TEACHING, ASSESSING AND TESTING: THEIR TYPES

TEACHING, ASSESSING AND TESTING

    Teaching, assessing, and testing are interconnected elements of the educational process that help gauge and enhance students' knowledge, skills, and understanding. Each of these components serves a distinct purpose in the learning journey:

1. Teaching:

Teaching is the instructional process where educators impart knowledge, concepts, and skills to students. It involves various strategies, methods, and techniques to facilitate learning. Effective teaching involves:

teaching

   - Planning:

 Educators design lesson plans, courses, or curricula to cover specific topics or learning objectives.

   - Instruction:

 They deliver content through lectures, discussions, activities, demonstrations, and other teaching methods.

   - Support:

 Teachers provide guidance, clarification, and assistance to students as they navigate the learning material.

   - Adaptation:

 Effective teachers adapt their teaching methods based on students' needs, learning styles, and feedback.

2. Assessing:

Assessment in education refers to the ongoing process of gathering information about students' progress and performance to inform instructional decisions. Assessment methods can be formative or summative:

 

assessment

  - Formative Assessment:

 These assessments occur during the learning process and are designed to provide feedback to both students and teachers. Examples include quizzes, class discussions, peer reviews, and teacher observations. Formative assessment helps teachers identify areas where students may need additional support and adjust their teaching accordingly.

   - Summative Assessment:

 Summative assessments occur at the end of a learning period and are used to evaluate students' overall understanding and performance. Examples include final exams, standardized tests, and end-of-term projects. Summative assessments provide a summary of what students have learned and are often used for grading and accountability purposes.

3. Testing:

Testing is a specific form of assessment that involves measuring students' knowledge, skills, and abilities through standardized procedures and criteria. Tests are typically designed to be objective and comparable across students. Common types of tests include:

testing

   - Multiple-Choice Tests:

 These tests present a set of questions or statements, each with a list of possible answers. Students select the correct answer from the options provided.

   - Essay Tests:

 In essay tests, students are required to write detailed responses to questions or prompts, demonstrating their understanding and analytical skills.

   - Performance-Based Tests:

 These tests assess students' abilities through real-world tasks or activities, such as lab experiments, presentations, or hands-on projects.

   - Standardized Tests: 

These are assessments that follow specific guidelines and are administered uniformly to large groups of students. Examples include SAT, ACT, and state-mandated standardized tests.

The relationship between teaching, assessing, and testing is cyclical and iterative. Effective teaching incorporates both formative and summative assessment strategies to monitor student progress and adapt instruction accordingly. Testing, as a subset of assessment, provides a structured means to measure and compare student performance objectively.

Ultimately, the goal of this triad is to promote meaningful learning, support student development, and ensure that educational objectives are met. It's important for educators to strike a balance between these components to create a comprehensive and effective learning experience.

MEDIUM OF INSTRUCTION: LANGUAGE OF CLASSROOM INSTRUCTION/TEACHING

MEDIUM OF INSTRUCTION

 The "medium of instruction" refers to the language or mode of communication used in the educational process to teach and convey information to students. It plays a crucial role in formal education systems, as it affects how students understand and engage with the curriculum. The choice of the medium of instruction can have significant implications for both teachers and students. Here's a detailed explanation:

MOI

1. Language of Communication:

 The medium of instruction is primarily concerned with the language in which teaching and learning activities take place in educational institutions. In most cases, it involves spoken and written communication, as well as reading and listening comprehension in that language.

2. Types of Medium of Instruction:

    a. Mother Tongue or Native Language: In many countries, especially at the primary level, students are initially taught in their mother tongue or native language. This approach is known as "mother tongue-based multilingual education" (MTB-MLE). It is believed to enhance understanding and cognitive development because students are more proficient in their first language

    b. Second Language or Foreign Language:

 In some contexts, the medium of instruction may be a second language or a foreign language. For example, in bilingual or multilingual countries, students may learn in a language that is not their mother tongue. This is often the case in countries with a colonial history, where the language of the former colonizers is used in education.

    c. Bilingual or Multilingual Education:

 In regions with linguistic diversity, education systems may adopt a bilingual or multilingual approach, where instruction occurs in multiple languages. This approach aims to respect the cultural and linguistic diversity of the student population.

    d. English as a Medium of Instruction (EMI):

 English is often used as a medium of instruction in international contexts or in countries where it is not the native language. EMI is common in higher education and international schools.

3. Factors Influencing the Choice of Medium of Instruction:

    a. Cultural and Linguistic Diversity:

 The linguistic and cultural composition of the student body plays a significant role in determining the medium of instruction. It's essential to accommodate the diverse backgrounds of students.

    b. National Policy and Educational Goals:

 Government policies and educational goals may influence the choice of medium of instruction. Some countries prioritize the preservation of indigenous languages, while others emphasize global competitiveness and English proficiency.

    c. Resource Availability:

 The availability of qualified teachers, textbooks, and teaching materials in a particular language can influence the choice of the medium of instruction.

    d. Social and Economic Factors:

 Socioeconomic factors can also play a role. For example, parents may prefer instruction in a language they believe will provide their children with better job opportunities.

4. Impact on Learning Outcomes:

   The choice of the medium of instruction can have a significant impact on students' learning outcomes. When students are taught in a language they are not proficient in, it can hinder their comprehension and overall academic performance. Conversely, using a familiar language can promote better understanding and engagement.

5. Challenges and Controversies:

   The selection of the medium of instruction can be a contentious issue in many regions. It can raise concerns about cultural identity, access to quality education, and social inequalities. Balancing the preservation of native languages with the need for global communication skills is a complex challenge.

In summary, the medium of instruction in education refers to the language or mode of communication used to teach students. It is a multifaceted decision that depends on various factors, including language diversity, educational goals, and available resources. The choice of medium can significantly impact students' learning experiences and outcomes, making it a critical consideration in the field of education.

ENGLISH AS A SECOND LANGUAGE:KEY ASPECTS OF ESL

ENGLISH AS A SECOND LANGUAGE:

ENGLISH AS A SECOND LANGUAGE

 English as a Second Language (ESL) refers to the process of learning and using English when it is not your native or first language. Many people around the world study English as a second language for various reasons, such as for work, travel, education, or communication with people from different linguistic backgrounds. ESL programs and courses are designed to help non-native speakers develop their English language skills, including speaking, listening, reading, and writing.

KEY ASPECTS OF ESL

Here are some key points related to ESL:

1. Types of ESL Programs:

 ESL programs can vary in intensity and focus. They range from casual language courses for basic communication skills to more intensive programs designed to prepare students for academic or professional settings.

2. ESL Skills:

 ESL instruction typically covers the four main language skills:

   - Listening: Understanding spoken English.

   - Speaking: Communicating in English.

   - Reading: Understanding written English.

   - Writing: Expressing ideas in written English.

3. Grammar and Vocabulary:

 ESL instruction also includes grammar and vocabulary lessons to help learners build a strong foundation in English.

4. Cultural Aspects:

 Learning English often involves an understanding of the culture and customs of English-speaking countries to facilitate effective communication.

5. Certifications:

 Some ESL learners pursue English language proficiency certifications, such as TOEFL (Test of English as a Foreign Language) or IELTS (International English Language Testing System), which are often required for university admissions or immigration purposes

6. Online Resources: 

In addition to formal ESL classes, there are many online resources, websites, apps, and language exchange platforms that can help ESL learners practice and improve their English skills.

7. Practice and Immersion:

 Immersion in an English-speaking environment, either by living in an English-speaking country or regularly interacting with native speakers, can greatly accelerate language learning.

8. Challenges:

 Learning a new language can be challenging, and ESL learners may face difficulties with pronunciation, grammar, and vocabulary. Patience and consistent practice are essential for improvement.

9. Dialects:

 English has many dialects, and the choice of which dialect to learn often depends on the learner's goals and the region where they plan to use English.

10. Benefits:

 Proficiency in English can open up a wide range of opportunities, including better job prospects, easier international travel, access to English-language media and literature, and the ability to communicate with people from diverse backgrounds.

ESL is a dynamic field, and there are countless resources and methods available to help individuals achieve their English language learning goals. Whether you're a beginner or looking to refine your existing skills, there are many ways to engage with the English language and become a proficient speaker of English as a second language.

SECOND LANGUAGE ACQUISITION; central issues of Second Language Acquisition:

    SECOND LANGUAGE ACQUISITION

       Second Language Acquisition (SLA) alludes to the cycle by which people gain or get familiar with another dialect that isn't their local or first language. It envelops the investigation of how individuals, frequently alluded to as second language students (L2 students), get capability in a language other than their native language. This cycle can happen in different settings, including formal language study halls, submersion programs, or through casual openness to the language in daily existence.

second language

Here are a few central issues to grasp about Second Language Acquisition:

1. Natural Process:

 SLA is a characteristic and continuous cycle that happens all through an individual's life. Kids, young people, and grown-ups can all obtain a subsequent language. Notwithstanding, the simplicity and progress of securing can differ in light of elements like age, inspiration, and openness.

2. Age and Basic Period Hypothesis:

 Exploration has recommended that there might be a basic period during which it is simpler for people to procure local like elocution and linguistic skill in a subsequent language. The basic time frame speculation recommends that this open door happens in youth, despite the fact that there is continuous discussion and exploration on this point.

3. Input Hypothesis:

 Proposed by etymologist Stephen Krashen, the Information Speculation accentuates the significance of fathomable contribution to language securing. Students procure language best when they are presented to language input that is somewhat over their ongoing degree of capability yet reasonable.

4. Affective Factors:

 Inspiration, disposition, and close to home variables assume a huge part in SLA. Students who are persuaded to get familiar with a language and have an uplifting outlook toward the language and its speakers will generally gain more headway.

5. Interlanguage:

 During the course of SLA, students frequently go through phases of language improvement known as "interlanguage." Here students might utilize a mix of components from their local language and the objective language. Interlanguage develops and turns out to be more local like with proceeded with openness and practice.

6. Errors and Correction:

 Blunders are a characteristic piece of the language educational experience. Instructors and teachers frequently use blunder remedy techniques to assist students with refining their language abilities. In any case, it is vital to give helpful criticism that upholds as opposed to puts students down.

7. Context and Exposure:

 The setting where language learning happens can fundamentally affect SLA. Submersion programs, where students are encircled by the objective language, frequently bring about quicker and more compelling obtaining. In any case, even in non-vivid settings, openness to the language through media, social co operations, and formal guidance can add to language improvement.

8. Individual Differences:

 Each student is one of a kind, and individual contrasts in mental capacities, learning styles, and earlier language information can impact the rate and progress of SLA.

9. Bilingualism and Multilingualism:

 SLA can prompt bilingualism or multilingualism, where people are capable in various dialects. Bilingualism can have mental, social, and pragmatic benefits.

10. Continual Learning:

Learning a subsequent language is a continuous cycle. Indeed, even subsequent to accomplishing an elevated degree of capability, keeping up with and further developing language abilities through training and openness is fundamental.

By and large, Second Language Procurement is a mind boggling and dynamic field of study that investigates how people get and foster capability in dialects past their local tongue. Analysts and instructors in this field mean to more readily comprehend the cycles associated with SLA and apply this information to work with powerful language learning and educating systems.

SCRIPTED SPEECH AND ITS CHARACTERISTICS

                SCRIPTED SPEECH

Scripted speech refers to a type of communication in which the speaker follows a pre-written script or text when delivering a message, speech, presentation, or any form of verbal communication. This script is typically composed in advance and serves as a structured guide for the speaker to ensure that they convey specific information, ideas, or emotions in a clear, organized, and consistent manner. Scripted speech has several characteristics that distinguish it from other forms of communication:

1. Preparation:

 Scripted speech requires thorough preparation. The speaker must create or review the script well in advance of the presentation to ensure it aligns with the intended message and audience.

2. Precision: 

Scripted speech allows for precise control over the content and language used. Every word and phrase is carefully chosen to convey the desired message accurately.

3. Consistency: 

One of the key advantages of scripted speech is that it promotes consistency in the message delivery. Since the speaker follows a predefined script, there is less room for improvisation or deviation from the intended message.

4. Clarity: 

Scripted speeches are often crafted with clarity in mind. The language is typically straightforward and free from ambiguity, making it easier for the audience to understand the message.

5. Structure: 

A script typically follows a structured format with an introduction, body, and conclusion. This structure helps organize the content logically, making it easier for the audience to follow along.

6. Timing:

 Scripted speeches often include timing cues to ensure that the speaker maintains a steady pace and stays within the allocated time for the presentation.

7. Rehearsal:

 Effective delivery of scripted speech requires rehearsal. Speakers practice their delivery to become familiar with the script, improve their articulation, and enhance their overall presentation skills.

8. Formality:

 Scripted speeches are commonly associated with formal settings, such as public speaking events, corporate presentations, or scripted performances. The level of formality can vary depending on the context.

9. Use of Visual Aids: 

In some cases, scripted speeches may incorporate visual aids, such as slides or props, to enhance the presentation and support the spoken content.

10. Emotion and Tone:

 While scripted speeches can be emotionally charged, the emotional content is usually planned and controlled. The script may include cues for the speaker to convey specific emotions or tones at certain points in the presentation.

11. Audience Engagement:

 Effective scripted speeches often include strategies to engage the audience, such as rhetorical questions, anecdotes, or audience participation elements. These are strategically integrated into the script.

12. Customization:

 Depending on the audience and occasion, scripted speeches can be customized to cater to specific demographics, interests, or cultural sensitivities.

It's important to note that scripted speech is not limited to public speaking or formal presentations. It can also be used in various other contexts, such as scripted dialogues in movies, television shows, theater performances, or even customer service interactions, where agents follow predefined scripts to ensure consistent communication with customers.

In summary, scripted speech is a structured form of communication that offers precision, consistency, and control over the message delivery, making it a valuable tool in various professional, creative, and informative settings.

STYLISTICS VARIATION AND CHANGES: REASONS

 STYLISTICS VARIATION AND CHANGES:

Stylistic Complex variety and changes allude to the manners by which language utilization, composing styles, or imaginative articulations advance and adjust over the long run or in various settings. These varieties can happen in light of multiple factors and can be seen in various types of correspondence, including writing, visual expressions, music, and, surprisingly, ordinary language. Here are a few critical parts of complex variety and changes:

Reasons for variation in stylistics:

1. Historical Change:

 Language and creative styles can change over the long haul due to social, social, political, and mechanical variables. For instance, the English language has developed essentially throughout the long term, prompting varieties in jargon, punctuation, and composing styles.

2. Cultural Influence: 

Various societies and subcultures might have one of a kind complex inclinations and varieties. These can appear in language, design, craftsmanship, music, and different types of articulation. For example, the way of dress and music related with a specific ten years might differ decisively starting with one time then onto the next.

3. Individual Style:

 Specialists, scholars, and makers frequently foster their own singular styles that can change and develop as they develop and acquire insight. These progressions could reflect shifts in their own inclinations, educational encounters, or imaginative impacts.

4. Genre and Medium:

 Various sorts and imaginative mediums have their own shows and styles. For instance, the composing style in a proper scholarly paper will change fundamentally from that in a relaxed blog entry. Additionally, the way of painting in impressionism contrasts from that in unique craftsmanship.

5. Audience and Purpose: 

The style of correspondence or imaginative articulation can change contingent upon the target group and reason. A discourse conveyed to a gathering of scholastics will have an unexpected style in comparison to one given to an overall crowd.

6. Technological Advancements:

 Progressions in innovation can prompt new types of articulation and correspondence styles. For instance, the web and online entertainment have led to better approaches for composing and sharing data, described by curtness and casualness.

7. Cross-Social Influences:

 Globalization and expanded social trade can prompt the mixing and acquiring of styles from various societies, bringing about expressive variety and change. This is apparent in regions like music, design, and cooking.

8. Artistic Movements: 

In artistic expression, different developments and patterns can drive complex changes. For example, the progress from sentimentalism to authenticity in writing denoted a huge expressive change in the nineteenth hundred years.

9. Language Evolution:

 Language is continually developing, and this remembers changes for jargon, elocution, sentence structure, and composing style. These progressions can happen because of language contact, relocation, and generational movements.

10. Economic and Political Factors:

 Monetary and political variables can likewise impact complex changes. For instance, times of financial thriving may prompt more sumptuous and resplendent creative styles, while seasons of difficulty might bring about less complex and more somber styles.

Understanding complex variety and changes is fundamental for examining and valuing the advancement of dialects and imaginative structures. It gives understanding into the powerful idea of human articulation and the manners by which it answers social, cultural, and individual movements over the long run.

READING COMPREHENSION SKILLS;TECHNIQUES FOR DEVELOPING UNDERSTANDING ABILITIES:

       READING COMPREHENSION SKILLS

 Reading comprehension skills are fundamental capacities that permit people to comprehend, decipher, and extricate importance from composed text. These abilities are major for scholastic achievement, proficient development, and daily existence. Solid perusing understanding abilities empower people to:

READING SKILLS

1. Vocabulary Understanding: 

A vigorous jargon is fundamental for figuring out the significance of words inside a text. Perusers with solid understanding abilities can surmise the implications of new words from setting.

2. Contextual Understanding:

 Cognizance includes getting a handle on the general setting of an entry, which incorporates figuring out the primary thought, reason, and tone of the text.

3. Inferential Reasoning: 

Perusers with great appreciation abilities can reach determinations and make surmisings in view of the data introduced in the text, in any event, when the creator doesn't unequivocally state something.

4. Summarization: 

The capacity to sum up the primary concerns of a text briefly is a key perusing cognizance expertise. It assists perusers with refining the fundamental data from extended or complex sections.

5. Critical Thinking:

 Solid appreciation abilities additionally include decisive reasoning. Perusers can assess the legitimacy of the creator's contentions, recognize inclination, and evaluate the nature of proof introduced.

6. Text Construction Recognition:

 Capable perusers can perceive different text structures (e.g., circumstances and logical results, thoroughly analyze, issue arrangement) and utilize this comprehension to successfully explore and appreciate texts.

7. Fluency:

 Familiarity with perusing implies having the option to peruse without a hitch and at a fitting speed. It's a central expertise for cognizance since battling with individual words can block understanding.

8. Active Engagement:

 Dynamic perusers draw in with the text by getting clarification on pressing issues, making forecasts, and explaining their comprehension as they read. This cooperation improves understanding.

9. Note-taking:

 Viable note-taking abilities can help perusers hold and review significant data from a text.

10. Multiple Texts:

 Solid perception abilities reach out past individual texts. They empower perusers to investigate data from various sources and integrate it into a lucid comprehension.

TECHNIQUES FOR DEVELOPING UNDERSTANDING ABILITIES:

To create and further develop perusing understanding abilities, people can take part in different techniques, including:

- **Close Reading**: Breaking down a text cautiously by perusing it on various occasions, featuring central issues, and making comments.

- **Questioning**: Posing inquiries about the text previously, during, and in the wake of perusing to extend understanding.

- **Summarization**: Composing succinct synopses of texts to build up perception.

- **Jargon Building**: Growing one's jargon through perusing and learning new words in setting.

- **Conversation and Reflection**: Taking part in conversations, book clubs, or journaling about what was perused to advance decisive reasoning and examination.

- **Practice**: Normal perusing practice across different classes and sorts of text can essentially further develop cognizance abilities.

 

Reading Comprehension Exercises: Finishing practices and tests intended to test and improve appreciation abilities.

Strong reading comprehension skills are imperative for progress in schooling as well as in different expert fields, as they empower people to successfully process and get a handle on data. They are a significant resource in our data rich world, helping with direction, critical thinking, and remaining informed.