Senin, 20 Januari 2014

FAQ UJIAN SERTIFIKASI INTERNASIONAL

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 FAQ Ujian Sertifikasi Internasional

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Senin, 21 Oktober 2013

Cambridge ESOL Trains Thai Teachers

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ANDREW NYE STAKEHOLDER UNIT, CAMBRIDGE ESOL Introduction In 2008, working in partnership with Bell International, Cambridge ESOL ran a teacher training course for 30 teachers from Thailand, giving them a unique opportunity to enhance their teaching skills. The course was so successful it was repeated in 2009. Working closely with the Ministry of Education in Thailand, Cambridge ESOL and Bell International delivered the training to help delegates develop their knowledge of teacher training methodologies and improve their overall skills as practising teachers. The course equipped the teachers with the necessary skills to design and develop their own English language tests Background On arrival each group had a high level of understanding of issues surrounding testing, principally because they had done both TKT modules 1 and 2. This was part of a major project that the Thai Ministry of Education had invested in to improve the methodology skills of teachers of English in state schools throughout Thailand. A key component of this project was the use of TKT as a benchmark qualification for the teachers. Initial training in TKT was given to a group of about 50 senior teachers from regional English language support centres located all around Thailand. The training materials were developed by the Ministry in partnership with the British Council in Bangkok. The format of training was part face-to-face and part self-study. The senior teachers cascaded the training to secondary school teachers in their regions. Those teachers with a high enough proficiency in English took TKT Module 1. At later dates, other groups of teachers (including some from primary schools) also took Module 1, while those that had previously achieved Band 3 or 4 took Module 2 or 3. In total, more than 20,000 teachers in Thailand have taken TKT. Teachers who achieved the highest band score were offered the opportunity to further develop their professional skills in overseas courses, and in particular the courses run by Cambridge ESOL, together with Bell International, in Cambridge. Role of Cambridge ESOL The Cambridge ESOL courses began by cementing the theory that the teachers had learned whilst studying TKT. This was then followed by sessions on testing which put the theory clearly into practical use for the participants, and gave them a deeper understanding of the issues involved. This practical work consisted of ongoing project work for the participants to produce their own test items. At the end of the course, participants presented these projects to the whole group and received feedback, making the projects useful and meaningful for them all. The participants reported that they found it invaluable to have time to prepare these project presentations and to get support from the tutors. This resulted in some really worthwhile ideas that participants could take back, share with other teachers and use in their schools. For future course projects, the challenge of the work could be raised by asking participants to select their own texts to write exam tasks for. Texts were provided by tutors in the past, but with access to materials at the Bell School, participants could do this for themselves. In 2009 Cambridge ESOL undertook a survey of the teachers involved in the TKT project in Thailand to evaluate the effectiveness of the programme. Specific objectives were: • to find out how useful teachers found the preparation they did for taking TKT • to find out how relevant the content of TKT is for their work • to identify the impact that preparing for and taking TKT has had on their teaching and on their students’ learning • to identify what additional training and professional development teachers feel they need. Five hundred teachers took part in the survey and the results clearly show that the training for TKT and the use of TKT as a benchmark for the teachers has had a very positive impact on teaching in Thailand. The overwhelming majority of respondents (92%) found the experience of preparing for and taking TKT to be a useful or very useful experience, while 82% stated that TKT had motivated them to continue to develop as a teacher. TKT has helped them to develop a better understanding of teaching theory (83%) and to improve their teaching skills (79%). They now feel more confident in their teaching (80%) and enjoy their work more (76%). Conclusions The completed end-of-course questionnaires showed that participants found the course extremely useful and enjoyable, particularly the practical sessions. Yuwadee Yoosabai, the course co-ordinator in 2009 commented: ‘The course has been extremely useful. Cambridge ESOL and Bell International worked perfectly together to give us a mix of theory and practical experience. They took time to find out in what areas of teaching we were experiencing difficulties, in order to ensure that the training was tailor made to our needs. We have all learnt so much in regard to the different types of test available and feel much more confident about how to extract the best from our students.’ Dr Michael Milanovic, CEO for Cambridge ESOL commented: ‘Providing teachers from all over the world, with all of the necessary support and guidance when educating and assessing students who are learning a foreign language is a key objective for us. Our long established partnership with both the Thai Ministry of Education and Bell International enabled us to give these delegates a unique insight into the tools and techniques needed. We will certainly keep in touch with the delegates to learn how their new found knowledge and expertise has helped them move forward and address some of the challenges they face in their daily roles in Thailand.’ CAMBRIDGE ESOL : RESEARCH NOTES : ISSUE 40 / MAY 2010 ©UCLES
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Kamis, 26 September 2013

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