is the password!is the password!

Anila R. Scott-Monkhouse

You as a learner

Think about when you were a learner.

Do you remember a teacher you particularly liked?Do you remember a teacher you really disliked?

Compare with a partner.

You as a learner

Think about when you were a learner.

Which classroom activities did you enjoy? What did you do to help yourself learn?

Compare with a partner.

working in pairs/groups

listening

reading

guessing and

experimenting

working individually

repeating aloud

summarising or making notes/

tables/diagrams

memorising

lists

with clear explanations

and rules

How do

people learn?

differences among learners

background

ways of carrying out tasks

learning styles

gender

interest

understanding

aptitude

previous learning

experience

learning difficulties

concentration span

level

motivation

personality

speed

What and how we teach reflects our

own preferred ways of learning

What and how we teach is

subject to each learner’s filters

Different approaches are needed to reach

different types of learners

LearnerTeacher

A case study

Samantha

Very interested in details, neat and tidy.

Cannot go on if everything isn’t perfect.

Likes variety and change once she has reached her goal.

Has beautifully laid out notes, with lots of colours, highlighters, headings which appeal to the eye.

Talkative.

Her teacher

Likes change and variety in the

class.

Prefers activities not to carry on for too long in case anyone gets bored.

Lively lessons, informal yet well-

organised.

Prefers visual and kinaesthetic

activites to auditory.

Prefers noisy activities.

A case study

Samantha Teacher

detailist variety & change

visual talkative

lively

well-organised

noisy

informal

The teacher’s role

- Who should talk the most in class (T or Ss)?

- Who should work the hardest (T or Ss)?

- Who should decide which Ss work together in class?

- Who should correct mistakes (T or Ss)?

- Who should evaluate the Ss’ progress?

- Whose activity is the most important (T’s or Ss’)?

- Any other opinions, ideas, beliefs?

When you were a learner,what did you think of the following?

The teacher’s role

- Who should talk the most in class (T or Ss)?

- Who should work the hardest (T or Ss)?

- Who should decide which Ss work together in class?

- Who should correct mistakes (T or Ss)?

- Who should evaluate the Ss’ progress?

- Whose activity is the most important (T’s or Ss’)?

- Any other opinions, ideas, beliefs?

Now, as a teacher,

what do you think of the above?

When you were a learner,what did you think of the following?

Motivation

thoughts and feelings which make us want to do something

drives learning, and is driven by emotion

comes from a sense of pleasure in learning (intrinsic motivation)

Intrinsic motivation

comes from the sense of achievement and

fulfillment the learner gets from the learning process, i.e. the personal enjoyment

from learning is an end in itself

Developing a positive attitude in learners

Learning can be rewarding

• respecting their individuality

• encouraging them to understand themselves as learners and to work in ways which suit them best

• building their confidence by helping them to achieve

successful learning motivation

To develop learners’ autonomy

Empower the learner

• Ask questions before starting (what, how, why)

• Summarise at the end (what, how, why)

successful learning

motivation

• For the teacher (to drop in as a prompt)• What is the topic today?• What are the important ideas going to be?• What do you already know?• What can you relate this to?• What will you do to remember these ideas?• Is there anything you aren’t clear about?• Why are we doing this?• What will be difficult about this?

Questions?

To develop learners’ autonomy

• get them to think about what is meant by learning

• introduce them to a variety of methods and activities for learning

• help students understand how they learn, remember and recall

successful learning

motivation

• For the learner: What do you do?• Draw pictures or diagrams to help me understand• Make up questions to find answer about this subject• When learning something new, think back to what is already

familiar.• Discuss the subject and is being done with others• Practise over and over again• Think about thinking, to check that main ideas are understood• Go back over things when they are not clear• Make a note of what is not clear in order to follow them up• When an activity is over, look back to see how it went• Organize time to manage learning• Make plans on how to do the activities

Questions?

involve students in deciding and

preparing materials

vary materials & tasks

plan activities that cater for

different learning styles

group work

Differentation strategies

NLP metaprogramme on options or procedures

Possibility: choose

what to do and

how to do it

Necessity:

know

how to do

something

with

planned steps

possibility vs. necessity

• topics

• purpose(s)

• approach (multimodal plan/activities)• questions

• timing

• resources/materials

• graded tasks

• extension tasks

• compulsory / optional tasks

Vary materials & tasks

Pair work

(quotation)

“Intelligence … is really a kind of taste: taste in ideas.”

Susan Sontag (1933-2004), US author and critic“Against interpretation” in Notes on Camp (1964)

MULTIPLE INTELLIGENCES

INTELLIGENCE

Visual/Spatial

Logical/ Mathematical

Intrapersonal

Naturalist

Bodily/Kinaesthetic

Musical/ Rhythmic

Verbal/Linguistic

Interpersonal

Existential

Key points

Each person has all these intelligences

but to a different degree

Intelligences work in combination,

not in isolation

Intelligences can be

developed

Intelligenceis the result of

nature and nurture

A few misconceptions

intelligence = learning style

lessons must be prepared and taught in 9

different ways

there is a MI way to teach

teachers should test the students’

intelligence

• buddying strong + weak• varying interaction and group patterns

Group work

• What am I doing in class?• What will be difficult about this?• Why am I doing it?• Why am I doing it this way?• How effective is it?• How are the students responding?• What do the students already know?• What can they relate this to?• Is there anything I can change to improve it?

A little self-reflection

Advantages of MIs•engage and empower learners• acquire new learning strategies• raise awareness of cognitive and metacognitive strategies•improve learning outcomes• encourage flexibility (holistic and adaptive approach)• favour working individually and in teams• develop cross-curricular skills (not only content)• cover different roles (e.g. career)

facilitate and promote lifelong learning

• Key competences for lifelong learningLearning to learn

i.e. the ability to pursue and persist in learning […] includes awareness of one’s learning processes and needs […] and the ability to overcome obstacles. […] Learning to learn engages learners to build on prior learning and life experiences in order to use and apply knowledge and skills in a variety of contexts […] Motivation and confidence are crucial to an individual’s competence.[…]

Learning to learn […] requires effective management of one’s learning, […] the ability to persevere with learning […] and to reflect critically on the purposes and aims of learning. Individuals should be able to dedicate time to learning autonomously and with self-discipline, but also to work collaboratively as part of the learning process, draw the benefits from a heterogeneous group, and to share what they have learnt. Individuals should be able to organise their own learning

Recommendation of the EU Parliament and the Council

• D. Goleman, Emotional Intelligence, Bantam Books 1995• D. Goleman, Social Intelligence: The New Science of Human Relationships,

Bantam Books 2006 • H. Gardner, Frames of Mind, The Theory of Multiple Intelligences, Basic Books

Inc. 1983• R. Lowes, F. Target, Helping students to learn, Richmond Publishing 1998• H. Puchta, M. Rinvolucri, Multiple Intelligences in EFL, Helbling Languages,

2005• M. S. Knowles, The modern practice of adult education: From pedagogy to

andragogy, Prentice Hall/ Cambridge 1980• S. Chaiklin, "The Zone of Proximal Development in Vygotsky's analysis of

learning and instruction." In Kozulin, A. et al. (eds.) Vygotsky's educational theory and practice in cultural context. 39-64. Cambridge University 2003

• L.W. Anderson, D.R: Krathwohl, A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom’s Taxonomy. Longman Publishing 2001

• L. Dael, R. Tanner, CLIL activities, CUP 2012• K. Bentley, The TKT Course - CLIL Module, CUP 2010• http://www.collaborativelearning.org/• http://www.nottingham.ac.uk/alzsh3/acvocab/awlgapmaker.htm

Bibliography

Anila R. Scott-Monkhouse

U.O.S. Apprendimento Abilità Linguistiche (Centro Linguistico)

Parco Area delle Scienze 45/A - Campus

43124 Parma

Italy

e-mail: anila@unipr.it

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