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Using Visual Aids & Manipulatives in EFL
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Using Visual Aids & Manipulatives in EFL Using Visual Aids & Manipulatives in EFL Presentation Transcript

  • Using Visual Aids & Manipulatives Erin Lowry Senior English Language Fellow Centro Colombo Americano Manizales December 1, 2008
  • Overview of Workshop • To familiarize teachers with a range of simple visual aids and manipulatives that are available • To show teachers how to make their own visual aids • To show teachers how to use visual aids and manipulatives effectively
  • USING VISUAL AIDS What are visual aids? How can they help us teach and our students learn? When can you use visual aids?
  • Visual Aids You’ve Used… Yourself Blackboard Real Objects Flashcards Pictures Charts Others
  • Why Use Visual Aids? • To help present a topic • As part of language practice • When reviewing language that was presented earlier
  • What are Manipulatives? • Objects that can be touched or moved by students to reinforce a concept • A way that students can physically interact with their learning.
  • Why Use Manipulatives? • 1. Manipulatives help reach students whose learning styles are often ignored, i.e. kinesthetic, tactile.
  • Why Use Manipulatives? • 2. Manipulatives empower students to process and organize information at their own pace.
  • Why Use Manipulatives? • 3. Manipulatives add “novelty” to the classroom & get the students’ attention.
  • Why Use Manipulatives? 4. Manipulatives can be used in a variety of ways: -introduce -process -review -recall -organize
  • Using Real Objects • Allows language learners to see, hear, and in some cases touch the objects • Good for teaching: – Vocabulary – Specific grammar points – Drills – Speaking activities – And more…
  • Using Flashcards • Memory activities • Drilling activities • Identification activities • TPR activities
  • Tips for Making Flashcards • They should be large enough • Pictures should be clear • Should be made so that they can be used again and again
  • Sorts • By sound – Vowel / consonant – Initial, middle, end • By pattern • By sight
  • 8 Types of Sorts • Picture sorts • Word sorts • Word hunts • Closed sorts • Open sorts • Blind sorts • Writing sorts • Speed sorts
  • Picture Files
  • Using Charts • To display more complex visual information, like a series of pictures that tell a story • To organize tables of structures or related vocabulary (like verb forms) • To diagram how something works
  • Using Videos • Advantages: - Ideal for all group types • Disadvantages: - Requires special equipment - Not ideal for discussion and interaction - Requires accurate cueing
  • Using Overhead Transparencies • Advantages: – Good for large groups – Easy to create – Easy to transport – Ideal for interacting with groups – Easy to update • Disadvantages: – Not long lasting; wear out with age
  • Big Books
  • Picture Books
  • Types of Manipulatives Task Cards
  • • Card divided into 2 pieces with a design cut- out • Students match one part with the other • Best for information that has a 1-to-1 relationship
  • Types of Manipulatives Puzzle Pieces
  • • A blank puzzle where information is written on each piece • Students put the puzzle together • Best for information in a sequence
  • Types of Manipulatives Sequence Strips
  • Sequence Strips • Information is written on strips of paper • Students put the strips in the correct order • Best for information in a sequence
  • From Marjane Satrapi’s Persepolis
  • Other Examples
  • Graphic Organizers • Common language classroom g.o. functions – Describing – Comparing and contrasting – Classifying – Sequencing – Cause and effect – Decision Making • Common designs – Cluster/Word Web – Describing Wheel – Fact and Opinion – Five W's Chart – KWL/KWHL Chart – Sequence Chart – Spider Map – Tree Chart – Venn Diagram
  • USING THE BOARD
  • How Could it be Organized?
  • Using the Board • The board is one of the most useful visual aids • No special preparation, always available • Should be used to make things clearer to class & help focus attention
  • Basic Principles of Using the Board • Write clearly • Write in a straight line • Don’t hide the board • Talk as you write
  • Some Other Tips • Space the amount of content (don’t clutter your board too much) • Charts and tables help organize information • Write clearly, legibly and keep the font size reasonable • Give students time to copy • The blackboard can also be a part of the learning process
  • References • Corrales, K. (2008). Getting Your Hands on Learning: Manipulative Tools in Content ESL/EFL Instruction. Latin American Journal of CLIL. Retrieved November 21, 2008 from http://biblioteca.unisabana.edu.co/publicaciones/index.php/laclil/ • Doff, A. (2002). Teaching English: A Training Course for Teachers. Cambridge. • http://newteachersupport.suite101.com/article.cfm/using_th e_blackboard • http://www.usingenglish.com/weblog/archives/000228.html • http://iteslj.org/Techniques/Mumford-Relia.html • http://www.teachingenglish.org.uk/think/articles/graphic-organise