teaching as communication
Transcript of teaching as communication
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teachingas communicationPAGBUGSAY 25: The How of Teaching23rd of june 2012, saturday at three in the afternoon
xu adc campus
sigrid joy talampas | XU Pathways STREAMS alum 2006
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{why we do what we do}
STREAMS (Supplementary Training to Reinforce Education of
the Academically-Gifted But Marginalized Students) XavierUniversity Pathways to Higher Education Youth Group (XUPYG)is an organization in Xavier University that aims to extendacademic help to financially underprivileged butacademically-gifted public high school students in an effort to
increase their chances in being accepted to a good universityor college. It also aims to incite the spirit of volunteerism andsocial responsibility to its members and the surroundingschool community. The members of STREAMS XUPYGconsiders education reform as the focus of its organizational
purpose and operation.
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{why we do what we do in 7 points}
STREAMS volunteers are here because
an organization to extend academic help
(public high school students) in an effort to increase theirchances in being accepted to a good university or college.
Reinforce Education of the Academically-Gifted But
Marginalized Students considers education reform as the focus of its organizational
purpose and operation.
It also aims to incite the spirit of volunteerism, and
social responsibility to its members and the surroundingschool community.
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{areas we teach}
enrichment classes:
English
Mathematics
Biology
Chemistry
Physics
Computer
training seminars &
development workshops:
Self-confidence
Personality development
Leadership skills
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Activity 1
What influences teaching?
In 5 minutes, list down all the things youcan think of that indirectly or directly
influence what a teacher does in class.
You may work with your seatmate/s.
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Can control vs Cant control
Beliefs about language/
theoretical learning and
teaching
Teaching preferences
Proficiency in the
language or subject
Students motivation
Students backgrounds
Number of students
Duration of classes
Facilities
Students learning
preferences
course curriculum
Teacher training
opportunities
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IMPORTANT POINTS:* Effective teaching is supported if constraints
are considered.
* The STREAMS courses:
1. Attempt to address the lack of preparedness
for college life.
2. Are encouraged to use the communicative
language teaching approach.
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What do you believe is the best way
to learn / teach your subject?
1) Its okay for the teacher to practice grammar /focus on theory most of the time because this willimprove students English / subject proficiency.
2) The classroom should have a competitive
atmosphere so students will be motivated to try tooutdo each other.
3) Children do not learn in the same way and at thesame pace.
4) Learning is not limited to school; it can happenanywhere.
5) We learn language by speaking it, or a skill bydoing it often.
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BELIEFS > influence ACTIONS
Problem
Theres little learning IF
students teachers
beliefs beliefs
Communicative Language Teaching (CLT)
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1) Make YOUR OWN beliefs about language or
skilllearning EXPLICT.
2) Help students become AWARE OF andEVALUATE their own beliefs.
3) Help them UNDERSTAND how effective a
CLT approach to learning is.4) ENCOURAGE students to use the
language/skills often.
To encourage teachers and students
to do CLT, there is a NEED for teachers to:
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{what makes a STREAMS tutor}
INGREDIENTS:
a lot of Heart
a dash of OC-ness
a fixed focus
loads of communicative capacity in the ff:
giving instructions, setting up foundations,
illustrating examples, processing learning,
providing feedback, managing spirit,
keeping the class together.
Think about a skill or a lesson you learned
well. How did that happen? What was the
process like?
Or of a teacher you liked -- the one who made
difficult stuff easy, and interesting.
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{teaching as a principle}
Cognitive principles
Related mainly to mental and intellectual functions.
Principle 1:Automaticity
Principle 2: Meaningful learning
"Meaningful learning will lead toward better long-term
retention than rote learning" (Brown, 1994, p. 57)
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{teaching as a principle}
Cognitive principles
Related mainly to mental and intellectual functions.
Principle 3: The anticipation of reward;
Extrinsic motivation
"Human being are universally driven to act, or
"behave," by the anticipation of some sort of reward-
tangible or intangible, short term or long term-that will
ensue as a result of the behavior" (Brown , 1994, p. 58)
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{teaching as a principle}
Cognitive principles
Related mainly to mental and intellectual functions.
Principle 4: Intrinsic motivation
"The most powerful rewards are those that are
intrinsically motivated within the learner. Because the
behavior stems from needs, wants, or desires within
oneself, the behavior itself is self-rewarding; therefore,
no externally administered reward is necessary"
(Brown, 1994, p. 59)
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{teaching as a principle}
Cognitive principles
Related mainly to mental and intellectual functions.
Principle 5: Strategic investment
"Successful mastery of the second language will be due
to a large extent to a learner's own personal
"investment" of time, effort, and attention to the
second language in the form of an individualized
battery of strategies for comprehending and producing
the language" (Brown, 1994, p. 60)
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{teaching as a principle}
Affective principles
Principles characterized by a large proportion of
emotional involvement.
Principle 6: Language Ego
"As human beings learn to use a second language, they
also develop a new mode of thinking, feeling, and
acting-a second identity. The new "language ego,"
intertwined with second language, can easily create
within the learner a sense of fragility, a defensiveness,and a raising of inhibitions" (Brown, 1994, p. 61)
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{teaching as a principle}
Affective principles
Principles characterized by a large proportion of
emotional involvement.
Principle 7: Self-Confidence
"Learners' belief that they indeed are fully capable of
accomplishing a task is at least partially a factor in their
eventual success in attaining the task" (Brown, 1994, p.
62)
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{teaching as a principle}
Affective principles
Principles characterized by a large proportion of
emotional involvement.
Principle 8: Risk-Taking
"Successful language learners, in their realistic
appraisal of themselves as vulnerable beings yet
capable of accomplishing tasks, must be willing to
become "gamblers" in the game of language, to
attempt to produce and to interpret language that is abit beyond their absolute certainty" (Brown, 1994, p.
63)
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{teaching as a principle}
Affective principles
Principles characterized by a large proportion ofemotional involvement.
Principle 9: The language-Culture* connection
"Whenever you teach a language, you also teach a
complex system of cultural customs, values, and ways
of thinking, feeling, and acting" (Brown, 1994, p. 64)
(*Language Registerper subject matter)
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{teaching as a principle}
Linguistic principles
Principle 10: The native language effect
"The native language of learners exerts a strong
influence on the acquisition of the target language
system. While that native system will exercise both
facilitating and interfering effects on the production
and comprehension of the new language, the
interfering effects are likely to be the salient" (Brown,
1994, p. 66)
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{teaching as a principle}
Linguistic principles
Principle 11: Interlanguage
"Second language learners tend to go through a
systematic or quasi-systematic developmental process
as they progress to full competence in the target
language. Successful interlanguage development is
partially a result of utilizing feedback from others"
(Brown, 1994, p. 67)
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{teaching as a principle}
Linguistic principles
Principle 12: Communicative Competence
"Given that communicative competence is the goal of
a language classroom, instruction needs to point
toward all its components: organizational, pragmatic,strategic, and psychomotor.
Communicative goals are best achieved by giving due
attention to language use and not just usage, to
fluency and not just accuracy, to authentic languageand contexts, and to students' eventual need to apply
classroom learning to previously unrehearsed contexts
in the real world" (Brown, 1994, p. 69)
*** end of Browns Principles***
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re: English | http://www.bbc.co.uk/worldservice/learningenglish/
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re: Mathematics |Biology|Chemistry|Physics|Computer
http://www.khanacademy.org/
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re: Self-confidence | http://www.mindtools.com/selfconf.html
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{food for thought}
"Learning is finding out what we already know.Doing is demonstrating that you know it.
Teaching is reminding others that they know
just as well as you.
You are all learners, doers, and teachers."
-- Richard Bach
thanks! any questions?