W1 d1 intro final ppt


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W1 d1 intro final ppt

  1. 1. The Orient Now TEFL course<br />Today we focus on:<br />1. introduction: Get to know each other.<br />2. Class times<br />3. Class requirements and expectations<br />4. Favourite teacher<br />5. Learning styles<br />6. Classroom settings<br />
  2. 2. TEFL Times<br />
  3. 3. TEFL Requirements<br />1. You are all required to come in for 3 hours class observation every weekend. <br />2. All prescribed assignments must be done. Your TEFL trainer will tell you what assignments are due.<br />3. Attendance is compulsory. If you cant make class please tell your TEFL instructor beforehand.<br />4. All assignments are to be emailed to orientnow@hotmail.com In the heading please put your name and the assignment: EG “John Smith, My favourite teacher assignment”<br />5. Please check your email address as your TEFL coordinator will be in constant touch with you.<br />6. All assignments will be marked and graded within 48 hours <br />
  4. 4. TEFL Expectations<br />1. Dress code: casual/smart dress, closed shoes etc<br />2. Phones off while observing class<br />3. When observing class please take notes!<br />4. Get to know the students<br />
  5. 5. Welcome to TEFL<br />Discussion 1<br />Who was your favourite teacher? Why<br />Who was your worst teacher? Why?<br />
  6. 6. Welcome to TEFL<br />Discussion 2<br />What attributes make for good teacher? <br />When you start teaching, what kind of teacher do you want to be? Authoritarian? Kind? Easy going?<br />
  7. 7. Learning Styles<br />This chapter is going to talk about learning and teaching styles<br />
  8. 8. An Introduction to Learning Styles<br />Before you mark our tests, Mrs Brown, you might just like to consider that I’m an auditory - activist - innovator …<br />
  9. 9. What are learning styles?<br />Ellis (1985) defines learning style (or cognitive style) as the more or less consistent way in which a person perceives, conceptualizes, organizes and recalls information.<br /> … in other words the way you learn.<br />Ellis R, Understanding Second Language Acquisition, Oxford 1985 (Chap.5)<br />
  10. 10. What are learning styles?<br />Premise: different people will have <br />different learning styles. Eg:<br /><ul><li>Mary – gets bored with </li></ul> abstractions. Likes to discuss <br /> concrete problems and share <br /> ideas with other people.<br /><ul><li>John – likes to read up on theoretical background and find the “right answer”</li></li></ul><li>What are learning styles?<br />Some of the most popular models:<br /><ul><li>VAK (Bandler and Grindler, NLP)
  11. 11. Kolb /Honey and Mumford
  12. 12. Left or right brain dominated
  13. 13. Field dependent / field independent
  14. 14. McCarthy
  15. 15. Multiple Intelligences (Gardner)</li></li></ul><li>Visual – Auditory – Kinaesthetic<br /><ul><li>Visual learners – like looking at things : pictures, the teacher, notes and texts etc
  16. 16. Auditory learners – like listening : to lectures, to other people’s ideas, to dialogues, to rhythm and music etc
  17. 17. Kinaesthetic/Tactile learners – like moving around, “hands-on” learning, manipulating objects etc</li></li></ul><li>Honey and Mumford (based on Kolb)<br />Kolb’s learning sequence<br />Concrete <br />Experience<br />Active Reflective<br />ExperimentationObservation <br />Abstract<br />Conceptualization <br />
  18. 18. Honey and Mumford (based on Kolb)<br />Activists<br /><ul><li>learn by doing
  19. 19. need concrete experiences.
  20. 20. open-minded approach to learning, willing to try things out without bias.</li></li></ul><li>Honey and Mumford (based on Kolb)<br />Reflectors<br /><ul><li>learn by observing and thinking about what happened.
  21. 21. may avoid leaping in and prefer to watch from the sidelines. 
  22. 22. prefer to stand back and view experiences from a number of different perspectives, collecting data and taking the time to work towards an appropriate conclusion </li></li></ul><li>Honey and Mumford (based on Kolb)<br />Theorists <br /><ul><li>want to understand the theory behind the actions.
  23. 23. need models, concepts and facts in order to engage in the learning process.
  24. 24. prefer to analyse and synthesise, drawing new information into a systematic and logical 'theory' </li></li></ul><li>Honey and Mumford (based on Kolb)<br />Pragmatists<br /><ul><li>abstract concepts and games are of limited use unless they can see a way to put the ideas into action in their lives.
  25. 25. experimenters, trying out new ideas, theories and techniques to see if they work </li></li></ul><li>So what ?<br />Premise 1: <br />You’ll learn best if the learning activities you <br />engage in suit your learning style<br />Premise 2 : <br />If you only use one or two learning styles <br />you may be missing out . The best learners <br />may be those who use a variety of styles.<br />
  26. 26. So what ?<br />Premise 3<br />In your teaching you’ll tend to use <br />activity types which you’ve found <br />useful in your own learning – ie those <br />which reflect your own learning style.<br />But these may not match your <br />students’ learning styles<br />
  27. 27. So what?<br />Premise 4<br />In each lesson we need to provide <br />activities which cater for a variety of <br />learning styles.<br />
  28. 28. Learning styles discussion<br />When you were at school (any age), what learning style did you prefer? <br />Give some examples of how you learnt with that style.<br />Would you use that style of learning when you teach?<br />
  29. 29. Classroom settings<br />The physical environment<br />
  30. 30. Classroom settings<br />Basic rundown:<br />1. Depends on number of students.<br />2. What activities you want your students to be doing.<br />3. What is being taught.<br />4. The physical size of the classroom/school<br />5. What is in the classroom etc<br />
  31. 31. Semi circle form<br /><ul><li>Most common form.
  32. 32. Good for small classes
  33. 33. Easy for students to communicate
  34. 34. All students can see the teacher</li></li></ul><li>Circle form<br /><ul><li>Used for activities.
  35. 35. Good for conversation activities
  36. 36. Easy for students to communicate
  37. 37. Teacher is decentralised, lack of formality
  38. 38. But, difficulty seeing the board/teacher</li></li></ul><li>Row form<br /><ul><li>For large classes, confined spaces
  39. 39. Good for testing
  40. 40. Teachers cant interact with students.
  41. 41. Students at the back cant get involved
  42. 42. Lack of communication in class</li></li></ul><li>Clusters/groups<br /><ul><li>Good for creative activities.
  43. 43. Students can communicate well.
  44. 44. Some students will struggle with seeing the teacher</li></li></ul><li>Homework assignment<br />Tonight:<br />1. Write a paragraph on what classroom format you think would be most useful. Why?<br />2. Write down the learning style that most suited you. Are there any that you think you definantly wouldnt use?<br />