TEFL 6 Summary - Lerarenopleiding Engels 6 Summary Models describing differences in learning style...
Transcript of TEFL 6 Summary - Lerarenopleiding Engels 6 Summary Models describing differences in learning style...
TEFL 6 Summary
Models describing differences in learning style
VAK Learning styles
Visual learners – prefer seeing; visual aids such as slides, diagrams, hand-outs, etc.
Detailed notes
Sit in front
Usually neat and clean
Close eyes to visualize or remember
Find something to watch when bored
Like to see what they are learning
Benefit from illustrations and presentations that use colour
Attracted to written or spoken language rich in imagery
Prefer stimuli to be isolated from auditory and kinaesthetic distraction
Passive surroundings ideal
Auditory learners – prefer listening; lectures, discussions, tapes, etc.
Sit where they can hear but needn’t pay attention to what is happing in the front
Hum or talk to themselves or others when bored
Acquire knowledge by reading aloud
Remember by verbalizing lessons to themselves
Kinaesthetic learners – prefer experience; moving, touching and doing; science projects,
experiments, active exploration, etc.
Need to be active, take frequent brakes
Speak with hand and gestures
Remember what was done, difficulty recalling what was said or seen
Move when bored
Rely on what they can directly experience or perform
Activities such as cooking, construction, engineering and art help them perceive and learn
Enjoy field trips and tasks that involve manipulating materials
Sit in a place where they can easily get up and move around
Communicate by touching and appreciate physically expressed encouragement.
Multiple intelligences Instead of having one intelligence it is claimed that we have several different intelligences.
o Kinaesthetic – body smart; enjoy and are good at sports
o Linguistic – word smart; enjoy reading, writing and talking about things
o Logical/mathematical – number smart; good at maths and other number activities, good at
solving problems
o Interpersonal – people smart; mix with other people and belong to lots of clubs, good at sharing
o Intrapersonal – myself smart; know yourself, your strengths and weaknesses
o Musical – music smart; enjoy music, can recognise sounds, timbre, quality of a tone
o Visual/spatial – picture smart; good at art, map reading, finding your way out of mazes, graphs
o Naturalistic – nature smart; like the world of plants and animals, enjoy learning about them
By being aware of which type of intelligence is being tapped by a particular activity, teachers can
keep track of which type they are emphasizing or neglecting in the classroom and aim for a different
representation if they so choose.
Language classrooms likely that verbal/linguistic intelligence and interpersonal intelligence will be
regularly activated.
The Five Minds (Gardner, 2007) Theory focused on cognitive abilities that individuals need to develop in order to be successful in a
changing world. Five minds, ways of thinking and acting in the world, which students need to
develop.
1. The Disciplinary Mind – a traditional body of information (historical developments in a particular
country or countries)
2. The Synthesizing Mind – bringing together, organizing, understanding, and articulating
information from various disciplines in a unified and coherent whole.
3. The Creating Mind – come up with new ideas, original solutions to problems, creative questions.
These minds focus on character or moral development.
4. The Respectful Mind – an awareness of, appreciation for, and openness to the differences and
individuality of others.
5. The Ethical Mind – cultivate the sense of responsibility for themselves and for the wellbeing of
others.
Teaching students in a way that includes these five minds might encourage students to develop
important skills for life and work in the world while also learning a language.
Sternberg successful intelligence Successful intelligence – a way to better match the patterns of abilities of students. Many children
fail to learn at a level that matches their ability to learn. Sternberg’s successful intelligence is the use
of an integrated set of abilities needed to attain success in life, within his or her sociocultural context.
Recognizing strengths making most of them
Recognizing weaknesses find ways to correct or compensate for them
Helps teachers reach a larger cross-section of students. Teaching and assessment should balance use
of analytical, creative and practical thinking.
Students have different life goals, success needs to be defined in terms that are meaningful to them
as well as to the institution. Sternberg encourages teachers to teach and assess achievement in ways
that enable students to analyse, create with and apply their knowledge.
Teaching analytically
Teaching analytically means encouraging students to
a) Analyse
b) Critique
c) Judge
d) Compare and contrast
e) Evaluate
f) Assess
Teaching creatively
Teaching creatively means encouraging students to
a) Create
b) Invent
c) Discover
d) Imagine if…
e) Suppose that…
f) Predict
Teaching practically
Teaching practically means encouraging students to
a) Apply
b) Use
c) Put into practice
d) Implement
e) Employ
f) Render practical what they know
The idea is not to teach each topic three times in three ways alternate teaching styles that some of
the time one teaches in a way more geared towards analytical thinking, sometime geared to creative
thinking and other times geared to practical thinking.
Key terms VAK Learning styles
o Visual learners (prefer seeing)
o Auditory learners (prefer listening)
o Kinaesthetic learners (prefer
experience)
Multiple intelligences
o Kinaesthetic – body smart
o Linguistic – word smart
o Logical/mathematical – number
smart
o Interpersonal – people smart
o Intrapersonal – myself smart
o Musical – music smart
o Visual/spatial – picture smart
o Naturalistic – nature smart
Five Minds
o The Disciplinary Mind
o The Synthesizing Mind
o The Creating Mind
o The Respectful Mind
o The Ethical Mind
Sternberg successful intelligence
o Analytical thinking
o Creative thinking
o Practical thinking
Activities catering for learning styles and
intelligences
Brain-friendly learning
Article: Scholen profiteren van breinonderzoek Veiligheid sfeer, houding van docent, sociale omgang met andere leerlingen
Voeding juiste licht, zuurstof, temperatuur, beweging, water
‘Sociaal leren’ samen leren, veel hersengebieden dan actief. Effect het grootste wanneer
samen werken op gestructureerde en coöperatieve manier gebeurt.
Emotie humor, spanning, etc.
Inspelen op informatieverwerkingsprocessen brein zoekt nieuwigheid, structuur, feedback en
betekenis. Het brein onthoudt in verschillende geheugensystemen, gebruikt meerdere
intelligenties bij het verwerken van informatie
Article: Reportage Het idee van rijpende hersenen is toch wat simplistisch Competentie ervaren dat ze iets goed kunnen
Ergens bij horen samenwerken, contact met andere leerlingen
Autonomie zelf ontdekken en uitzoeken
Article: Developing Thinking Skills in the Young Learner’s Classroom
Model 1 – Language and the development of the cognitive tools
Egan (1997): in order for an individual’s intellect to grow appropriately, the development of certain
‘cognitive tools’ is essential.
i. Rhythm and rhyme – develop an understanding of patterns, thus the cognitive tools for the
understanding of structures.
ii. Images and imaginative thinking – understanding oral and written language is not only
knowledge of words but is the ability to create and use mental images.
iii. Story thinking – understanding of the world and their own life experiences. Not everything is a
story, a story engages reader/listener emotionally, has a beginning, middle and end, and has
some sort of tension. Stories made for educational use mostly lack one of these.
iv. Humour and small talk – understanding double meanings, puns and word play are the cognitive
developments for children to engage in small talk. Being able to engage in small talk strengthens
self-image, creates social security and acceptance.
Model 2 – Multiple intelligences
Kinaesthetic – body smart
Linguistic – word smart
Logical/mathematical – number smart
Interpersonal – people smart
Intrapersonal – myself smart
Musical – music smart
Visual/spatial – picture smart
Naturalistic – nature smart
Model 3 – Combining the teaching of thinking with language teaching
Thinking skills. The input should be meaningful and intellectually challenging, children should
understand their real world purpose.
Brain-friendly teaching 1. Use music
2. Start with greeting, overview, class ritual
3. Begin with meaningful information
4. Create positive expectations
5. Give students a choice
6. Start with the known
7. Pose a problem to solve
8. Use novelty in presenting material
9. Use sound
10. Use colour
Brain-friendly learning - Find a motive (why)
- Find out what you can do
- Recycle
- Find out your learning style (VAK)
- Use coloured pens (highlight)
- Organize in logical ways
- Make digestible building blocks
- Take attention span into consideration
- Drink water
- Link things
- Alpha-brainwave, cognitive way, calm
brain
- Use mnemonics and donkey bridges
- Theta-brainwave, just before sleep
- Use laughter
- Use acting
Implications for language teaching/learning i. Flexible brains – think critically and hypothetically
ii. Positive stimuli – rewards, challenges, interesting topics, enthusiasm, positive feedback
iii. Filter information – train reading skills, organising information, highlight key facts
iv. Planning, freedom and long-term decisions – detailed planning, clear learning objectives,
small chunks (e.g. grammar)
v. Very strong and changing emotions – reflection, evaluation, appreciation
vi. Not yet active in the morning – use brainwave stage to read (to them), brainstorm
vii. More creative and inventive – task-based learning, projects, mind mapping, brainstorming
Key terms Scholen profiteren van breinonderzoek
o Veiligheid
o Voeding
o ‘Sociaal leren’
o Emotie
o Inspelen op
informatieverwerkingsprocessen
Reportage Het idee van rijpende hersenen
is toch wat simplistisch
o Competentie
o Autonomie
o Ergens bij horen
Developing Thinking Skills in the Young
Learner’s Classroom
o Model 1 – Language and the
development of the cognitive tools
Rhythm and rhyme
Images and imaginative thinking
Story thinking
Humour and small talk
o Model 2 – Multiple intelligences
o Model 3 – Combining the teaching of
thinking with language teaching
Meaningful
Intellectually challenging
Real world purpose
Learning in a brain-friendly way
Teaching in a brain-friendly way
The adolescent brain & language learning
Activating methodology To set in motion; make active or more active
How to make learners more active? - Stimulate and engage
- Personalise for/by pupils
- Challenge
- Pupils as tutor
- Reward
- Listen to pupils’ ideas, experience, input
- Let pupils work together
- Make pupils responsible
- Give options
- Give realistic tasks
- Attune to the needs of all learning types
- Create stimulating working environment
- Student-centred (vs. teacher-centred)
- Open-ended activities (vs. closed practice)
- Pupils acquire, immersed in target
language
- Interactive Teacher Talking Time and
Student Talking Time
- Use reflection
- Give learning tips
Why? 1. To enhance learning effects/results
2. Better motivation
3. More variation in tasks
Practical application READING: authentic material, real reason to discuss (info gap, puzzle), engagement is important
EXTENSIVE READING: use other media for support, compare book-film, have a library
LISTENING AND WATCHING: use new media (podcasts, voicethread.com), let pupils choose, music
WRITING AND SPEAKING: meaningful, realistic tasks, projects and tasks, let pupils explain their
answers, more active (productive skills)
VOCABULARY: be active with words, pay attention to pronunciation, useful phrases, visualise words
GRAMMAR: use flashcards, visualisation of structure, grammar games, practise in context
Engage, Study and Activate (ESA) One of the vital ingredients for successful learning is engagement, things are learnt better if both our
minds and hearts are brought into service. Discussions, pictures, dramatic stories, amusing
anecdotes, etc. When students are properly engaged, their involvement in the study and activation
stages is likely to be far more pronounced, the benefit will be greater.
Study activities are those where students are asked to focus on the construction of something.
Students can study in a variety of different way: we may show them a new grammar pattern, or give
them examples of language and ask them to try to work out the rules (discovery activities). The latter
gives students the chance to use the intellectual work, rather than leaving it to the teacher.
Activating is a way to get students using language as freely and communicatively as they can. The
objective in an activate activity is for them to use all and any language which may be appropriate for
a given situation or topic. Personalisation provides a bridge between the study and activate stages.
All three elements need to be present in most lessons or teaching sequences. The order is bound to
change depending on what we want to achieve. There is a danger that if we always do things in the
same order, students will become bored.
Straight arrows: first interested and engaged, then study something, then try to activate it by putting
it into production
Boomerang: teacher is answering the needs of the students. They are not taught language until and
unless they have shown that they have a need for it.
Patchwork: appealing balance between study and activation, between language and topic.
Key terms Characteristics
Benefits
o To enhance learning effects/results
o Better motivation
o More variation in tasks
Practical application
o Reading
o Extensive reading
o Listening and watching
o Writing and speaking
o Vocabulary
o Grammar
Elements for successful learning
o Engage
o Study
o Activate
o Straight arrows; boomerang;
patchwork
Cooperative language learning
What is it? Successful teaching strategy in which small teams, each with students of different levels of ability,
use a variety of learning activities to improve their understanding of a subject. Each member of a
team is responsible for learning what is taught but also helping teammates learn.
What is its purpose? - Providing students with a well-defined framework from which to learn from each other is a way
to let students into a collaborative environment.
- The task increases the study skills of the student, they must utilize the skills the teacher has
taught them.
- The students gain from each other’s efforts.
- They recognize that all group members share a common fate
- Feel proud and jointly celebrate when a group member is recognized for achievement
- One’s performance is mutually caused by oneself and one’s team members
Why use it? Promote student learning and academic achievement
Increase student retention, improved behaviour and attendance
Enhance student satisfaction with their learning experience
Help students develop skills in oral communication
Develop students’ social skills
Promote student self-esteem
Help to promote positive race relations, promote positive relations among different ethnic
groups
Important elements □ Positive interdependence
□ Face-to-face interaction
□ Individual and group accountability, group goals
□ Interpersonal and small-group skills, cooperatively
manage things, social skills
□ Group processing, equal participation
□ Develop and use critical thinking skills and teamwork
□ Implement peer coaching
Cooperative Learning – TPLT Chapter 13 Teachers teach students collaborative or social skills so that they can work together more effectively.
- Positive interdependence
- Mixed groups
- Learn from each other
- Different ethnicities, get along with different people
- Social skills
- Language acquisition through target language
- Individually accountable
- Responsibility and accountability for each other’s learning is shared
Key terms Characteristics
o Positive interdependence
o Face-to-face interaction
o Individual and group accountability,
group goals
o Interpersonal and small-group skills,
cooperatively manage things, social
skills
o Group processing, equal participation
o Develop and use critical thinking skills
and teamwork
o Implement peer coaching
Benefits
o Promote student learning and
academic achievement
o Increase student retention, improved
behaviour and attendance
o Enhance student satisfaction with
their learning experience
o Help students develop skills in oral
communication
o Develop students’ social skills
o Promote student self-esteem
o Help to promote positive race
relations, promote positive relations
among different ethnic groups
Learner autonomy
Self-reflective
Motivation
Own choice and space responsibility and ownership
Individual goals taking charge
Transfer based
Active & aware
Independent or group work
Week planner
Social skills well developed
Teacher is seen as facilitator and a guide who can help the students towards their individual goals
and objectives, whilst the students, in turn, take responsibility of their learning and their progression
towards their aims.
Learn how to learn and take charge of own learning this leads to higher motivation leads to
more likely success in learning leads to confidence and further increased motivation.
Key terms Characteristics & requirements
o Self-reflective
o Motivation
o Own choice and space
responsibility and ownership
o Individual goals taking charge
o Transfer based
o Active & aware
o Independent or group work
o Week planner
o Social skills well developed
Teacher’s role
o Facilitator
o Help students reach individual goals
and objectives
o Teach how to learn and take charge of
own learning
Learner Autonomy
Self-reflective
Individual Goals
Transfer based
Motivation (intrinsic/ extrinsic)
Independence
Ownership/ responsibilty
Taking charge
Mixed ability Students are different in terms of their levels of:
Attention
Interest
Motivation
Learning styles
Types of intelligences
Physiological needs
Psychological needs
Speed
Maturity
World knowledge
Knowledge of and about
English
All classes are mixes ability classes. The differences are in the way they learn, their level of English,
but also in their personal background. The problems this causes are the level of the assignments.
Checklist: □ What’s the learning objective for the lesson? Is the same for all your students?
□ Are the learning working on their language proficiency?
□ Have you applied successful intelligence? (Sternberg)
□ Have you applied activating methodology?
□ Have you catered for the different learning styles/multiple intelligences?
□ What’s the best idea for each student?
□ Are the tasks both useful and motivating? (fun vs. instructive)
□ Are the ideas practical and feasible?
□ What activity is suitable for all learners or could be made into a useful activity for all learners?
□ What activity is a general all-purpose task (for a specific type of learner)?
Tips: i. Know your students and think of individual help/tips (acknowledge differences)
ii. Decide what the minimum learning objective for all learners is (use supportive gestures, let
students repeat the instructions)
iii. Give choices so pupils can use their strengths (or challenge their weaknesses)
iv. Vary with activities to cater for the differences (differentiation: same input, different
activities for different output, different grading)
v. Collect and use generalized all-purpose tasks for differentiation (task based learning)
vi. Mix strong and weak to motivate each other (grouping/ seating arrangement: mixed/same
ability together or mixed/same learning style together)
vii. Focus on language (smaller/bigger selection of points)
Key terms Differences between learners
o Attention
o Interest
o Motivation
o Learning style/multiple intelligences
o Psychological and physiological needs
o Speed
o Maturity
o Knowledge of the world
o Knowledge of and about English
o Skills and talents other areas
Dealing with differences in class
o Knowing the students
o Addressing students/instructions
o Grouping/seating arrangements
o Focus on language
o Providing skills tasks
o Managing learning
Technology in language learning - Visualisation
- Office
- Accessibility
- Motivating for students: different medium, adds variety
- Enables learners to make choices about material and pace
- Flexible, adapted to suit the needs of individual students
- Interactive, gives instant feedback
- Support autonomy as students select and evaluate material
- Used for self-study
Providing teaching resources & enhancing learning experience
Biggest implications of learning experience:
- Greater access to target language (and resources)
- Changes when and where learning takes place
- Can shape the nature of what we teach (learner initiated)
- Motivation
Main pointers 1. A tool that facilitates meaningful and challenging classroom work
2. An integrated part of learning
3. Used in a pedagogically sound way
Tools for the teacher Terms:
Blended learning – integrated part of learning. Old school courseware, digital material.
Flipped classroom – videos of explanation at home, homework in class. Use educational
technology, provides opportunity for learning through activity and influences the learning
environment.
CoP – Community of Practice, online, communities, practise together
PLN – Personal/Professional Learning Network, Twitter, Facebook, Instagram, Pinterest, etc.
Share and learn with others, question and answer.
BYOD – Bring Your Own Device
Tools:
Socrative – join a ‘room’
Twiddla – create online learning environment, work on something together
Nearpod – tablets only, work in a cloud
Pocket – a link or article that you want to read later, Pocket it
Duolingo – learning a language
Ted – videos, ideas worth spreading
Shakespeak – socrative, join rooms, share things
dejuf.yurls.net – using the smartboard
Key terms Enhancing language learning
Benefits
Providing teaching resources
Enhancing learning experience
o Greater access to target language (and
resources)
o Changes when and where learning
takes place
o Can shape the nature of what we
teach (learner initiated)
o Motivation
Tools for the teacher:
o Blended learning
o Flipped classroom
o CoP
o PLN
o BYOD