Five Components of Effective Oral Language Instruction - PDST
Five Components of Effective Oral Language Instruction - PDST
Five Components of Effective Oral Language Instruction - PDST
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Concept<br />
Mapping<br />
(pp. 36-40)<br />
attaches a short statement including why this piece as chosen.<br />
The Portfolio transfers with the pupil from class to class. (p. 31)<br />
� E-Portfolio. A folder is created for each pupil on the desktop <strong>of</strong><br />
the class laptop/computer. The e-portfolio may contain<br />
various samples <strong>of</strong> oral, reading and written work recorded by<br />
means <strong>of</strong> using Micros<strong>of</strong>t word, PowerPoint, photo story,<br />
Audacity, digital camera images <strong>of</strong> written work.<br />
“Concept Mapping is a process used to make spatial representations <strong>of</strong><br />
ideas and the relationships between these ideas. The concept maps<br />
are similar to graphs containing ideas and labelled lines which describe<br />
the relationships between them” (p. 36)<br />
There are different types <strong>of</strong> Concept Maps. These include:<br />
� Spider Maps: The spider concept map is organized by placing<br />
the central theme in the centre <strong>of</strong> the map. Outwardly<br />
radiating sub-themes surround the centre <strong>of</strong> the map as shown<br />
in Image 1 below.<br />
� Chronological/Hierarchical Maps: The hierarchy concept map<br />
presents information in a descending order <strong>of</strong> importance with<br />
the most important information placed on the top.<br />
� Flow Charts: The flowchart concept map organizes information<br />
in a linear fashion as in picture 2.<br />
Image 1<br />
Image 2<br />
43
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