Topic to be explored • How to motivate slow-learners in the class room? Group 5: 許儷齡 沈志平 林維真 邱宛君
Elementary school section: Picture book Peer guidance Heterogeneous grouping Playing games RT Multi-media instruction Junior high school section: Peer guidance Heterogeneous grouping Remedial teaching Computer-assisted teaching What we have done to solve the problem
Junior high school section: 1. quiz * oral * written 2. rewarding system * cold drink 3. lucky draw Elementary school section: Rewarding system * give candies * give rewarding stamps * give stickers Allowing seating choice Lucky draw What we have done to monitor the students better
Junior high school section: 1. Quiz * oral * written 2. Interviewing students 3. Communicating with the parents Elementary school section: Worksheets Feedback sheet Observation notes Interviewing students questionnaire What we have done to understand the situation better
Initial ResultElementary school section 1. Picture book: Ss are more interested in learning, but slow-learners still can’t read. Choosing a suitable picture book is the key consideration. 2. Peer guidance: some Ss get help and improve their alphabetic knowledge, but some Ss complain about each other. 3. Heterogeneous grouping: willing slow-learners benefit most, but unwilling ones sometimes stay as indifferent as before.
Initial ResultElementary school section 4. Playing games: Ss are interested in class. However, T has to be selective about which games involve more Ss and help with slow-learners more. 5. RT: Everyone can participate in. Slow-learners say shorter and easier lines with other Ss. 6. Multi-media instruction: Ss become interested in learning. However, they don’t have the equipment at home.
Initial ResultJunior high school section 1. Peer guidance: some Ss get help with reading the textbook, but some Ss complain about each other. 2. Heterogeneous grouping: willing slow-learners benefit most, but unwilling ones sometimes stay as indifferent as before.
Initial ResultElementary school section 3. Remedial teaching: because of individual guidance, slow-learners are more concentrated, but the effect does not last. 4. Computer-assisted instruction: Ss become more interested in learning, but they still cannot remember what they learned.
Suggestions • Other activities can be included in teaching • to make learning English more fun: • - Creative works: e.g., art & craft • - Pop songs • - Learning by doing: e.g., making a sandwich • - Field teaching: e.g., going to the McDonald/ • convenience stores • 2. Try to avoid giving too many quizzes. (quizzes = pressure)
Suggestions • Future plan: If peer guidance can help, how do we motivate fast- learners to be enthusiastic about helping slow- learners?
Tell me and I forget, Teach me and I learn, Involve me and I remember.