TESOL METHODSWeek 9

TODAY’S SCHEDULE

1. Final presentation2. Midterm presentation review 3. Review of Alternative Methods4. 16 Features of Good Materials5. 16 Features Discussion6. Halloween fun times!

THE BIRTH OF ALTERNATIVE APPROACHES AND METHODS

1970-1980 major shift in language teaching

Growing interest in communicative approaches

shift from grammar to communication focus

alternative methods include ones developed outside mainstream language teaching

main methods discussed in second half of course (Part III of textbook)

REVIEW OF ALTERNATIVE METHODSDeveloped around particular theories of learners and learning

Total Physical Response Silent Way Counseling Learning Suggestopedia Neurolinguistic programingMultiple Intelligences

Based on alternative grammar model

Lexical Approach

From mainstream education

Whole language Competency-based instruction

GROUP DISCUSSION

Groups of 2-4Complete your midterm handout using any notes from two weeks ago

Main question: which concepts from these methods could be used in your own classroom? Which ideas can be incorporated into your teaching?

TURN IN PAPERS ONE AT A TIME AND I’LL GIVE YOU YOUR GRADE!

16 FEATURES OF GOOD MATERIALS BRIAN TOMLINSON

1. Materials should achieve impact2. Materials should help learners to feel at

ease3. Materials should help learners develop

confidence4. What is being taught should be

perceived as relevant and useful5. Materials should facilitate learner self-

investment and discovery6. Learners must be ready to acquire the

points being taught7. Materials should expose the learners to

language in authentic use8. Learner’s attention should be drawn to

the linguistic features of the input9. Materials should provided opportunities

to use the TL for communicative purposes

10. Materials should take into account that the positive effects of instruction are usually delayed

11. Materials should take into account that learners have different learning styles

12. Materials should take into account that learners differ in affective attitude

13. Materials should permit a silent period at the beginning of instruction

14. Materials should maximize learning potential

15. Materials should not rely too much on controlled practice

16. Materials should provide opportunities for outcome feedback

1. MATERIALS SHOULD ACHIEVE IMPACT

Use pictures, subjects, activities, etc. that appeal to students and grab their attention.

2. MATERIALS SHOULD HELP LEARNERS TO FEEL AT EASE

Things that a material developer can do to make Ss feel at ease:

lots of white space illustrations that learners can relate to balance Ss academic and emotional needs, so…. materials seem helpful rather than test like use active voice rather than passive Concrete examples and stories that connect to Ss and real

world

Language should be inclusive It’s the learner’s language, too! The Target Language shouldn’t make Ss feel inferior

BUILD RAPPORT BY SHARING ASPECTS OF YOURSELF

3. MATERIALS SHOULD HELP LEARNERS DEVELOP CONFIDENCE

Challenge level (i+1). Staging and task

sequencing Removing scaffolding and

support language Success builds success

and success = confidence

4. WHAT IS BEING TAUGHT SHOULD BE PERCEIVED AS RELEVANT AND USEFUL

Find out what your Ss like and want to learn through needs analysis

Make task and activities “real” & “meaningful”

Allow for Ss personalization of learning

Use games and competitions to create materials that seem relevant

5. MATERIALS SHOULD FACILITATE LEARNER SELF-INVESTMENT AND DISCOVERY

Learning situations are created in which the learning is often implicit

Inductive methods are used Learner-centered, task-based, learn

by doing Ss-Ss collaboration and peer learning

maximized Teacher Talk Time (TTT) minimized

Classroom that facilitate learner self-investment and discovery often look like this.

Where’s the teacher? Present, but not directly involved.

6. LEARNERS MUST BE READY TO ACQUIRE THE POINTS BEING TAUGHT

Materials are developed so Ts can easily do initial and ongoing assessment

Materials are created with the understanding that Ss learn at different rates, and not all Ss are necessarily ready to acquire what is being taught

Developmental sequence is taken into account

7. MATERIALS SHOULD EXPOSE THE LEARNERS TO LANGUAGE IN AUTHENTIC USE

Authentic Input: listening and reading texts created by native speakers for native speakers

Authentic Output: Tasks and activities that have a real context of use

8. LEARNER’S ATTENTION SHOULD BE DRAWN TO THE LINGUISTIC FEATURES OF THE INPUT

Meaning before form Materials help s to notice gap in inter-language Recycling of key points or features to assure

that Ss notice and acquire Use enhanced input techniques to drawn Ss

attention to salient features of input Schema activation

9. MATERIALS SHOULD PROVIDED OPPORTUNITIES TO USE THE TL FOR COMMUNICATIVE PURPOSES

Information and opinion gaps

Surveys Mingle activities

10. MATERIALS SHOULD TAKE INTO ACCOUNT THAT THE POSITIVE EFFECTS OF INSTRUCTION ARE USUALLY DELAYED

Give students multiple chances to use previously taught language and structures

Peer learning – let students teach each other

Extensive reading This goes beyond lesson planning

= unit planning

11. MATERIALS SHOULD TAKE INTO ACCOUNT THAT LEARNERS HAVE DIFFERENT LEARNING STYLES

Gardner’s Theory of Multiple Intelligences

12. MATERIALS SHOULD TAKE INTO ACCOUNT THAT LEARNERS DIFFER IN AFFECTIVE ATTITUDE providing choice of… texts, activities providing optional extras for highly

motivated learners including opportunities for Ss to discuss…

the value of learning English their feelings about the course and

materials being aware of the cultural sensitivity of

your learners giving Ss opportunities to connect classroom

topics to their own lives providing roles for reluctant learners who do

not want to participate in group work

13. MATERIALS SHOULD PERMIT A SILENT PERIOD AT THE BEGINNING OF INSTRUCTION

Input before output Peer learning (in TL or L1 to

learn TL) Use TPR (Total Physical

Response) Respond to Qs by using

visuals

14. MATERIALS SHOULD MAXIMIZE LEARNING POTENTIAL

Left Brain uses logic detail oriented facts rule words and language present and past math and science can comprehend Knowing Acknowledges order/pattern perception knows object name

Right Brain uses feeling "big picture" oriented imagination rules symbols and images present and future philosophy & religion can "get it" (i.e. meaning) believes appreciates spatial perception knows object function

15. MATERIALS SHOULD NOT RELY TOO MUCH ON CONTROLLED PRACTICE

Opportunities for meaningful use

Remove scaffolding/support and students progress

Allow personalization and creativity

16. MATERIALS SHOULD PROVIDE OPPORTUNITIES FOR OUTCOME FEEDBACK

If a student isn’t successful communicating, he/she is more likely to gain from a teacher’s feedback than a student whose language is just corrected by the teacher

16 FEATURES DISCUSSION

groups of 2-4

Think back to your midterm presentation…Which of these features did you use to help your learners? Which features could use you use to improve your presentation?

If anyone brought their own lesson plan, you can analyze it.

DIRT CAKE

American Halloween DessertMostly made by the mom’s ofelementary students

Ingredients vary, but mainly includeCrushed Oreos (or other chocolate cookie)Chocolate pudding Whipped cream, cream cheese, vanilla pudding, etc.