For the money? The holidays? Why do we do it? Make a difference? To gain respect? Career prospects? Because of the teachers we’ve had.
A fabulous grammar lesson An exciting maths problem Winning an award or prize A performance or play A sports event Creating something Having fun with the teacher What is your fondest memory of school?
Most people remember those experiences of school which were fun, dramatic and unusual, and which provided them with a sense of achievement.
Religious instruction 3Rs Preparation for the workplace Knowledge
Children have changed Families have changed Leisure is more individualized More children survive infancy Far less healthy Then Children have varied schedules Less obvious role models Children are susceptible to penetrative and pervasive technologies Information migrants Now
There is much scientific research on how we learn languages, which now gives us greater understanding of the role of ‘acquiring language' in relation to learning language. Older children and adults tend to be taught languages, usually in language learning classrooms. Successful language learning can be achieved when people have the opportunity to receive instruction, and at the same time experience real-life situations in which they can acquire the language. It is this naturalness which appears to be one of the major platforms for CLIL’s importance and success in relation to both language and other subject learning. Content and Language Integrated Learning (CLIL)
“… .. for many, the investment of time and effort in language classrooms may have had more disappointing outcomes. Even when they leave school, and later in their lives, they find it difficult to use the language actively, as a tool for real-life communication in everyday situations.” Being Good at Languages: Natural talent or a matter of opportunity? “ So, are some people naturally gifted in learning languages? Undoubtedly, yes, just as some people are gifted in music, science, sports or the visual arts, we are all drawn in different ways towards differing forms of learning. But so much of this question of being gifted depends on how we have experienced the world around us; what has made us excited, enthusiastic, disappointed, or otherwise disinterested.” Success in language learning requires: 2. Exposure to learning situations that best suit individual learning styles 3. That learning is made fun and exciting 1. The chance to use and consolidate language in real-life situations 4. That the learner feels able to take risks 5. That learning is memorable
<ul><li>Create real-life situations in which language </li></ul><ul><li>can be used </li></ul>3. Use a range of interesting, exciting and fun activities 2. Employ multi-sensory approaches (VAK) Visual Learners Auditory Learners Kinaesthetic Learners 4. Create a safe and structured learning environment in which the learner is prepared to take risks 5. Ensure learning is memorable through all the above The successful language teacher endeavors to do the following: Accelerated Learning for Language Teaching
All meaningful learning involves risk: Good teachers help learners negotiate risk. Anxiety paralyses performance: Good teachers provide structured challenges which take this anxiety into account. Children are more likely to be engaged in activities they enjoy: Good teachers make learning FUN. RISK STRUCTURE REAL SITUATIONS FUN A MULTI-SENSORY APPROACH Effective teaching involves: Failure in England
According to Schachter & McCauley, children's most common fears are: public speaking and reading making mistakes failure disapproval rejection angry people being alone darkness dentists injections hospitals taking tests open wounds, blood police dogs spiders deformed people …. … and toilets
RISK: FUN REAL SITUATIONS STRUCTURE MULTI-SENSORY APPROACH Children feel safe and secure in doing what is expected of them in a given activity Progression, consolidation, assessment and planning is included in the process Provide experiences in real-life situations in which children can acquire language Memorable, enjoyable and exciting activities VAK Accelerated Learning involves all of the following:
1. Connection Sell the benefits Describe the outcomes Show the big picture (CLIL) 2. Activity Present the task Organise environment Engage all learners 3. Demonstration Allow for reflection Seek transfer (CLIL) Review and preview Use group feedback Use Educative Feedback Vary groupings 4. Consolidation Four Stages
1. Connection The content The process The children Show the big picture Connect to previous learning Agree the learning outcomes Cognitive dissonance How we will know How we will get there Where we are going Where we have been Make learning personal Making the connection fun, unusual or dramatic (children remember fun, dramatic and unusual events).
1. Connection By the end of this lesson you will be able to describe where simple object are in the classroom . We will learn prepositions of place. I know all about this I know nothing about this I know something about this
Activity Grabbing the children’s interest . Prepare the children for the activity to come by: Posing problems Using multi-sensory approaches (VAK) Ensuring structured language exchange Providing opportunities to describe, pair share and reflect. Varying groupings Chunking lessons Making the presentation fun, unusual or dramatic (children remember fun, dramatic and unusual events). Punctuation Karate Prepositions of place Running Dictation Drama
3. Demonstration Children have the opportunity to demonstrate their understanding through: 1.Generated products 2.Written exchange Spoken exchange Physical communication Beat the examiner Learning webs Artists Easel Storyboards/cartoons “ I can do it!” Group presentation Learning webs Bullet point summery Role play Peer reporter Walk through Freeze frame Islands Brain breaks
4. Consolidation Children have the opportunity to reflect on what has been learned and ask the following questions: What did we now know and understand that we did not before? How have we learned? How can we apply our learning? The answers can be arrived at through the following: Module maps 3,2,1 block review Question box Team maps I now know all about this I know nothing about this I need to know more
Module maps In the Home Prepositions of place Household Routines Vocabulary Past continuous bed sink couch carpet cooker chair cupboard Furniture Vocabulary In On Under Next to near Cook Sleep Eat Iron My brother is sitting in bed and watching television My sister was ironing in the kitchen Present continuous Brother Sister Mother Relatives Vocabulary Mother Mother Mother Mother Possessive adjectives and apostrophe ‘s’
Module maps In the Home Prepositions of place Household Routines Vocabulary Past continuous bed sink couch carpet cooker chair cupboard Furniture Vocabulary In On Under Next to near Cook Sleep Eat Iron My brother is sitting in bed and watching television My sister was ironing in the kitchen Present continuous Brother Sister Mother Relatives Vocabulary Dad’s Your My Mother’s Possessive adjectives and apostrophe ‘s’ Need to revisit Partially understand Understand
3,2,1 Block Review One thing I already know One thing I want to ask One thing I want to ask Most important thing I’ve learned Most important thing I’ve learned Most important thing I’ve learned
Chunking Lessons Children cannot sit with focused attention for long periods of time Attention span = chronological age plus one. Two breaks in a one hour lesson Break times can be used in the following ways: Stretches, class yoga, body sculpture Brain breaks Use of modeling and physical learning Timed reviews Drink water
Brain Breaks Alleviate anxiety Air writing Back Writing Finger Aerobics Heads thumbs Brain breaks are moments to step outside of curriculum subject lessons and divert the mind into a new context allowing it to: breathe; relax; recharge; refocus. Breaks energise, enthuse and re-ignite tired or busy minds. Regular brain breaks allow children to experience stress-free enjoyable activities. Use brain breaks to: alleviate anxiety; improve physical fitness; improve fine and large motor movement; develop co-ordination;