Novas Perguntas

Estas são as perguntas para os próximos textos:

Text 9: Gebhard, J. G., Oprandy, R. Exploring our teaching (Chapter 1). In: ___________. Language teaching awareness: a guide to exploring beliefs and practices. Cambridge: Cambridge University Press, 1999. p. 3-19.

1. What reasons do the authors use to justify exploration of teaching?
2. What reasons do the authors give for advocating description rather that prescription?
3. Why do the authors think that judgments can interfere with teaching descriptions?
4. What do the authors mean by the expression “high-inference words” (p. 10)? Why is it important to have a metalanguage to talk about teaching?
5. Briefly explain the four “avenues to awareness” discussed in the text.

Text 10: Gebhard, J. G., Oprandy, R. The process of exploration (Chapter 2). In: ___________. Language teaching awareness: a guide to exploring beliefs and practices. Cambridge: Cambridge University Press, 1999. p. 20-32.

1. Briefly describe the five possibilities of exploration discussed in the text.
2. Discuss with your partner the two examples of exploration given by the authors. How do the teachers in these examples gain awareness of their teaching?

Text 11: Gebhard, J. G. Seeing teaching differently through observation (Chapter 3). In: Gebhard, J. G., Oprandy, R. Language teaching awareness: a guide to exploring beliefs and practices. Cambridge: Cambridge University Press, 1999. p. 35-58.

1. The author defines classroom observation as a “nonjudgmental description of classroom events that can be analyzed and given interpretation” (p. 35). What does he mean by “nonjudgmental”, “description” and “interpretation”?
2. The author discusses five different purposes of observation. Which of them do you think is most appropriate for the kind of observation you are going to do? Why? Which of them is the least appropriate? Why?
3. Why is it important to decide on an aspect of classroom interaction to focus on before observing a class?
4. What is “cooperative classroom observation” (p. 47)?
5. What is the difference between participant and nonparticipant observation?
6. Why is it important to interpret descriptions of teaching?

→ Try some of the tasks suggested in the texts and briefly report on them.