Teaching English to advanced level teenagers is tough using the materials we have been given. Some ideas and projects to achieve success are presented here. For more info, contact: rahstar1@yahoo.com

1. AWAKENING ADVANCED
ADOLESCENTS
giving a new voice
by Rob Howard - IBEU
July 2013

2. Warm-Up
answer the questions

3. Where is the Lymphatic System in the common snail?
Which section of Jordan is original to the country?
What was Genghis Khan’s pet name for his second in command?
What is the average drying time of concrete?
What song is never played on Pop radio stations?
How many senators have served more than five terms?
Which famous educator is responsible for pair-work?
How many licks does it take to get to the center of a Tootsie Pop?
What actor was known for having smelly feet?
Why does a 15-year-old care about Fung Shui?

4. Answers

7. SUMMIT SERIES SUBJECTS

8. E I E I O

9. E I E I O
EVEN I’LL EVENTUALLY INVENT ACRONYMS

10. E I E I O
PPP
Practice, Presentation, Production
TBI
Task-Based Instruction
PBL
Project-Based Learning
EVEN I’LL EVENTUALLY INVENT ACRONYMS
CLT
Communicative Language Teaching
CBI
Community-Based Instruction
CLL
Community Language Learning
MSL
Measures of Student Learning

11. E I E I O
PPP
Practice, Presentation, Production
TBI
Task-Based Instruction
TTT
Teacher Talking Time
EVEN I’LL EVENTUALLY INVENT ACRONYMS
CLT
Communicative Language Teaching
CBI
Community-Based Instruction
CLL
Community Language Learning
MSL
Measures of Student Learning

12. Eliminating the Generation
Gap

13. Eliminating the Generation
Gap
is the right person picking the subject?

14. Eliminating the Generation
Gap
is the right person picking the subject?

15. Eliminating the Generation
Gap
is the right person picking the subject?

16. What’s in it for them?
THE MINNESOTA LANGUAGE
PROFICIENCY ASSESSMENTS
(MLPA)
“Students tend to perform best when they are
motivated by real reasons to use language—
reasons that would be plausible
in their lives outside of the classroom”.

17. MEANINGFUL
Minnesota Articulation Project members
and the Assessment Team at CARLA
Contextualized
Authentic
Task based
Learner centered

18. MEANINGFUL
Education through work: a model
for child centered learning
Cooperative learning: pupils were to co-operate in the
production process.

19. MEANINGFUL
Education through work: a model
for child centered learning
Cooperative learning: pupils were to co-operate in the
production process.
Centers of interest: the children's interests and natural
curiosity are starting points for a
learning process.

20. MEANINGFUL
Education through work: a model
for child centered learning
Cooperative learning: pupils were to co-operate in the
production process.
Centers of interest: the children's interests and natural
curiosity are starting points for a
learning process.
Natural method: authentic learning by using real
experiences of children.
.

21. MEANINGFUL
Education through work: a model
for child centered learning
Cooperative learning: pupils were to co-operate in the
production process.
Centers of interest: the children's interests and natural
curiosity are starting points for a
learning process.
Natural method: authentic learning by using real
experiences of children.
Democracy: children learn to take responsibility for
their own work and for the whole community.

22. from
Why aren’t they talking - RAH
Bullying

23. to
Why aren’t they talking - RAH
Nurturing

24. from
Why aren’t they talking - RAH
Boredom

25. to
Why aren’t they talking - RAH
Engagement

26. from
Why aren’t they talking - RAH
Classroom

27. to
Why aren’t they talking - RAH
Community

28. Social Not-working

29. Social Not-working
are they REALLY participating?

30. Social Not-working
are they REALLY participating?
are YOU really participating?
______________________________________________

31. Social Net-working
real interactions
real-life scenarios
real conversations

32. Social Net-working
Is the subject meaningful?

33. Social Net-working

34. Increasing Learning Time
Joan Saslow

35. Increasing Learning Time
60 classes x 1.25 hours = 75 hours

36. Increasing Learning Time
60 classes x 1.25 hours = 75 hours
75 hours = 3.125 days per year

37. Increasing Learning Time
60 classes x 1.25 hours = 75 hours
75 hours = 3.125 days per year
over 6 years = 18.75 days

38. Increasing Learning Time
what are they doing outside of class?
60 classes x 1.25 hours = 75 hours
75 hours = 3.125 days per year
over 6 years = 18.75 days
RAH based on IBEU Basic 1 to Advanced 4

39. Increasing Practice Time
Writing
Sports
Speeches
Music
Acting
Life

40. Increasing Practice Time
Are they really practicing?
Are they practicing the right way?
Are they practicing the right thing?
Does music practice tell us anything
about practicing language?

41. Increasing Practice Time
are they REALLY prepared?

42. Increasing Practice Time
HW
PW
GW
Scripting
Pre-speaking activities and testing

43. IDEAS
GROUP PROJECTS
STUDENT-MADE FILMS
PRESENTATIONS
READING PROJECTS
PLAYS
POETRY
FACEBOOK INTERACTION
LESSON PLANNING

44. IDEAS

46. IDEAS
Anabel Nowak - DüsseldorfCarla Arena - Brasilia
Rob Howard – Rio de Janeiro
Intercultural Project 2013 - Brasilia - Düsseldorf - Rio

47. IDEAS

48. IDEAS

50. L1 in the Classroom
there is ample evidence that in a bilingual’s
brain, both language systems are active even
when he is using only one language…
Why Bilinguals Are Smarter

51. L1 in the Classroom
there is ample evidence that in a bilingual’s
brain, both language systems are active even
when he is using only one language…
suppressing one language system: … was
thought (to) help train the bilingual mind…
that explanation increasingly appears to be
inadequate
Why Bilinguals Are Smarter

52. L1 in the Classroom
L2 users code-switch readily from L1 to L2
L2 processing cannot be cut off from L1
Evidence for Multi-Competence

53. L1 in the Classroom
Research also shows that immediate emotional
reactions to emotively charged words are muted
in non-native languages…
Thinking in a Foreign Language
Makes Decisions More Rational

54. L1 in the Classroom
…students only draw on a limited range of
language… it is communication without personal
involvement… like throwing them in the deep
end of a swimming pool.
We have ways of making you talk

55. L1 in the Classroom
…students only draw on a limited range of
language… it is communication without personal
involvement… like throwing them in the deep
end of a swimming pool.
What is needed is a way of providing the
students with language before they start...
We have ways of making you talk

56. L1 in the Classroom
why limit their range by stifling them?

59. Student as Teacher
…turning the students into teachers… increased
dramatically their motivation. They not only spoke
far more in each class, by working together they
also overcame their inhibitions more quickly.
The Koblenz Model

60. Student as Teacher
…turning the students into teachers… increased
dramatically their motivation. They not only spoke
far more in each class, by working together they
also overcame their inhibitions more quickly.
A feeling of solidarity developed…
The Koblenz Model

61. Student as Teacher

62. Student as Teacher
"Kids love to learn from other kids.
First of all, it's often easier.
The explanations are usually simpler, better.
There's less pressure, less judgment.
SUDBURY SCHOOLS

63. Student as Teacher
"Kids love to learn from other kids.
First of all, it's often easier.
The explanations are usually simpler, better.
There's less pressure, less judgment.
Kids also love to teach.
It gives them a sense of value, of accomplishment”.
SUDBURY SCHOOLS

64. Student as Teacher

65. Student as Teacher

66. Confidence Building
can they really speak?

67. Confidence Building
can they really speak?

70. Confidence Built
Julia in an IBEU Theater group play

72. TODAY
“we need to start by understanding
that we are preparing students
for the world that is their future,
- Ira Socol
Universal Design for Learning Technology Researcher
at Michigan State University

73. TODAY
“we need to start by understanding
that we are preparing students
for the world that is their future,
not the world that is our past”
- Ira Socol
Universal Design for Learning Technology Researcher
at Michigan State University

74. Giving a Voice
we must give them a reason to speak

75. Giving a Voice
we must give them a reason to speak

76. speak

77. Thank you

78. AWAKENING ADVANCED ADOLESCENTS
giving a new voice
robert.howard@ibeu.org.br
rahstar1@yahoo.com
http://facebook.com/robinhohoward

79. RESOURCE LINKS
rahstar1@yahoo.com www.rahstar.com
THE MINNESOTA LANGUAGE PROFICIENCY ASSESSMENTS (MLPA) http://www.carla.umn.edu/assessment/mlpa/pdfs/miniguide.pdf
Technology: The Wrong Questions and the Right Questions… by Ira Socol http://speedchange.blogspot.com.br/p/blog-page.html
Sudbury Schools
Daniel Greenberg: Age Mixing, Free at Last - The Sudbury Valley School. 1987 ISBN 1888947004, (pg. 75-80)
http://www.sudval.com/01_abou_01.html
LdL: Jean-Pol Martin, Guido Oebel (2007): Lernen durch Lehren: Paradigmenwechsel in der Didaktik?, 2007, ISBN 1342-6575)
The Koblenz Model within Anglo-American Cultural Studies at German Universities by Jody Skinner
http://www.developingteachers.com/articles_tchtraining/koblenz1_jody.htm
'Evidence for multi-competence', Cook, V.J. (1992). Language Learning, 42, 4, 557-591
‘We have ways of making you speak', Cook, V.J. (1980).
http://homepage.ntlworld.com/vivian.c/Writings/Papers/We%20have%20ways1980.htm
Why Bilinguals Are Smarter By Yudhijit Bhattacharjee, SCIENCE THE NEW YORK TIMES, March 17, 2012
http://www.nytimes.com/2012/03/18/opinion/sunday/the-benefits-of-bilingualism.html?_r=0
Thinking in a Foreign Language Makes Decisions More Rational, By Brandon Keim, WIRED, April 24, 2012
http://www.wired.com/wiredscience/2012/04/language-and-bias/
Does music practice tell us anything about practicing language? - Jeremy Harmer, 2012-2013
http://www.youtube.com/watch?v=5ux3Y-wvzuo
http://www.youtube.com/watch?v=JsWdz0dixgQ
http://jeremyharmer.wordpress.com/2013/01/09/is-there-any-connection-between-music-practice-and-language-practice/
Education through work: a model for child centered learning; Célestin Freinet, translated by John Sivell. Lewiston: Edwin Mellen
Press, 1993.
Why aren’t they speaking?, Rob Howard, 2013 (awaiting publication)

80. property of rahstar productions
© 2013 rahstar productions
all rights reserved
rahstar1@yahoo.com
www.rahstar.com