Developing English presentation skills as a component of collaboration competence for sustainable development

The paper deals with the problem of teaching non-linguistics students English presenting as a component skill of collaboration competence. Students’ considerable reluctance to take up this type of creative activity and to present their ideas in front of their colleagues is a serious obstacle to develop their communicative abilities necessary for prospective leaders of the 21st century in science and industry. The results of the survey of Machine Building and Computer Science students as to reasons for their disinclination to create presentations are presented. The strategy for overcoming students’ unwillingness and building their presenting confidence are given. The example of implementation of a task for strategic thinking for sustainable development within the discipline ‘English as a foreign language’ is given. The aspects and stages of effective online presentation editor application for teaching English presenting are analysed. The results of students’ choice of five presentation tools are included. Three prospective online presentation makers are analysed and their utility for creating and giving English presentations are studied. It is stated that the most promising online tool is Prezi since it offers prepared professional quality features and incites developing and incorporating personal creative ideas through bright and uncommon visual means.

MEASURING THE SKILLS OF LEADERSHIP AND INSTRUCTIONAL COACHES FOR SCHOOLS TRANSFORMATION PROGRAMME

The study aims to determine the levels of coaching skills among the school transformation coaches. They are specially selected mainly to assist school leaders and teachers in transforming the schools and students towards excellence. The objectives of this study are first, to assess the levels of listening and questioning skills, and second, to identify the extent of the related skills being used. There are five listening sub-skills and five questioning sub-skills identified for the purpose of this study. It comprises 43 participants selected from 110 coaches who have been involved since the program started in 2016. The study uses quantitative and qualitative approaches. The participants are required to carry out a coaching simulation session. Each of them is given 20 minutes to conduct the session and 10 minutes for the feedback session. They are assessed by two certified coaches for each session. A checklist form and grading form are used as instruments. There are four levels of competency to identify the participants’ listening and questioning skills known as Ineffective (1), Developing (2), Skilled (3) and Excellent (4). The results of the study found that most of the participants are at the ‘Skilled’ level for both listening and questioning skills. The former was at the Mean level of 3.33 and the latter was at 3.58. Further analyses for listening component skill find that the sub-skill of ‘making conclusion’ is used by most of the participants and the sub-skill of ‘using decision-making tools’ is the least used. For questioning skill component, the sub-skill of ‘using appropriate open and closed questions’ is the most used and the sub-skill of ‘creating awareness for decision-making improvement’ is the least used. It can be concluded that the participants’ have good skills in listening and questioning for coaching. It is suggested that they need to further develop their skills in helping their coaches to make the decision using appropriate tools and for improvement.

Preservice Teachers’ Learning to Respond on the Basis of Children’s Mathematical Understanding

This study examined the extent to which preservice teachers (PSTs) develop their capacity to attend to children’s strategies and interpret and respond on the basis of children’s mathematical understanding in the context of two well-designed assignments: Inquiry into Student Thinking assignment and tutoring assignment. The two assignments were assigned after 6 and 10 weeks of instruction, respectively. The analysis revealed that PSTs attended to children’s strategies and interpreted children’s mathematical understanding but struggled with the component skill of responding to children’s mathematical understanding in the two assignments. Although the nature of tasks selected differed across the two assignments, generally PSTs focused on tasks that would develop children’s mathematical understanding. The findings have theoretical implications for a hypothesized trajectory of professional noticing of children’s mathematical understanding and the design of mathematics methods courses.

Evaluating Students’ Achievement Level of Learner Competency Assessing Skill

Skill assessment is extremely difficult and complex. Assessing skills are one of the basic teaching skills, so it is essential to evaluate the assessing skills of a teacher (T) or a pedagogical student (S). Skill assessment is not just about how many skills they have, how proficient they are, but also about the exquisite and flexible combination of component skills. In this article, we propose a system of criteria for assessing each component skill of learner competency assessing skill and accordingly propose a set of criteria for assessing the level of achievement of teachers or students in learner competency assessing skill. Keywords Assessing skills, competency, criteria, and scoring guidelines form References [1] Giselleo. Martin-kniep (translated by Lê Văn Canh), Eight innovations to become a good teacher, Vietnam Education publisher, HN, 2011[2] Lê Đình Trung, Phan Thị Thanh Hội, Dạy học theo định hướng hình thành và phát triển năng lực người học ở trường phổ thông, Hanoi National University of Education publisher, Hà Nội, 2015.[3] William D.Shafer, Assessment skills for school counselors, U.S. Department of Education, OERI, 199

TECHNIQUE OF QUESTIONING CARRIED OUT BY NOVICE TEACHERS

When teachers conduct a lesson, the activity of posing questions always appears in it. The activity of posing questions includes the skills of basic questioning and advanced questioning in which a teacher must acquire. The focus of the study is on the basic questioning techniques only. ?é?áThe purposes of this study are aimed at finding: 1) the basic questioning component skill used by the novice teachers in the classroom, 2) the types of question used by the novice teachers in the classroom, and 3) the levels of questioning category used by the novice teachers in the classroom. This discourse study was based on the analysis of the teacher talk in class. The analysis was based on the recorded data of the five novices when they conducted lessons in class. The recorded data were transcribed. From the transcriptions, teachers?óÔé¼Ôäó talk were identified and classified into types of questions, levels of questions, and basic questioning components. The findings of the study are: 1) novices used higher number of closed questions; 2) there were more low level questions conducted by novices; 3) the large number of the skill components in their teaching activities were the distributing, pausing and reacting. ?é?á Key Words: Novice Teachers, Technique of Questioning,