UT
Span 480R - 680R - Scaffolding for Success Mini-course - UT
Span 670R (Reading & Writing)
Span 671 - SLAT 601 - Principles of Foreign Language Teaching - UT
Span 676-SLAT 604 - Assessing FL
Intern Level Methods - MI
Senior Level Methods - MI
First Days of School
Getting a Job
Instructional Strategies & Activities
Lesson Planning Templates
Second Language Acquisition
Spanish for Spanish Speakers
Staying in the Target Language
21st Century Technologies
Teaching & Learning Styles
Writing in the TL
About This Wiki
About Language Links
Guidelines for Posting
Post ideas for giving instructions effectively on this page.
routines and procedures for obtaining students' attention
2) Require students' full
(eyes on you, mouths closed, hands still) before giving instructions.
Explain the task in 5 steps or less.
Write each step on a separate, numbered line.
Limit instructions to 7 words per line (8 to 10 is sometimes necessary in Spanish).
Tell students what to do when finished.
Establish a signal for ending the task.
4) Give instructions one step at a time.
5) Provide instructions in writing as well as orally.
6) Model the task while giving instructions.
7) Wait for compliance before moving to the next step!
8) Check for understanding:
Explain the task to a partner or to the rest of the class in your own words
Have students complete a small portion of the task, and then quickly check to be sure everyone is on the right track.
Pause for questions - Students often don't know what their questions are until they begin playing the game or doing the activity, so it is sometimes good to give a brief explanation, ask them to get started, then stop after 3-5 minutes and ask for questions.
9) Set and enforce reasonable time limits using:
a magnetic kitchen timer that has an audible bell will stick to most chalkboards and whiteboards
(the options in the boxes at the bottom of the screen such as the "bomb" timer are especially popular with students)
10) Plan how you will provide feedback for each activity.
Learning Center Task Card Template Revised.doc
help on how to format text
Turn off "Getting Started"