DFL Active Learning Model objectives for this session

Participants will be able to…explain roles of teacher and student in an

(inter)active classroomdescribe some active learning activitiesexplain the motivation for employing active-

learning principles

Why do we teach this way?

DFL Active-Learning Model

USMA expects our cadets to be able to...

think on their own take responsibility communicate demonstrate cross-cultural

awareness and sensitivity carry on life-long learning

Research shows that learners thrive when they...

are motivated intrinsically perceive an activity as useful are attentive & actively involved work in their own learning style use learning strategies to enhance learning learn language in context

Traditional Roles of the TeacherTeachers as Passive Technicians

Teachers as Reflective Practitioners

Teachers as Transformative Intellectuals

Teachers as Passive TechniciansBehaviorist model of teaching

Content knowledge is broken down into discrete items for simple transmission to students.

Teacher is a conduit.

Teachers as Reflective PractitionersTeaching is a learning experience for the teacher

Emphasizes creativity, self-reflection, context sensitivity

Informed involvement in the principles, practices, and processes of classroom instruction bring about fruitful perspectives on how to enhance student learning.

Reflection-on-action: before, during, & after class

Teachers as Tranformative IntellectualsTeachers seek to enhance learning inside the classroom while

transforming learner habits and practices outside the classroom. Teacher is a role model Teaching continues outside the classroom.

Teachers provide knowledge that is socially contextualized

Teaching is student-centered, committed to interactive, consciousness-raising, problem-posing activities.

Promotes learner self-regulation & empowerment

Macrostrategies for teaching Maximize learning opportunities Minimize perceptual mismatches Facilitate negotiated interaction

Promote learner autonomy Foster language awareness Activate intuitive heuristics

Contextualize linguistic input Integrate language skills Ensure social relevance

DFL's active learning model

DFL's active learning modelStudent-centered learning

Use macrostrategies to customize daily provided lesson plans to the individual needs of your cadets

Teacher-provided "interactive situations“ model co-construct create

Goals: communication & cultural literacy Situate learning opportunities in proper cultural context

Focus on cognitive & metacognitive learning in & out of the classroom Teach learners how to learn Promote self-regulation

http://bogglesworldesl.com/glossary.htm

Teachers’ and Learners’ Actions

“TO” “WITH” “BY”MODEL PRACTICE/CO-CONSTRUCT CREATE

assessment of learner success

Teacher action

Learner action

time

classtime

i. Before class... Articulate goals clearlyHave high but reasonable

expectationsPrepare opportunities for

critical thinkingPrepare to work 'in context '

ii. In class...

Teacher's actions

iii. All the while...

Awaken curiosityFoster interactionAddress learning

stylesWork on speaking,

listening, reading, writing

Replace EnglishAssess and provide

feedback Integrate learning and

lifeTeach students how to

learn

Learner's actionsView teacher as guide and role modelWhen in doubt, clarify!Be engaged and take ownership of the learning

processRelate learning to lifeBecome aware of how best you learn Understand your learning style and take account of it as

you learn Develop new strategies for learning in the West Point

environment Understand what motivates you and work on maintaining

it.

In class, it's your call, as long as students...

• make progress and get opportunities for practice every day• Language items move into long-term memory only after 4 – 6

instances of focused attention and practice.• remain motivated

• Success motivates; set them up for success.• Teach them to love learning – regardless of where or when it

happens.• develop respect for the language and people they study

• Don’t make fun of the target culture; point out differences objectively but remain positive.

• retain their dignity• Mistakes are crucial learning opportunities. Let them make

them, correct them constructively and help them understand the source.

Active Learning Activities

Activity: Dictation on boards (10 min.)

Mode: Writing, Listening

Focus (Objective): Vocabulary, Grammar, Orthography

Teacher: calls cadets to boards, dictates one sentence at a

time containing 1-2 current grammar or vocabulary items;

assists with assessment/explanation/correction.

Cadets: write the sentence they hear with correct grammar

and spelling then read each other’s work and correct errors.

Active Learning Activities

Activity: Question & Answer Oral Practice (10-15 min.)Mode: Speaking, ListeningFocus (Objective): Vocabulary, GrammarTeacher: writes a list of 3 short questions based on textbook material on PPT slide. Asks Cs to interview each other (3 min.) to become acquainted with Qs & As. Initiates one-by-one questioning by asking 1st question to a C who must answer and then ask the same question to his/her neighbor; Assists with pronunciation and corrections as needed.Cadets: Interview each other aloud with assigned questions coming up with appropriate answers. Asks and answers questions to/from neighbors as directed.

Active Learning Activities

Activity: Sentence Building on boards (10 min.)Mode: Writing, ReadingFocus (Objective): Vocabulary, Grammar, OrthographyTeacher: separates class into two teams; teams select team name (in target language). On PPT slide, T prepares three columns of words: a column for the subject, a column for verbs, and a column for a direct object or prepositional phrase.Cadets: As quickly as possible and one by one, Cs build sentences using one word from each column using correct grammar, word order, and conjugations until all words are used. The team can help by correcting spelling and/or grammar errors as they occur. First team to build the appropriate number of sentences with 0 errors wins!

Rating communicating...ACTFL scale DLI (DLPT) scale DFL Intermediate High 1+ Intermediate Mid

1 LX 361-362 Intermediate Low

Novice High 0+ Survival proficiency

LX

203-204 Novice Mid 0 Novice Low