Hi, Emily, Tei, and Chelsea

Comprehension Questions(I post again with different topic)

1. What is representational system as a characteristic of human thinking?

2. Can you explain the relationship between thinking and emotion? Why the classroom's emotional climate is important?

3. As a teacher, when we teach Thinking Skills for students, are there any effective ways for them?

Discussion Question

What are the six models of Bloom's Taxonomy stages revised version? Let's talk more about the characteristics and examples of each steps .

See you on Saturday~

11 WEEK-Bloom Information processing

For Amy, Seoyoon and Kimberly Three questions are below 1) what types of basic processes can you see in the dimensions of thinking? 2) Describe the six level of Bloom's REVISED Taxonomy of the cognitive domain. 3) Make your own one example activity( or questions) for each level. Discussion Q) How can teachers establish a setting that lead to students' creative thought?

Hi Group C. (Emily/Tel/Chelsea)
I post Comprehension and Discussion questions below so think about the answers and feel free to write them. 

Comprehension Question)

Q1) What are the three main stages of Information Processing model?  
Q2) In terms of capacity of working memory, are there any implications for teacher who is going to apply it for their class?
Q3) What is difference between the terms long-term memory and long-term storage?

Discussion Question)

Let's think about it and discuss tomorrow ^^

Group B 'The output hypothesis'

Hi Mia, Daisy, Esther!
First of all, sorry for the late uploading!

Here are the comprehension questions.
Q1) What are the four ways in which output might play a role in the process of second language learning the output hypothesis proposed?
Q2) What is the second way in which producing language might serve in the language learning process?
Q3) What is the simple but powerful example of the type of teacher-fronted interaction that the output hypothesis calls for?

Discussion questions.
Which hypothesis either Swain’s or Krashen’s do you more agree, and why, if you have another different opinion from the both, then why?

Group C_The output hypothesis (Emily/Eunjoo/Chelsea)

Hi Group C. (Emily/Eunjoo/Chelsea)
Please find the below Comprehension and Discussion questions

Comprehension Question)

Q1) What is te four ways in which ourput might play a role in the process of second language learning?
Q2) What is a big difference between Swain's and Krashen's Hypothesis?
Q3) Why is the "Output" important?

Discussion Question)
Does the output-based approach toward english education is applicable to korean school?
Does this output hypothesis always work well to improve students's proficiency? Is there any expected problem?
Let's think about it and discuss tomorrow ^^

Week 9/GroupD 'The output hypothesis'

Hi, Heather and Hannah!

Comprehension Questions

1. What are four ways in output play a role in the process of second language learning of the output hypothesis?

2. What does acquisition without instruction or output occur? Please find example at least one in text.

3. What two forms do combination hypotheses involve?

Discussion Question

Stephen Krashen first examine direct confrontations, studies in which comprehension-based methods are compared with methods based on rivals hypotheses between “Experimental studies” and “Correlational studies.” Which one do you prefer and why?

Group E: Haeyun, Rachel, Sunny_Week 9 'The output hypothesis'

Hello members,

Here are the questions. 

1. According to the Output Hypothesis, when the acquisition may occur? 

2. What does ‘extended discourse’ mean?

3. According to the Output Hypothesis, What kind of activity is useful for second language learning? And Why?

And this is discussion topic

: According to Olsen & Kagan, for successful collaborative learning, 5 components are needed. Among that components, how teacher make the task produce positive interdependence?

Thank you. If there is something mistake, please let me know