Input hypothesis Task Analysis / Educational Objectives – Reflection on teaching

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Working as a teacher trainer, I have two main aspects to consider for my students about Second (even foreign) Language educational practices: what to teach and how to teach it. Organising for instruction provides the information that allows these soon-to-be teachers to determine how each class (the term) successfully develops. It is their analysis of their instructions and tasks involved that contribute to comprehensible education. This is one focus that proves hard to convey to these new teachers and certainly an ongoing professional development for myself. This means that there are educational objectives that they need that outline what will be learned and what their second language students should be able to do/show at the end of the period of study. With respect to this, I will, in this reflection, outline what is contributed to this discipline to help with my deeper understanding.

To begin with, I need to show in my training that education for each second language student takes on many factors not only learning academically but also being a student of life. This means that students become natural learners and recognise not only their role in the learning world but also the world as a whole. They can gain knowledge in the classroom but how do they apply it outside the classroom. This means that through education, within the teacher’s objectives, there should be provisions for each individual with opportunities to develop abilities so that each student is able to demonstrate that he or she can do a specific task to a reasonable standard. But the teacher must recognise that there are different types of objectives. They can be developed into separate areas.  Three such areas exist. Each of the three areas or domains is of human functioning. There is the affective domain which involves feelings. The psychomotor area includes coordination and other physical skills. The cognitive domain includes those activities directly associated with doing academically relevant work. With these three domains, each objective shows prominence as observable actions that are what the teacher wants to observe after they have broadly educated the students.

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