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my reflection and sharing after visiting a couple of workshops and trying some of this out:)

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  1. 1. We take for grated what we think we know best
  2. 2. Affective & Effective Learning We take for grated what we think we know best
  3. 3. Why should I care?! • Transactional or transformational goals?! • What does it change?! • Theory AND/OR practice?!
  4. 4. A philosophical starting point pros cons • It is a universal principal in business, communication – all spheres of life • Not enough time • Quick-fixes don’t work long term • It’s all about how you feel. • Results are not quickly • Results may not always visible
  5. 5. Affective Teaching – the center It all starts in your center – your beliefs, ideas, attitude and deep rooted models of perceiving students and their learning “I know it” is the best sign you don’t
  6. 6. Affective Teaching – the center The role of the teacher – facilitator, mediator and coach “This is more than a technique it requires personal improvement and change”
  7. 7. Affective Teaching – what do you do? After a class that didn’t work well what do you do? •Weep •Blame students •Get some wine •Complain to a friend
  8. 8. Affective Teaching – what CAN you do? After a class that didn’t work well what do you do? • Not take it personally •Reflect •Constructive talk to colleague •Involve others •Try something new
  9. 9. The affect in learning – simple? Looking at the whole student: •Movement activities (body) • Activities of emotional involvement • Cognitive activities
  10. 10. Ideas for the classroom • The comb – clear your head from negative thoughts Elegant Lovely Intelligent Thankful Smart Active
  11. 11. The affect in learning - Motivation • Whole course goals “What is in there for me?” “Why do we..”/ “What are the benefits of” Asking these questions as a habit • Your passion
  12. 12. Activities/ Projects • The “Why and Why not study FL project” • Bring different points of view on the table • The findings board
  13. 13. The affect in learning - Motivation • Explicit about activity • Vary activities - The 20/15 rule – change activity each 20/15 min. • Challenge – time/ completion/a thematic frame for the activity
  14. 14. Activities Beginning: We do this to learn/ practice to…. Middle: How are you doing about…… End: What did we learn/ how can we learn better? • Signs about how students feel about the activity “I’m ok” “It is too easy” “I need help” • The challenge box
  15. 15. The affect in learning - beliefs • Beliefs about self • Beliefs about learning • Beliefs about the subject
  16. 16. Activities: • Draw yourself as a language learner • Include beliefs about the self in questionnaires • Work with/ through stories • Make students create a comic about overcoming challenges
  17. 17. The affect in learning - mistakes • Beliefs and attitude - mistakes – family/cultural • How to correct mistakes in class • Learn to make mistakes • Learn to learn from mistakes
  18. 18. Ideas for the classroom • Ask explicit questions as a reflection – portfolio/ questionnaires • Make mistakes and feel ok about it • Students writing stories about making mistakes • Share successful mistake stories
  19. 19. The affect in learning – standards?! The CEFR stresses on the affective part of Language Learning! Example: beliefs and attitudes towards learning