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Content based instruction (didactics)

Content based instruction (didactics)






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    Content based instruction (didactics) Content based instruction (didactics) Presentation Transcript

    • by Weizmar Lozada
    • Content-based Instruction
      • Use of content from other disciplines in language teaching.
      • Build on students’ previous knowledge.
      • Students motivated to learn because of relevance.
      • Teachers help to develop linguistic content.
      • Language is learned best when it is used to bring interesting information.
      • Vocabulary can be easily acquired with contextual cues.
    • Content-based Instruction
      • Teachers provides learners with a natural context for language use.
      • Activity has purpose and results.
      • Learners use authentic materials to practice language.
    • Task-based Instruction
      • Teachers go through a pre-task with students before they work individually.
      • Teachers go through the task step-by-step.
      • Communicative competence = able to read, discuss, write about content of other fields.
      • Level is i + 1
    • Task-based Instruction
      • Teacher-student negotiation, ask for feedback.
      • Teachers use language naturally.
      • Teachers repeat the correct form to reinforce.
      • Students do a task in groups; practice authentic listening and speaking.
    • Task-based Instruction
      • Students receive feedback based on the content .
      • Students have input just for creating a way to complete a task.
    • Project- Based Learning PBL
      • The main purpose of PBL is:
      • To engage students in learning process.
      • To provide an environment for the acquisition of
      • skills needed in education and workplace.
      • To teach curricular content.
      • To build new skills.
    • Project- Based Learning PBL
      • Elements of PBL:
      • Standards Based
      • Assessment
      • Student Centered
      • Collaboration
      • Real World Connection
      • Multimedia
    • Project- Based Learning PBL PBL consists of Contents organize to create Activities using Conditions to produce Results
    • Content:
      • Focused its attention on:
      • Problems presented in students environment.
      • Students find connections between ideas.
      • Real-world questions that students care about.
      Project- Based Learning PBL
      • Support student autonomy :
      • Students get involved on learning communities.
      • Class-work is in a social context.
      • Students direct their own work and learning.
      • Students simulate the professional work.
      Project- Based Learning PBL Conditions:
      • Investigative and engaging:
      • Students get involved in investigations over long periods of time.
      • Students make their own connections among ideas and acquiring new skills
      • Students use authentic tools.
      • Students get feedback from teachers and realistic assessment .
      Activities: Project- Based Learning PBL
    • Project- Based Learning PBL Results
      • Real-world outcomes:
      • Students create complex and intellectual products to demonstrate learning.
      • Students participate in assessments.
      • Students show development in real-world competence.
      • Teaching role
      • Follows student interest
      • Large units composed of complex problems or issues
      • Broad, interdisciplinary focus
      • Teaching role
      • Follows fixed curriculum
      • Proceeds block by block, unit by unit
      • Narrow, discipline-based focus
      Traditional Instruction Emphasizes Project Based Learning Emphasizes
      • Materials of instruction
      • Direct or original sources: printed materials, interviews, documents, and others
      • Data and materials developed by students
      Traditional Instruction Emphasizes Project Based Learning Emphasizes
      • Materials of instruction
      • Texts, lectures and presentations
      • Teacher-developed exercise sheets and activities
      • Classroom context
      • Students working alone
      • Students competing with one another
      • Students receiving information from an instructor
      • Classroom context
      • Students working in groups
      • Students collaborating with one another
      • Students constructing, contributing, and synthesizing information
      Traditional Instruction Emphasizes Project Based Learning Emphasizes
      • Student role
      • Carry out instructions
      • Memorizer and repeater of facts
      • Students receive and complete brief tasks
      • Listen, behave, speak only when spoken to
      • Student role
      • Carry out self- directed learning activities
      • Discoverer, integrator, and presenter of ideas
      • Students define their own tasks and work independently for large blocks of time
      • Communicate, show affect, produce, take responsibility
      Traditional Instruction Emphasizes Project Based Learning Emphasizes