Are We Teaching Lies? Convenient Concepts or Genuine ... · 'A syllabus may start with the present...
Transcript of Are We Teaching Lies? Convenient Concepts or Genuine ... · 'A syllabus may start with the present...
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Are We Teaching Lies?
Convenient Concepts
or Genuine Competences?
Rick Shepherd, Simpozij za osnovnošolske
profesorice in profesorje
angleščine, sobota, 4. februar 2017
Ljubljana,
@rickmadrid
Skype: rickshep
![Page 2: Are We Teaching Lies? Convenient Concepts or Genuine ... · 'A syllabus may start with the present simple, then the present continuous, then the past simple, and so on*.Learners are](https://reader033.fdocuments.us/reader033/viewer/2022060411/5f10ab687e708231d44a3e3c/html5/thumbnails/2.jpg)
Is this familiar?
• Simple Present
• Present Progressive / Continuous
• Simple Past
• Past Progressive / Continuous
• Present Perfect Simple
• Present Perfect Progressive / Continuous
• Past Perfect Simple
• Future Simple
• Future Progressive / Continuous
• Future Perfect
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'A syllabus may start with the present
simple, then the present continuous, then
the past simple, and so on*. Learners are
not usually exposed to more difficult
structures than the ones they are
learning.‘
From ‘Grammatical syllabus’ the British Council, www.teachingenglish.org.uk
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'A syllabus may start with the present
simple, then the present continuous, then
the past simple, and so on*.
Pixabay
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'A syllabus may start with the present
simple, then the present continuous, then
the past simple, and so on*. Learners are
not usually exposed to more difficult
structures than the ones they are
learning.‘
From ‘Grammatical syllabus’ the British Council, www.teachingenglish.org.uk
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Easy → Difficult
• Simple Present
• Present Progressive / Continuous
• Simple Past
• Past Progressive / Continuous
• Present Perfect Simple
• Present Perfect Progressive / Continuous
• Past Perfect Simple
• Future Simple
• Future Progressive / Continuous
• Future Perfect
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Easy → Difficult?
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Verging on nonsense
1. Do you like cheese?
2. Does he like onions?
From The Cat in the Hat Comes
Back, Dr. Suess, Random House
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Verging on nonsense
Alice: Hello, I'm Alice.
Jim: Hello, Alice. I'm Jim. Are you hungry?
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Moving to the surreal
Hello, I'm Alice.
Hello, Alice. I'm Jim.
Are you hungry?
From togethermag.eu
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Moving to the surreal
Is there any cheese?
No, there isn’t.
But there’s some
ice-cream.
Image: CC for non-commercial use
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Are we playing?
Are we boys?
Still from Snowpiercer, , Bong Joon-ho, Snowpiercer Production Co.
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What's your
name?
How old are you?
Images: CC for non-commercial use
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Image: Tumblr
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Usage
At 8 o’clock …
1. I’m having breakfast.
2. I have breakfast.
3. I’d be having breakfast.
4. I’ll have breakfast.
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Usage
At 8 o’clock …
1. I’m having breakfast.
2. I have breakfast.
3. I’d be having breakfast.
4. I’ll have breakfast.
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Usage
At 8 o’clock …
1. I’m having breakfast.
2. I have breakfast.
3. I’d be having breakfast.
4. I’ll have breakfast.
5. I’ll be having breakfast.
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So we tell students lies
Hundreds of them
From: thecajunsamurai.wordpress.com
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There is no structure or area of the English
language which is inherently more 'difficult‘
than any other.
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Dave Willis: Rules, Patterns and Words, CUP
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The 'linear' model of language …
• Simple Present
• Present Progressive / Continuous
• Simple Past
• Past Progressive / Continuous
• Present Perfect Simple
• Present Perfect Progressive / Continuous
• Past Perfect Simple
• Future Simple
• Future Progressive / Continuous
• Future Perfect
From: 5bblogger.blogspot.com
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The 'linear' model …
From: 5bblogger.blogspot.com
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The SAMR model
Tech as support for Student Centered Learning, eg. creating a documentary video = collaboration, discussion. No one right answer
Significant functional change in the classroom, eg. collaborative writing skills for an authentic audience (blog, GDocs, WP)
Tech makes it easier, better, eg Immediate feedback
Same old, same old… with a computer. No functional change in teaching and learning
Substitution
Augmentation
Modification
Redefinition
The SAMR Model, Dr. Ruben Puentedura
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Where we are on the SAMR model
Redefinition
From: www.writerswrite.com
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Bloom’s Taxonomy
Memorize: retrieve information
Understand: comprehend meaning
Apply: use in a new situation
Analyse: understand structure
Evaluate: make judgements
about value
Create: create a new meaning
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Bloom’s Taxonomy
Memorize: retrieve information
Understand: comprehend meaning
Apply: use in a new situation
Analyse: understand structure
Evaluate: make judgements
about value
Create: create a new meaning
Simpozij za osnovnošolske
profesorice in profesorje
angleščine, sobota
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The SAMR model and Bloom’s
Taxonomy
Substitution
Augmentation
Modification
Redefinition
Memorize
Understand
Apply
Analyse
Evaluate
Create
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Technology is driving change
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Technology is driving change
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Pedagogy should drive change,
technology enables the change
•moving from individual to more collaborative learning
•moving from passive to active learning
•differentiated instruction and personalized learning are becoming popular
•people are becoming multitaskers
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Things change
Images: CC for non-commercial use
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Things change
(necessarily) bland and ‘one size fits all’. Irrelevant
2015 - 16
Images: CC for non-commercial use
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Things change
(necessarily) bland and ‘one size fits all’. Irrelevant
2015 - 16
February 2017
Images: CC for non-commercial use
? ?
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Things change
(necessarily) bland and ‘one size fits all’. Irrelevant
2015 - 16
February 2017
Images: CC for non-commercial use
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Things change
(necessarily) bland and ‘one size fits all’. Irrelevant
2015 - 16
January 2017
Images: CC for non-commercial use
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Coherence = linearity
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Tagging based on pedagogy
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Where does content come from?
• Text
• Images
• Photos
• Video*
• Audio
• Activities – PPP
– TBL
• YouTube
• Promotional videos
• YouTubers** – YGS
– Good Mythical Morning
– ASDF
• News
• Music
• Websites
• Social media
• Users
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Are We Teaching Lies?
Convenient Concepts
or Genuine Competences?
Rick Shepherd, Simpozij za osnovnošolske
profesorice in profesorje
angleščine, sobota, 4. februar 2017
Ljubljana,
@rickmadrid
Skype: rickshep