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Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
Pedagogy skills in supporting language learning
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Pedagogy skills in supporting language learning

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The presentation explores the pedagogical skills used to support language learning. I'll revisit the way we teach by exploring how we learn; Investigate teaching as a “Design Science”, and explore …

The presentation explores the pedagogical skills used to support language learning. I'll revisit the way we teach by exploring how we learn; Investigate teaching as a “Design Science”, and explore pedagogical models of learning associated with practice. Finally I will question how we can promote non-formal learning through communities of practice

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  • 1. Pedagogy skills in supporting language learning Robin Trangmar Pennaeth Raglen - Addysg a Hyfforddiant Head of Education and Training
  • 2. Smartphone / Tablet usersLook for the Wifi:Go to the following website: m.socrative.com  In Room Number type 546546  Click ‘join room’
  • 3. Socrative QuizDemographics• Q 1, 2, 3 – answer alone
  • 4. Aims and OutcomesLearning Intentions  To explore the pedagogical skills used to support language learningSuccess Criteria  Revisit the way we teach by exploring how we learn  Investigate teaching as a “Design Science”  Explore pedagogical models of learning associated with practice  Question how we can promote non-formal learning
  • 5. "Teaching is more like a design science because it uses what is known about teaching to attain the goal of student learning , and uses the implementation of its designs to keep improving them” (Laurillard 2012; 1) (my emphasis)
  • 6. Socrative QuizInternet use• Turn around to the person sat behind you and discuss Q4, Q5 and Q6 before you answer
  • 7. Active mobile broadband subscriptions by region in 2010 and 2011 (2011 figures are estimates) The Developed Developing Arab Asia & Global Africa CIS Europe Americ nations nations States Pacific asActive mobilebroadbandsubscriptions 1,093 635 458 27 42 422 87 226 2792011 (millions)Per 100 people 15.72011 51.3% 8.0% 3.3% 11.7% 10.7% 31.3% 36.5% 29.7% %Active mobilebroadbandsubscriptions 773 516 256 14 26 281 63 174 2062010 (millions)Per 100 people2010 11.2% 41.8% 4.5% 1.8% 7.4% 7.3% 22.5% 28.2% 22.1% via:Source: International Telecommunication Union (June 2012) mobiThinking
  • 8. What it takes to learn Associative Conceptual Learning Learning Experiential CollaborativeBehaviourism Learning Learning Cognitive Construction Learning -ism Social Constructivism
  • 9. A comprehensive account of what it takes to learn? Teaching  Self – directed Learning  Behaviourism  Experiential learning  Associative learning  Social constructivism  Cognitive learning  Conceptual learning  Constructionism  Collaborative learning
  • 10. The Teacher – Learner partnershipBehaviourism  Learner learns to exhibit certain behaviours  “operant conditioning”  Reinforcement after a behaviour is demonstratedAssociative learning  “Connectionism” (ie connecting events) – more useful than “operant conditioning”  Important that teacher optimally sequences tasks required for learning (eg) literacy (Frith 2007)Cognitive Learning  Importance of meaningfulness of learning activities to the learner
  • 11. Technology + Learning TeachingTeaching is supported through ‘technology’Historically  Books, blackboard, chalkCurrently  Internet supported, computer mediated
  • 12. A comprehensive account of what it takes to learn? Teaching  Self – directed Learning  Behaviourism  Experiential learning  Associative learning  Social constructivism  Cognitive learning  Conceptual learning  Constructionism  Collaborative learning
  • 13. Experiential LearningDewey (1938) – learning through experience  Learner’s own organisation of the problem situation is what enables them to develop new knowledge within a curriculum, just as they do in their untaught, informal learning  Learner will continually develop their knowledge through attempting to work through realistic, experiential problems  Ideas are formed, the resulting conditions observed, facts and ideas created for future use
  • 14. Collaborative LearningExperiential learning that requires the learner to produce an output by acting on the world in some way  More than discussion, argument, question or answer  Demands group consensus on producing an output  Output may be represented in different ways – essay, report, presentation, performance, proposal …  Group collaboration creates output as a ‘shared understanding’ (agreed output) and requires each learner to reflect on the others’ ideas in order to critique of extend them
  • 15. Social Constructivism Learning happens automatically in the brain for our evolved capabilities Skills and knowledge developed by other individuals must be learned through imitation, discovery or communication  Communication is enhanced through the use of language which can express complex ideas Dewey & Vygotsky emphasised the role of language and social interaction Through discussion between learner, teacher & each other, they develop ideas in ways that are different from the learning they do through practice & experience See also Frith 2007, 2011
  • 16. Conceptual Learning Deep and Surface level processing (Marton & Säljö, 1976) Deep approach  Seek meaning  Looking at the broad picture  Relating ideas to previous knowledge & experience  Looking for patterns & underlying principles  Checking evidence & relating it to conclusions  Examining logic & argument cautiously & critically  Monitoring understanding as a learning process  Engaging with ideas & enjoying intellectual challenge  (Entwhistle & Peterson, 2004)
  • 17. “teaching is about moving minds” (Laurillard 2012; 5)
  • 18. Non-formal learning
  • 19. Subject – specialist pedagogy[It is] ‘a fact that different ways of knowing and understanding demand different ways of learning and teaching. Mathematical, linguistic, literary, historical, scientific, artistic, technological, economic, religious and civic understanding are not all the same. Some demand much more than others by way of a grounding in skill and propositional knowledge, and all advance the faster on the basis of engagement with existing knowledge, understanding and insight’. (Alexander (2000, 561) in Coffield et al, 2004, 144) Slide 19
  • 20. Non-formal language learning“People are constantly learning everywhere and at all times. Not a single day goes by that does not lead to additional skills, knowledge and/or competences for all individuals. For people outside the initial education and training system, adults in particular, it is very likely that this learning, taking place at home, at the workplace or elsewhere, is a lot more important, relevant and significant than the kind of learning that occurs in formal settings” (OECD)
  • 21. Socrative QuizLanguage• Q 7, 8 – answer alone
  • 22. Technology + Teaching Learning“Knowledge technology” shapes what is learned by changing how it is learned
  • 23. ConstructionismLaurillard (2012; 54) summarises this as:  Learning through experience  Learning through practice  Learning by doing  Learning by constructing  Situated learningLearning through a practice environment (Papert 1980)  learners learn more deeply because the actions they take to produce something elicits results that feed back information about how to produce their next action (similar to situated learning)
  • 24. How could we use theinternet to support non-formal second language learning?
  • 25. Disruptive TechnologiesSmartphones and Tablets  AppsEngage with authentic language speakers  Networking, Video conferencingHear authentic language spoken  Podcasting  YouTubeWe can customise information to come to us  Widgets  RSS feeds  News aggregators
  • 26. Networking ServicesGoogle + Social Networking Small group communicationsSkype 1:1 conferencing
  • 27. Socrative QuizDemographics• Q 9, 10 – discuss with the person sat next to you
  • 28. Translation AppsGoogle Translate  Example
  • 29. Online ServicesThe BBC  http://www.bbc.co.uk/podcasts/series/tae  http://www.bbc.co.uk/worldservice/learningenglish/
  • 30. Minds on Fire … “The places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness … these ecosystems must … provide support for continuous learning … Nor is it likely that the current methods of teaching and learning will suffice to prepare students for the lives that they will lead in the twenty-first century”(Seeley Brown & Adler, 2008; 16)
  • 31. Contact detailsRobin Trangmar FHEA, FIfL, FRGS, M.Ed., CharteredMCIPD @yrathro http://yrathro.wordpress.comHead of Education and Training, Coleg Llandrillo , Colwyn Bay LL28 4HZ01492-546666 x427r.trangmar@gllm.ac.ukPresentation at http://goo.gl/nOsqy
  • 32. ReferencesCoffield, F., Moseley, D., Hall, E., & Ecclestone, K., (2004) Learning styles and pedagogy in post-16 learning: A systematic and critical review. LSDA, LondonDeJong, T., & Ferguson-Hessler, M., 1996. Types and Qualities of Knowledge. Educational Psychologist, 31(2), 105-113.Dewey, J. (1938) Experience and Education, New York: Collier Books (see http://www.infed.org/thinkers/et- dewey.htm)
  • 33. References Entwistle, N. and Peterson, E. (2004). Conceptions of learning and knowledge in higher education: relationships with study behaviour and influences of learning environments. International Journal of Educational Research. 41 (6), p.407- 428 Frith, C., (2007) Making up the mind: How the brain creates our mental world. Oxford, Blackwell Publishing Frith, U., (2011) Brain Waves 2: Neuroscience: implications for education and lifelong learning, London, The Royal Society available at http://royalsociety.org/policy/projects/brain- waves/education-lifelong-learning/ accessed 15 October 2012
  • 34. ReferencesLaurillard, D., (2012) Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. London, RoutledgeMarton, F & Säljö, (1976) On Qualitative Differences in Learning: I—Outcome and Process British Journal of Educational Psychology, Volume 46, Issue 1, pages 4–11, February 1976
  • 35. ReferencesOECD. Recognition of Non-formal and Informal Learning. downloaded from http://www.oecd.org/document/25/0,3343,en_2649_392 63238_37136921_1_1_1_37455,00.html 28 February 2013Papert, S., (1980) Mindstorms: Children, Computers, and Powerful Ideas. Brighton, The Harvester PressSeeley Brown, J., & Adler, R., EDUCAUSE Review, vol. 43, no. 1 (January/February 2008): 16–32Wertheimer, M., (1959) Productive Thinking. Michigan, Harper

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