TaylorDavis Educational Systems
Watch The TDES System Here
Our belief is that there are many types of learners in the world. Not everyone learns the same way and what is effective for one may not work at all for another. We have been strongly influenced by the 5 Principles of Student Motivation and Principles of Adult Learners when we considered the structure of our classes.
We also believe we can teach English as a Language second to none, that most methodologies used to teaching English as a Second Language (ESL) are not as effective as they could be.
We respect true knowledge and not rhetoric, further to our practical and tested teaching base, we constantly keep up to date with the forefront in linguistic, pedagogical, and cognitive science research. Our goal is to have the student learn, rather than “finish the book” or “teach the material.”
The “System”
Each and every module we deliver, whether based on a Cambridge University Press publication or custom written module
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Warm Up – warm up cards to get students talking
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New Vocabulary – translated, explained and correctly used
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Idioms – explained with examples of usage
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Practice Drills – requiring students to formulate, transpose or transform
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Writing Activity – requiring students to practice style & format
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Reading Activity – with a discussion
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Role Play Activity - A/B or Group – Roles separated by part on cards
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Short Video “Subject-Specific” – reinforcement of the main topic
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Games – reinforcement of the module material
§ Homework – reinforcement of the learning process
Delivery Method
Our view is that TaylorDavis Educational Systems trainers are there to “facilitate” and help learners with the learning process. TaylorDavis Educational Systems are not lecture-based teaching. Students actively participate in every aspect of their learning process.
Each module delivery is carefully crafted to build on previously learned material.
Warm Up
Warm up drills are handed out on cards. The purpose they serve is to get each session started on an easy English activity. Warm up drills recognize the reality that some English classes are only attended as frequent as once a week and some students may not have practiced speaking English during that time.
New Vocabulary
New vocabulary that is topic-specific is introduced with TaylorDavis Chinese translations. This recognizes the fact that many Chinese students use personal “translators” to look up definitions and translations of words. We give them our translations and definitions in order to control the habit of using personal translators that may or may not have the correct translations and / or definitions. Vocabulary games like word scramble and crossword puzzles are also used to help reinforce new vocabulary.
Idioms
Any topic-relevant idioms are discussed and practiced correctly in conversation.
Practice Drills
Careful consideration is given to separating the 4 practice drills per module so one student cannot read the other student’s part. Students learn to reply based on each others speaking and listening skills, rather than just reading the other part. Practice drills reinforce correct English grammar usage and require the students to formulate, transpose, or transform some part of English grammar while thinking in English. We believe that this process is critical to enabling students to move from “translating English” in their heads or “Chinglish” as it is sometimes called, to actually speaking English. Students are required to change partners for every drill thus insuring they get exposure to different partner personalities and abilities.
Writing Activities
We firmly believe that attempting to improve writing without improving speaking is like implementing the “backwards solution.” While we know that the basic writing itself will only improve a little without the corresponding speaking improvement, we do focus the students’ attention on writing styles, structure, format and other aspects of good writing. The writing activities are short and provide a nice change of focus during the delivery of the module allowing students to reflect on material they have just learned.
Reading Activity
Reading and understanding are an important part of the learning process. We have carefully chosen topic-specific reading passages with an activity and corresponding brief discussion for each reading passage. Again reading provides for a nice change and allows students to shift gears and absorb the material in a different format.
Role Play
Role Play activities are also separated on cards and handed out at the appropriate time to prohibit the students from simply reading each other’s part and responding by reading the other student’s role. The same ideas that form the foundation for the practice drills are also used in the Role Play activities.
Short Video
Each Advanced Business English Module is accompanied by one or two 2 to 5 minute topic-specific video. Each video is accompanied by a worksheet or section in the student workbook. Short Videos are used for a change in process. Using short videos recognizes the fact that some learners are highly reactive and responsive to visual stimuli, and the rest enjoy the break from the other styles of the other activities. Videos also help students practice their listening skills.
Games
Each Advanced Business English Module is accompanied by some type of game. We use crossword puzzles, anagrams, word search and other games to make each module more fun and learning more interesting.
Homework
Homework activities are based on the fact that students learn more on their own then at any other time in the learning process. This important part of learning that is most often left out in other Business English programs is normally due to a lack of understanding by the training company on the importance of setting expectations for the students, and a lack of desire to take the time to individually correct the students’ papers. At TaylorDavis Educational Systems, we know it is just too important to effective learning and we include it in almost every module we offer.
