The paper illustrates some methods that address to varied learning styles and needs.

2. Table of Contents
Active methods applied on artistic minds ....................................................................................................3
Purpose of the study.................................................................................................................................4
Research questions.......................................................................................................................................4
Active methods .............................................................................................................................................5
Thinking hats.............................................................................................................................................6
Procedure:.................................................................................................................................................6
Application................................................................................................................................................7
Results.......................................................................................................................................................8
Projects .......................................................................................................................................................10
Duplex-board Projects ............................................................................................................................10
Application..............................................................................................................................................10
Results.....................................................................................................................................................12
Power Point Projects...................................................................................................................................12
Application..............................................................................................................................................13
Results.....................................................................................................................................................14
Puzzle ..........................................................................................................................................................16
Procedure:...............................................................................................................................................16
Application..............................................................................................................................................17
Bingo ...........................................................................................................................................................18
Procedure:...............................................................................................................................................18
Application..............................................................................................................................................19
Results.....................................................................................................................................................20
On tour........................................................................................................................................................20
Procedure:...............................................................................................................................................20

3. Application..............................................................................................................................................21
Results.....................................................................................................................................................21
Happy art talk..............................................................................................................................................21
Application..............................................................................................................................................22
Results.....................................................................................................................................................22
Conclusions .................................................................................................................................................23
Bibliography ................................................................................................................................................25
Active methods applied on artistic minds

4. Purpose of the study
The purpose of this paper is to apply active methods in teaching English in order to
highlight the effects of using these methods as a way of fulfiling the art students’ learning needs.
Preliminarily, I carried out a questionnaire to identify whether my art students are right brain or
left brain. My students’ responses indicate that:
Number of pupils Left brain Right brain Balanced
50% left 50%right
80 respondents 12 55 13
15% 68,75% 16,25%
Overall, it is clearly that the majority of my students are mostly right brain and just 15%
are left brain. Consequently, to appeal the right brain, in the English classes, I should incorporate
music, drawing, movement, rhythm and choice. In this way, I give my students the opportunity
to use English language in ways which are meaningful for them.
Research questions
 What are the effects of using active methods in the English classes?
left brain0
20
40
60
80 respondents
left brain
right brain
balanced

5.  What active methods are more suitable to my art students?
 What are the difficulties encountered when setting up active methods?
Active methods will be applied in order to identify whether these methods prove
effectiveness in acquiring English language by art students or not. To demonstrate this,
introspection on the pupils’ perception of learning through active methods will be collected.
More than that, the advantages and disadvantages when setting –up all these activities in the
classroom will be noted as well, since a class lasts 50 minutes and the classrooms are not
equipped adequately for grouping students or moving round the classroom.
At the end of each active lesson, students will be asked to reflect upon the learning
process by either: filling in a questionnaire, in which they have to note down their impressions
anonymously, or freely answer prompt questions in order to share and compare the impact of the
activity. For the latter, technique I will note down the summary of their answers. The questions
are following:
Did you enjoy the activity?
Were you interested all the time?
What have you discovered about your learning style?
What have you learned?
Would you like to practice this method again?
Active methods
What the activity is design to achieve

6. 1.Thinking hats
Thinking Hats is a technique aiming to change the
perspective of thinking by incorporating various ways of
approaching an issue into the learning process. The hats
represent various perspective of thinking. Thinking Hats help
learners analyze a topic, problem, or situation from different
viewpoints, it also promotes creative thinking.
Procedure:
Students are divided in six and are given roles according to their hat. All students in each
group come up with ideas and negotiate for the best interpretation.
White Hat.
The Facts
What are the facts? What information do I have?
What information do I need to find out?
Black Hat
The Negatives
What problems could arise?, What are the
disadvantages?
Yellow Hat
The Positives
Why is this a good idea? What are the advantages and
benefits?
Red Hat
Feelings
How do I feel about this? What do I like about these
feelings? What do I not like about these Feelings?
Green Hat
Creativity
What new ideas are possible? What is my
suggestion? How can this be changed or improved?
Blue Hat
The Big Picture
What thinking is needed? Where are we now? What do
we need to do next?
Emotional intelligence ***
Independence *
Interdependence ***
Multi-sensation ***
Thinking ***
What the activity contains
Kinesthetic *
Intrapersonal **
Linguistic ***
Interpersonal ***
Naturalistic
Spatial *
Musical
Logical ***

7. 1
Application
When teaching 12th
grade students for and against essay, I wrote on the blackboard the
following sentence: Animals should be treated with the same respect as humans. I asked students
to come up with as many ideas about the topic. It took it a while for them to bring out ideas
which were mainly about animals rights. However, when applying the thinking hats method, it
generated a lot of inspiration, and students had many brainwaves. Divided in six hats, students
had to write down their ideas, but also to make a sketch or draw something in pencil which to be
representative for both: their role and the content. Also, for drama and music classes I asked
them when delivering their ideas to have the voice accordingly to their role: red-passionate,
yellow-calm and warm, green-persuasive, black- critic, down voice, white- reports news, blue-
teaching a new lesson.
The white hat had to write down the facts about animals’ status in Romania and prejudices we
might have as citizens against them (but it should be neutral). The black hat had to focus on
disadvantages on both: when animals are not treated as equals and when they are.
The red hat had to highlight the emotional relationship with animals, how do we feel? how do
they feel? how do we know they care about their owner or are grateful?
The green hat had to find solutions for animals to be treated fairly, what should we do as a
society, what activities should we promote?
The yellow hat had to identify the benefits of a caring and civilized behaviour concerning
animals.
Blue hat had to summarize all things considered.
After debating and gathering their ideas students were able to write down a for and against essay,
the most skilful ones developed more ideas about the topic, while the weak ones following the
essay outline, only matched the ideas into correct paragraph.
1
http://www.mindtools.com/pages/article/newTED_07.htm, recovered on the 7
th
of August, 2011

8. Results
When asked about the efficiency of the method concerning their understanding of writing for and
against essay their answers indicate:
What were the difficulties encountered in
the activity?
70% of the respondents found difficult to
start up their ideas, also was hard to make
the distinction of feelings, being neutral for
instance, they had the tendency to criticise.
It took them a while to think over ideas.
30% said there were not any difficulties,
they knew what to do.
Have you enjoyed the activity? Why? Why
not?
85% tremendously liked the activity, being
surprise of their own and their peers’
creativity, more they inspired each other and
felt better when sharing the same view. Also
some were surprise of being able to have such
ideas. They felt that the activity was
meaningful to them since they learned clearly
not only the essay outline but also acquire new
vocabulary and got motivated to involve more.
At the end they managed to write down an
essay on their own adding more ideas and
supportive details.
10% felt they waste time in elaborating ideas,
also the more skilful ones take over and they
did not have the chance to have their say, even
though they learn from the skilful ones new
words and how to express their ideas.
5% don’t feel confident in their English skills
and think the activity is for the best ones.
What have you discovered about your 95% liked sharing ideas, while talking they

9. learning style? were inspired, they did not get bored neither
tired.
5% thought they are used to working alone
and even they enjoyed the activity, since they
got inspired, was hard for them to express
themselves and concentrate, they had the
feeling of being overtaken by others.
What did you find difficult in
understanding? Why?
95% declared there was nothing that they could
not understand.
5% said that there were too many words that
they did not know, also grammar patterns were
difficult for them to apply.
Would you like to practice this method
again?
100% said YES
From my point a view the activity was really successful. I did not have the feeling I was
the doer of the activity, on the contrary, I exploited my students knowledge about the topic and
guided them to do the lesson, as some of my students claimed: the time flew without noticing
which left them the impression they “did something instead of nothing”. Maximum participation
was created based on this technique, also enabled students to hear a range of opinions and
practised listening skills as well. Another point would be the encouragement of empathy. More
than that, it deepened students’ thinking skills, enabling them to make connections and express
their own thoughts.
There were not preliminary arrangements concerning the furniture in the classroom, 50’
time is not enough when elaborating and sharing ideas, students wasted time looking up for
words in dictionary, noting down, also they did not have an immediate start. The method is more
successful when sustained for several lessons. In this way, it gives students a chance to get into
routine, and also for the teacher to get more experience in applying it.

10. Following Gardner’s multiple intelligences theory I tried to satisfy as many intelligences
as possible, and from the respondents’ answers I could see that the majority worked at its high
potential. The impact on my students was a positive one, they enjoyed being challenged,
expressing themselves, sharing ideas, working in group. Also, they
proved highly cognitive skills since they were able to transfer the
knowledge they had in their own language, in English. I could notice a
positive attitude toward learning and a sense of responsibility over it.
Projects
Duplex-board Projects
Projects provide students with an opportunity to
produce a piece of work based on their own input and ideas,
while at the same time consolidating and expanding on the
language they have learnt. This method contributes to
students’ general educational development by fostering
creativity, learner independence and cooperation with other
students. Through project-based learning students have the
opportunity to use language in real life settings, engage in collaborative work and improve their
teamwork skills, and think critically and creatively. 2
Application
For grade 6th,
painting section, in the first semester, children were asked to make a project
on the topic: Snapshot of where I live. Since the projects are elaborated assignments, students
are announced at the beginning of the year what projects do they have to prepare and what it is
expected from them. When they are given the task, I spent about 50’ to write down the layout of
2
Alan Crawford, Wendy Saul, Samuel, R. Mathews, Teaching and Learning Strategies for Thinking classes, The
International Education Debate Association, New York, 2005
Specific room layout
No
What the activity is design to achieve
Emotional intelligence ***
Independence ***
Interdependence *
Multi-sensation ***
Thinking ***
What the activity contains
Logic **
Kinesthetic *
Interpersonal *
Linguistic ***
Intrapersonal ***
Naturalistic
Spatial ***

11. their project and to answer all the questions they may have about it. To test the efficiency of
active methods in the first semester the procedure was the following.
1. students had to decide what information to include
2. materials needed : duplex board, colours, blank sheets of paper, glue
3. time for preparation: two weeks
4. the evaluation criteria: content, design, delivery
5. Presentation time 2-3’
6. Procedure:
In alphabetical order students are called to present their project in front of the classroom.
After the delivery, I usually ask them a few questions and mark them down. At the end of project
presentation, students have to vote for the best project. However, the students
were asked to write down what they liked and disliked about the project. 98%
of the respondents, answered that they liked the projects because is a good
way to increase their average and is also fun since for two weeks they had no grammar exercises
to do, but drawing , gathering information and sticking. At the same rate they consider too much
time spent with the presentation, many of them did not understand what presented 2% is declared
they love projects as a way to express their ideas.
I also had the impression that once they present their project they lose interest in being attentive
to the others.
In the second semester, the project topic was Snapshot of my experiences, the procedure
was the same, but I changed the following:
 the students could take a partner to do the project if they wanted
 the project could have been made on computer but the design to be artistically made with
crayons
 the evaluation criteria: content, design, presentation, interaction- to get points for
interaction they had to ask questions to the students who were presenting the project and
in return to be spontaneous in replays
 few parents are invited to assist
It took about three classes to finish all the presentation of the students, but the result was
really rewarding. They prepared in advance lists of questions like: What was the weather like?
Who did you go with? What did you enjoy most about the city? etc. Also if the students
Specific room layout
No

12. mentioned the books they had read, there were questions like: Who is the main character’s best
friend? Who is he in love with? Who wrote the book? What nationality is the writer? Etc.
Results
When asked to write down what they most liked and dislike about the project presentation
comparing with the previous one, they indicate the following:
Power Point Projects
I liked this project more because I disliked the project because
I learn English by asking questions I dislike the previous project because there
was not as much activity, but this one was
greater
I did not get bored I did not present my project earlier, I had to
wait a whole week
I did not know I am good at English There was nothing I disliked
I felt great when I answered all the
questions my classmates asked
I was stressed about the questions, I wanted
to answer as many as possible
I learned a lot of things about my
classmates
I felt great, I like asking questions
It was fun
I feel more confident concerning English
In the next project I want to do more
What the activity is design
to achieve
Emotional intelligence ***

13. Through computer project-based learning students have the
opportunity to use language in real life settings, engage in
collaborative work and improve their teamwork skills, and think
critically and creatively. In addition to mentioned benefits, it also
enables students to become acquainted with information technology
and multimedia tools. In order to achieve these, it is important the
project to be interesting, challenging, and integrative. The project
should not only give the students a chance to do research and acquire 21st
century skills, but also
leave room for their creativity. What is more it also helps the teachers to be updated with the new
trends experiencing together with their students new challenges.3
Application
On the topic BE BIG! Boost solidarity-Inspire-Give voice to your ideas concerning social
inclusion and discrimination, high school students were asked to make projects in which to
identify situations when people are discriminated. They could bring up ideas of how to avoid
these situations or what should be done. In order to apply the multiple intelligences theory by
giving students the freedom to choose, the content and the way of transmitting the information to
their audience, I also followed the Roger’s theory as he claimed:
‘Much significant learning is acquired by doing’.
Also, the experimental learning cycle sequence developed by Kolb (1984) which points
out that learners acquire information best when they are active, take responsibility for their own
learning, and can relate and apply it to their own context. As a result the procedure for the
activity was the following:
Step 1
3
ibidem
Independence *
Interdependence ***
Multi-sensation ***
Thinking ***
What the activity contain
Kinesthetic **
Intrapersonal **
Linguistic ***
Interpersonal ***
Naturalistic *
Spatial ***
Musical **
Logical ***
Specific room layout &preparation&
Yes

14. Class preparation: I divided students in mixed ability groups, I took into consideration their preferences
but also at least one in the group to be good at English, one with computers and so on. Once groups
appointed they had to share the tasks in order to make the project and each of them to be involved and to
draw an outline of their project: heading and sub-headings.
Step 2
Project preparation: Students had three weeks’ time to meet and prepare the project, they decided together
on the content, structure, and way of presentation;
Step 3
Project presentation: each team had to present their project in 7’, they also were given the evaluation grid
in order to know what exactly what is expected them to do.
Evaluation Criteria 1 2 3 4 5
1.the relevance of the content with the topic and the target audience
2. variety of vocabulary and of language used
3. the complexity of the technology used: pictures, drawings, photos,
maps, graphs, relevant with the topic
4. presentation-team work
5. references
Project total score: x /2 = 50 points
Results
The results were outstanding, I was fascinated myself of my students capability and
creativity. At the beginning I thought the topic would not be of high interest for them but since in
2009-2010, the European topic was the year of social inclusion and fight against discrimination I
was willing to provoke my student’s creativity and also to apply the above mentioned theories.
The projects were diverse and apart of revealing students’ capability in thinking critically; being
creative and mastering technology they also proved one of Rogers principal of learning in
groups;

15. Significant learning takes place when the subject matter is perceived by the students as
having relevance for his/her own purposes.4
In a team there were two gipsy girls (I did not know) and they chose to talk about this
ethnic group, traditions, customs, but also how they are perceived or discriminated by society
focusing on their own feelings. When I asked the students to reflect upon the project they were
presented, the majority declared that they did not perceived gipsy people in that way and from
the information given they change their perspective even their mentality, also they were
impressed by the confessions of their classmates, making them aware of how ruthless they had
been to them.
Another project based on the same approach was on physical impaired people, the team
brought up examples of artists and successful people who manage to earn their life being able to
do something: fighting against prejudices and their physical condition. There were interviews
highlighting the daily obstacles they had to encounter, the way they felt discriminated and
excluded by the society, but despite all of this they managed to have success and a family life.
The impact on students was impressive; some of their answers were the following:
Seeing these physical impaired people so positive, they are not frustrated, they are not blaming someone for their
condition, on the contrary they are fighting to lead a normal life, made me be ashamed of myself, It made me
realized how much do I own to myself to be responsible and learn. Z. R
When I saw how determined that Mum without hands is to rise up her child, how she drove the car, it is a lesson
of life, we, the normal ones own a lot to these people. D. A
It made me more aware of people around me, of their needs and feelings. We are playing with words when
saying that we understand these people, it is not true. No matter how much we say: we care! We will never feel
what they feel! So better realize that we are deeply in debt to these people! C.A
Another project was on women discrimination concerning the work market, they applied
the case study method, and the presentation technique was an interactive one, from the beginning
they introduced their audience which was like an energizer after a period of passive attendance.
As a conclusion the project work addressed real world issues that are relevant to students'
lives and the community they are living in, some students visited places related to the themes
they had chosen in order to raise their awareness, they were in a gypsy family, some went by
wheelchairs round the city, and some used their friends or relatives life experiences. This activity
4
David Jaques and Gilly Salmon, Learning in Groups, A Handbook for face-to-face and online environments, 2007

16. gave students the opportunity to use technologies effectively as tools in the planning and
development of their project. Also linguistically they developed a lot, not to mention
physiologically concerning their attitude toward less fortunate and how important was to get rid
of prejudices.
The preliminary preparation needed were plugging in the computer, video projector and
also students had to bring their projects beforehand to be installed or copied on the computer’s
desk . I spent 4 classes with the project presentation, needless to say, it was worthy, as teacher I
just organized the activity the learners were ‘the doers’ , however I was stressed by my planning,
there was too much time spent on. Students declared that
they enjoyed and also asked for more challenging
projects. Actually, it was clear that students liked the
activity, however, to some extent I believed that they were also motivated by grades, though I
did not try to assign projects without grades, since they are a condition for students to get
involved so the behaviorists’ theory to condition learners is still applicable.
Puzzle
This method appeals to students’ logical skills in sequencing the
material given also is a cooperative learning technique which
increase enthusiasm as well as educational outcomes.
Procedure:
In groups or in pairs, students work to assemble logically coherent material that has been
cut up into separate parts. Students have to follow the clues in each separate piece to connect it in
Specific room layout &preparation&
Yes
What the activity is design to
achieve
Emotional intelligence ***
Independence *
Interdependence ***
Multi-sensation ***
Thinking ***
What the activity contain
Kinesthetic *
Intrapersonal **
Linguistic **
Interpersonal ***
Naturalistic
Spatial *
Musical
Logical ***

17. a logical sequence. The material to be assembled might be text or pictures or symbols or a
combination.5
Application
For 12th
grade students in order to revise writing styles, divided in groups of three or
four, I asked students to group the paper strips, they were given, into a formal letter, a semi-
formal email and an informal email, and then to put the strips into the right order.(see lesson
plan)
Results
When asked about the lesson students responses indicate that:
Did you enjoy the activity?
Why? Why not?
What have you learned? Did you encounter any
difficulties?
89% enjoyed the activity,
since they managed to find
the right order, also they
collaborated and stayed
focus on completing the task.
98% learned how to compose
an email, a letter having a
reference point, also they
noticed the writing style
difference used in the
materials.
67%There were many stripes
of paper at once and it took a
while to arrange them.
11% were confused there
were too many stripes to
match and they failed
finding the right order.
2% feel confident only with
the email writing the letter
remains a task they should
work on.
33% did not manage to
arrange all the pieces in the
time given, they finished their
task when teacher checked the
answers with the whole class.
Apart of being totally involved in the process whether pushing pieces of paper round the
desk, or connecting words, students rehearse key thinking skills as deduction, sequencing,
selecting, and matching. Also, I could see them curious to see how things fit together. The
method proved its efficiency since the students mostly learned the material; it also encouraged
engagement, empathy by giving each member of the group a chance to take part. Group
members had to work together as a team to accomplish a common task, which enabled them to
5
Linda Campbell, Mindful Learning, Corwin Press, INC, California, 2003

18. value each other as contributors to their common task. In this way learners felt secure and
confident in their learning process.
Another activity, I did based on this method was puzzle reading, in groups of four
students were asked to read a text and to note down any unknown words. After gathering the new
vocabulary they had to share the words in order to see which member of the group knows the
meaning, once finished, each student has to summary the read paragraph.
Bingo
Bingo is a creative method not only of teaching vocabulary but also to revise it. The
technique invigorates students with a competitive spirit and encourages them to speak up,
participate and learn the material. They cannot win the game
unless they know the vocabulary words.
Procedure:
Each student has to draw freehand a blank nine-
square bingo grid. Teacher writes about 12 new words on the
board asking the students to pick up any words to fill in their
squares. Then the teacher reads a definition, or calls out a
word at random. Pupils cross off the terms on their card if and when they match the definition or
when they hear the word. When someone calls a line (horizontal, vertical or diagonal), they read
back the key terms and their meaning. Then proceed to a full house. Again, the winner reads
Specific room layout &preparation.
NO
What the activity is design to achieve
Emotional intelligence **
Independence ***
Interdependence *
Multi-sensation ***
Thinking ***
What the activity contain
Kinesthetic **
Intrapersonal **
Linguistic ***
Interpersonal *
Naturalistic
Spatial *
Musical *
Logical ***

19. back the terms and meanings. The rest of the class is asked to agree or disagree with the
student’s answer. 6
Application
As stated in the previous chapter for retention, elaborative rehearsal is necessary in order
to provide sufficient time to a learner to review the information, make sense of it, and assign
value and relevance. My students mostly lack writing skills, and for describing people, I wrote
on the blackboard 12 words for students to choose and fill in their squares. In random I called out
the definitions while they were crossing out the words. Then, the students were asked to draw a
grid again and the winners had to come up in front of the class and pick up a card on which one
of the words was written, he or she was not allowed to show the card, instead he had to describe
or define the word for the others to cross it out. For extension, I asked the students to draw the
words for the others to guess, while music and drama students were asked to mime.
shy, lazy, easygoing
Generous Rude Immature
Talkative Bossy Outgoing
Energetic Impatient Popular
The activity engages students and makes them aware of their understanding and retention
level. They also learn that learning can be fun and may use the revision technique at home as
well. There is not a special setting concerning the furniture in the classroom, however the
definitions, the cards have to be prepared in advanced, but may be used in the following year.
There is a time limit for the activity to avoid boredom. I personally prefer to end up an activity
when children are still enthusiastic, so as to repeat it again later. According to Roger’s learning
theory, as I stated earlier, there should be an emotional link for children to get involved.
6
Paul Ginnis, Teacher’s Toolkit, Crown House Publishing Ltd, Wales, 2002

20. Results
When they were asked about the activity (see annex 4)
What you liked What you disliked
They liked the atmosphere, the way they are
learning words in English. Satisfied they learned the
words and confident in their skills
Some of them did not have the chance to win
On tour
On tour, trains students to answer questions precisely and fully. They learn from the work
of others as they move to paper to paper scrutinizing contributions. Also are enabled with
decision making technique when decided together in elaborating the answer.
Procedure:
This method is a chance for students to get out and about, also
it is an interactive way to find and learn information about a topic.
Around the classroom the teacher displays a number of large sheets of
paper. Each sheet is labeled with a question statement or issues related
to the topic. Then at a sign given by the teacher students walk around
writing their responses on the charts. The teacher assigns a direction
of movement as to avoid congestion. After they have written on all the
charts, learners take a tour of the room reading the answers and jotting
down their observations on a worksheet. Finally they discuss all the
What the activity is design
to achieve
Emotional
intelligence
*
Independence *
Interdependence ***
Multi-sensation ***
Thinking ***
What the activity contain
Kinesthetic ***
Intrapersonal **
Linguistic ***
Interpersonal ***
Naturalistic
Spatial **
Musical
Logical **

21. observations made.7
Application
To teach phrasal verbs to high school students, I displayed pictures with different phrasal
verbs around the classroom, in groups of three students had to go round and watch all the
pictures in no more than 2’ trying to remember the pictures as much as possible. When they
returned they were given a fill in exercise with the phrasal verbs displayed. They were
challenged not only to deduce from the context the word needed but also to grab the meaning of
the unknown words, not to mention that they had to remember the pictures.
Results
To test the efficiency of this method I gave a short test to my students and the average
was 8,80, which clearly highlights the benefits of it.
It needed preliminary preparation concerning the pictures, also I could not displayed
them beforehand, so, while I was checking their homework I slicked them around with blutak,
but I covered the pictures with a blank sheet of paper for students not to be able to see. The
furniture, should be cleared, only, where necessary for students to move with ease from one
place to another.
Happy art talk
This method applies exclusively to my art students since it aims to use art as a way to
reveal their feelings. As stated in the previous chapter there should be an emotional link for
students to be actively engaged. I think most of the children like drawing, but our students are
trained to give sense and meaning to the way they mix colours or design shapes.8
7
ibidem
8
Linda Campbell, Mindful Learning, Corwin Press, INC, California, 2003
Specific room layout &preparation&
Yes

22. Application
1. students were asked to relax and close their eyes, they
were induced into a peaceful atmosphere;
2. they were asked to think back to their childhood and
picture a time or a day when something pleasant occurred
which meant a lot to them when they were children;
3. with eyes closed students had to recall the memory as it
happened, thinking about their feelings;
4. with eyes open students were asked to draw or sketch
using colors and shapes abstractly to capture that
memory or their feelings about it on paper
5. in groups of four students had to share their experiences and talk about how the
drawing represented the event and feelings about it.
6. the drawings were displayed around the classroom for others to see.
7. as homework they had to write a story about this memory
Results
This activity was foremost a success with painting and architecture students, they enjoyed
drawing; being their specialty. Apart of using their talents in learning Englis, there was a
nurturing atmosphere for creativity and imagination; also they practiced vocabulary like colors
and feelings as well as asking and answering questions. When asked about the activity 98%
tremendously enjoyed the activity, especially the drawing part and felt that they managed to talk
about it, more than when simply asked to recall a memory without visual support.(see annex 4)
What the activity is design
to achieve
Emotional intelligence ***
Independence ***
Interdependence ***
Multi-sensation ***
Thinking ***
What the activity contain
Kinesthetic ***
Intrapersonal ***
Linguistic **
Interpersonal ***
Naturalistic **
Spatial ***
Musical ***
Logical *

23. Students spent a lot of time on drawing even in their break, however sometimes it is needed to
get out of shape and have relaxing moments as in the last week of the semester or after a term
paper.
With music and drama students I used this method with music on the background.
Students were asked to close their eyes while listening three different pieces of varied music.
While listening or once the music was over they had to write
down the feelings and fantasies they had while listening. In
groups of four they shared their experience and at the end each group reported in order to
summarize their reactions to the experience.
Conclusions
The conclusions I could draw from the above; teaching English through active methods
indicated that most of the students enjoyed the activities; moreover they were induced to reflect
upon their learning styles and needs which led to responsibility. According to their answers the
efficiency laid in multifaceted of the activity context. As the Gestalts pointed: the human
curiosity has to be fed by challenge9
, students need exposure to different approaches and
challenges to meet the 21st
century demands. As their answers indicate none of them complained
of being bored, tired or unwilling to take part. On the contrary, they were provoked to use their
creativity, their critical thinking as well as social skills which gave them an insight into learning.
What is more, they immersed deeply in the learning process, acquiring the skills needed.
All their answers were collected and interpreted, also students were informed of the
results in order to make them more aware not only of their learning needs but also of discovering
themselves: style, likes and dislikes.
All data collected related to my students’ answers indicated that:
9
David Minton, Teachink Skills in Further & Adult Education, Macmillan, London, 1991,
Specific room layout &preparation&
No

24. Therefore, is vitally important for the teacher to understand the most prominent theories
in order to be able to cater the 21st
century students’ learning needs but also to develop their
toolkit of approaches in order to be better equipped to cope with whatever the profession throws
at them. Furthermore, the passive way of learning as our parents and my generation used to apply
and the diligent workers as the work market used to demand would not be applicable anymore.
As we witnessed a continuous change and evolution at all levels, to meet the claims of a digit
society, the teachers would have to orchestrate the approaches and methods in order to tackle all
the necessary 21st
century needs.
Moreover, a great emphasized should be placed on exposing students to a wide variety of
learning experiences as well as of self-study techniques in order to meet the 21st
century
demands to achieve educational and personal goals and reach their potential. Encouraging
multiple learning approaches to match diverse learning styles and providing multiple ways for
students to express their understanding is necessary for effective learning.
Without doubt, teachers regularly have to cope with many changes regarding the types of
learning experiences to be offered and the educational outcomes to be fostered. Such changes
require proper resources and support for teachers. This involves both the necessary physical
resources in terms of equipment and materials, and the necessary education and training through
in-service courses and other support activities. Schools need to provide teachers with the
necessary materials like markers, large sheets of paper in order to optimize the learning process
Yes
NO0.00%
50.00%
100.00%
Yes
OK
NO

25. otherwise the teachers will stay stick to the traditional methods which do not need so many
materials. However, more than these, it requires the time for teachers to engage in the necessary
planning and preparation. This means that schools need to create an organizational infrastructure
to enable such time to be made available.
Effective learning also requires effective teaching which relies on teacher’s commitment
towards being effective. This degree of commitment tends to call for an effort over and above
that strictly required by the call of duty. In return, a teacher needs to feel respected and valued to
feel that his or her work is worthwhile. This remains to be seen with the new law of education
and future political changes.
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