TEFL6_week1 - intro to topics

• Engels
• HBO
• Studiejaar 2

TEFL 6 session 1 2019-2020

Introduction to an adaptive course on activating methodology

[e-mail]

Ask students to log into the lesson on lessonup so you can interact with them and they can keep track of the lesson on their mobile device. They can make screen shots of things to remember and we will share the lesson with them on #OO later.

Learning objectives

1. You know what the topics of this course entail.
   
   
2. You can rank the topics based on personal preferences.

3 things about you as a learner

activating

adaptive

autonomous

brain-friendly

cooperative

innovative

interactive

learner-centred

Opening page to arouse curiosity and to introduce the type of course we are starting today: new, different, challenging. This is why we do not provide a complete overview today but start with an introductory class. Briefly run past the characteristics of this course and ask students which of these characteristics appeals to them most > use next slide for inventory.

Which of these characteristics appeals to you most?

activating - adaptive - autonomous - brain-friendly - cooperative - innovative - interactive - learner-centred

Ask which of the characteristics makes the students feel most like they will enjoy this course?

The 6 topics

1. activating methodology for ELT
2. cooperative learning in ELT
3. learning English autonomously
4. brain-friendly learning/teaching English
5. ELT methodology for dealing with mixed ability
6. dealing with mixed ability in ELT using technology

Explain that this course is adaptive which means students can make a personal choice of one of these 6 topics which they will hand in at the end of class. They make this choice based on our presentation of the topics today.

1 Activating methodology

Intro slide topic 1

What could help make an activity activating?

Ask students to write down their personal idea or piece of info about activating methodology - characteristic or example of its application.

Compare to or refer to reader p. 4-5 for more characteristics.

The learners are actively involved in the learning 

so they... (reasons) 

… are more motivated

… learn better & have better results

… do more different activities

Give some info about the 3 reasons for applying activating methodology.

The learners are actively involved in the learning, because... 

… they can use their own personal situation (personalise)

… they can relate to meaningful & realistic tasks

… they have options

… they are partly responsible for their own learning (success)

… they are stimulated / challenged / triggered.

Briefly explain how activating methodology engages learners more: by e.g. making the language personally relevant, etc. Give examples to do with learning & teaching English!

Cooperative learning on language tasks

What could be pros and cons of cooperative learning?

Introduce the sample activity for cooperative learning and do the activity by asking students what they think about working together on language tasks (pros and cons).

Cooperative learning on language tasks

+ better retention of language points

+ develop oral communication & social skills

+ students learn from and with each other

+ increases self-confidence, motivation and feeling of responsibility

Briefly explain that cooperative learning is more than simply working together ; you use specific 'structures' (e.g. placemat, think-pair-share, round Robin, rally Robin).

On slide: some advantages - try to focus on language learning as much as possible (oral skills, retention)

Learning English autonomously

What elements of autonomy do you see in the following video?

Click here!

Ask what students think of learning English independently and ask them to watch the video about SOLE: self organised learning environment. 

Reason to watch: What elements of autonomy do they see?

play 0:00-2:27

Discuss what makes these learners autonomous (organisation of learning, personal drive to learn, learning together,...)

Briefly ask students to think about what it takes to be autonomous as a language learners. Refer to reader p. 19 for basic requirements, e.g. knowing how to learn a language.

02:33

What elements of autonomy do you see?

Brain-friendly learning & teaching

Introduce the topic asking what students think is brain-friendly, i.e. good for learning (language). 

A mindmap or a list? Drinking water of dehydrating? Colour or black-and-white? Wide awake or half asleep? etc. 

It is important to use the whole brain - refer to whole brain learning / teaching.

mnemonics

logical organisation

?

Give some examples of things that the brain likes, e.g. 

? (can they guess?): digestible chunks

hotspot 1: mnemonics

hotspot 2: logical organisation (vocab.)

hotspot 3: attention span (+ colours)

hotspot 4: brain wave stages: 

Various states of consciousness are directly connected to the ever-changing electrical, chemical, and architectural environment of the brain. 

Use the alpha (α)-brainwave stage (brain is relaxed but aware) for the cognitive way, but do something different, e.g. at the end of a lesson, when the brain is calm. Increasing alpha brain waves can reduce depressive symptoms and increase creative thinking.

Complete sleep is delta brainwave state; theta is just before waking up or falling asleep – great ideas might arise (also easily forgotten, so should be jotted down). Brain can still absorb info, so great exam preparation stage to use – rehearse vocab/info just before falling alseep.

Characteristics of brain-friendly learning

Learn when ready to learn

(physically, emotionally & mentally)

Memory & repetition

(steps, building blocks, link things up, recycle)

Structure & organisation

(link preknowledge to new info, rituals)

Higher order thinking

(alpha brainwave state, pose a problem)

Stimulate brain

(new thing, colour, music, water, positive expectations)

Summary of the characteristics of brain-friendly learning > implications for teaching? (nice to follow-up on for practical task)

ELT methodology for dealing with mixed ability

What type of learner are you?

To raise awareness of differences between learners, ask them some questions, e.g. are you a fast/slow learner? do you tackle new things easily or not? do you learn better by talking to others or by studying from a book? etc. Possible refer back to the intro about you as a learner at the start.

Mixed ability

differences in preferences, personal background, learning experience, educational experience, motivation, character, (dis)abilities, social skills, knowledge of English, level of maturity, pace of learning, etc. etc.

You can make everyone TEACH the same,​

but you cannot make everyone LEARN the same!

Discuss in what way learners are all different, that it is NOT just about level of English and that it can be quite challenging to deal with for a teacher. One answer is using a variety of activities and approaches and of course differentiation.

Learning styles

Give some critical notes on learning styles (tests), referring to research on this topic. People do have different learning styles but applying them (uniquely) does not necessarily make them better learners.

Using learning styles tests 

tests are merely an indication, no 100% match​ so use tests wisely, be aware of the aims! It is good to be aware of your own preferences, as they may also be more prominent in your teaching, where you actually have to offer a more complete repertoire of approaches and types of activities!

ELT methodology for dealing with mixed ability 

using technology

same topic and approach, but now using technology to deal with it. Refer to us using Lessonup now, to possible engage some learners more by some interaction, visualisation and variation in approach (not ppt, but different platform.

Can you rank the 6 topics based on your personal preference?

Go to Socrative.com - login - student login - room: Rowin

Use your full name

Can you rank the 6 topics based on your personal preference? (p. 1 reader)

https:

Checkpoint learning objectives

1. You know what the topics of this course entail.
   
   
2. You can rank the topics based on personal preferences.

Follow-up

1. Explore / skimread the reader on the 6 topics.
   
   
2. Bring a note motivating your choices for topics 1 + 2 with personal learning objectives for this course. Be ready to present this information.