Teaching Young Learners - ELT Forum.pptx
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Teaching English to Young Learners (TEYL) focuses on children ages 6-12 in their first years of formal education. Key language development theorists discussed are Piaget, Vygotsky, and Bruner. Piaget's theory is that learning occurs through problem-solving interactions with the environment. Vygotsky emphasized social learning and the Zone of Proximal Development. Bruner stressed language as a tool for cognitive growth and using scaffolding techniques like simplifying tasks and demonstrating examples. Effective teaching requires understanding visual, auditory, and kinesthetic learning styles as well as developing motor skills through activities incorporating movement. Challenges for both young learners and their teachers include short attention spans, a wide
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Unit 2 how children learn
This document discusses several theories of how children learn language:
- Behaviourism emphasizes the role of repetition and imitation in shaping language behaviour through reinforcement.
- Innatism posits that infants have an innate ability to process linguistic data due to biological programming for language acquisition.
- Social interactionism views language acquisition as resulting from both linguistic environment and innate ability, and being dependent on quality interactions between adults and learners.
- The zone of proximal development describes the level of development that can be achieved with adult guidance or peer collaboration versus independent problem solving. Scaffolding methods like modeling and feedback can help students progress within their ZPD.
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This document summarizes key points from several presentations and workshops attended at a literacy conference. It discusses the importance of oral language, modeling reading strategies, adapting reading programs to meet student needs, intervention programs for struggling readers, the role of nutrition and behavior in learning, using games and technology to teach literacy, and tracking literacy development from early childhood to adulthood. Presenters emphasized explicit instruction in phonics, vocabulary, comprehension and other literacy skills.
Week 1Hi my name is Gloria, I am sixty three years old, and I pl.docx
Week 1
Hi my name is Gloria, I am sixty three years old, and I plan to graduate in October of 2016 with a Bachelor degree in Organization Manager. I have taken my entire course for my degree I am working on my elective course so I decided to take a minor in child hood development. I thought that it would be a good course since I have work with children all my life, raising ten children and only three from nature birth. I now work with Garland independent school district and come in contact with children every day. I community with people through knowledge, everyone come to me for advice, I listen to everyone problem and try to give the best advice possible and if I don’t have the answer we try to investigate and come up with the right one. I love helping people in any way that I could, planning on retiring from my job that I have been on for seventeen years with the school. After I retire if I have to go back to work I am leaning toward benign school counselor or an adviser working with children. That is if God allow me to do it.
Week 1 pt. 2
In the early childhood classroom, silence is not golden. Spoken words are opportunities for learning that should take place throughout the day - especially during conversations between children and between teachers and children.
Human language is a remarkable way to communicate. No other form of communication in the natural world transfers so much information in such a short period of time. It is even more remarkable that in three short years a child can hear, mimic, explore, practice, and finally, learn language.
Language learningthere is no genetic code that leads a child to speak English or Spanish or Japanese. Language is learned. We are born with the capacity to make 40 sounds and our genetics allows our brain to make associations between sounds and objects, actions, or ideas. The combination of these capabilities allows the creation of language. Sounds come to have meaning. The babbling sound "ma - ma - ma" of the infant becomes mama, and then mother. In the first years of life children listen, practice, and learn. The amusing sounds of a young toddler practicing language (in seemingly meaningless chatter) are really their modeling of the rhythm, tone, volume, and non-verbal expressions they see in us.
Language -with all of its magnificent complexity- is one of the greatest gifts we give our children. Yet, we so often treat our verbal communication with children in a casual way. It is a misconception that children learn language passively. Language acquisition is a product of active, repetitive, and complex learning. The child's brain is learning and changing more during language acquisition in the first six years of life than during any other cognitive ability he is working to acquire. How much easier this learning process can be for children when adults are active participants!
Adult’s help children learn language primarily by talking with them. It happen when a mother coos and ba.
Literacy Conference notes, Rotorua 2011
The document summarizes key points from a literacy conference that the author attended. Some of the main topics covered in the conference included:
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2) Social constructivism and Vygotsky's zone of proximal development emphasize social learning and scaffolding within a learner's potential level with help from others.
3) Multiple intelligences theory proposes eight intelligences and incorporating them into lessons through varied activities matching different strengths.
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Recommended
Unit 2 how children learn
This document discusses several theories of how children learn language:
- Behaviourism emphasizes the role of repetition and imitation in shaping language behaviour through reinforcement.
- Innatism posits that infants have an innate ability to process linguistic data due to biological programming for language acquisition.
- Social interactionism views language acquisition as resulting from both linguistic environment and innate ability, and being dependent on quality interactions between adults and learners.
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This document summarizes key points from several presentations and workshops attended at a literacy conference. It discusses the importance of oral language, modeling reading strategies, adapting reading programs to meet student needs, intervention programs for struggling readers, the role of nutrition and behavior in learning, using games and technology to teach literacy, and tracking literacy development from early childhood to adulthood. Presenters emphasized explicit instruction in phonics, vocabulary, comprehension and other literacy skills.
Week 1Hi my name is Gloria, I am sixty three years old, and I pl.docx
Week 1
Hi my name is Gloria, I am sixty three years old, and I plan to graduate in October of 2016 with a Bachelor degree in Organization Manager. I have taken my entire course for my degree I am working on my elective course so I decided to take a minor in child hood development. I thought that it would be a good course since I have work with children all my life, raising ten children and only three from nature birth. I now work with Garland independent school district and come in contact with children every day. I community with people through knowledge, everyone come to me for advice, I listen to everyone problem and try to give the best advice possible and if I don’t have the answer we try to investigate and come up with the right one. I love helping people in any way that I could, planning on retiring from my job that I have been on for seventeen years with the school. After I retire if I have to go back to work I am leaning toward benign school counselor or an adviser working with children. That is if God allow me to do it.
Week 1 pt. 2
In the early childhood classroom, silence is not golden. Spoken words are opportunities for learning that should take place throughout the day - especially during conversations between children and between teachers and children.
Human language is a remarkable way to communicate. No other form of communication in the natural world transfers so much information in such a short period of time. It is even more remarkable that in three short years a child can hear, mimic, explore, practice, and finally, learn language.
Language learningthere is no genetic code that leads a child to speak English or Spanish or Japanese. Language is learned. We are born with the capacity to make 40 sounds and our genetics allows our brain to make associations between sounds and objects, actions, or ideas. The combination of these capabilities allows the creation of language. Sounds come to have meaning. The babbling sound "ma - ma - ma" of the infant becomes mama, and then mother. In the first years of life children listen, practice, and learn. The amusing sounds of a young toddler practicing language (in seemingly meaningless chatter) are really their modeling of the rhythm, tone, volume, and non-verbal expressions they see in us.
Language -with all of its magnificent complexity- is one of the greatest gifts we give our children. Yet, we so often treat our verbal communication with children in a casual way. It is a misconception that children learn language passively. Language acquisition is a product of active, repetitive, and complex learning. The child's brain is learning and changing more during language acquisition in the first six years of life than during any other cognitive ability he is working to acquire. How much easier this learning process can be for children when adults are active participants!
Adult’s help children learn language primarily by talking with them. It happen when a mother coos and ba.
Literacy Conference notes, Rotorua 2011
The document summarizes key points from a literacy conference that the author attended. Some of the main topics covered in the conference included:
- The importance of oral language, vocabulary, and explicit teaching of reading skills to struggling readers.
- The Quick60 intervention program that teaches literacy skills in small groups. Research shows this program helps accelerate learning.
- How nutrition, behavior, and learning problems can impact students' ability to focus, and practical strategies teachers can use to help these students.
- Using games and interactive online programs to engage students and teach literacy and social skills.
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This document discusses teaching English to young learners. It begins by outlining the characteristics of younger and older language learners. Younger learners have a holistic approach to language and limited reading/writing skills, while older learners show more analytical thinking and developed literacy skills. The document recommends teaching listening and speaking skills first through a natural approach. It also discusses several theories that inform teaching English to young learners, including the importance of comprehension over production, scaffolding learning, and creating a print-rich environment. The document concludes by outlining some strategies and classroom language for teaching English to young learners in Indonesia.
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This document discusses theories of language development in children. It covers:
- Five key theories - imitation theory, behavioral theory, cognitive theory, nativist theory, and interactionist theory. Each theory explains a different perspective on how children acquire language.
- The concept of emergent literacy, which refers to early literacy skills and knowledge children develop from an early age through interactions with books and engagement with reading and writing activities before formal instruction.
- Suggested interventions and activities to support language development and emergent literacy in children, such as reading to children, providing opportunities for scribbling and drawing, and working with parents.
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Children learn foreign languages differently than adults for several reasons. They are more enthusiastic, want to please teachers, and lack inhibitions. However, they also lose interest more quickly and are less able to self-motivate. According to Piaget, children are active learners who construct knowledge through their interactions with the environment. Vygotsky argued that language and social interaction are essential to children's cognitive development. Teachers can help children learn by scaffolding instruction through routines, modeling, and breaking tasks into steps. Starting foreign language education at a young age may help because children's brains are still developing the mechanisms for language acquisition.
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The document discusses various learning theories and their implications for teaching, including:
1) Behaviourism focuses on conditioning and external influences on learning while constructivism sees learning as an internal cognitive process of knowledge construction.
2) Social constructivism and Vygotsky's zone of proximal development emphasize social learning and scaffolding within a learner's potential level with help from others.
3) Multiple intelligences theory proposes eight intelligences and incorporating them into lessons through varied activities matching different strengths.
4) Brain-based learning suggests creating a multi-sensory, flexible environment allowing self-expression and personal meaning-making.
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Anatomy and Physiology of the Digestive SystemObjectives· Iden.docx
Anatomy and Physiology of the Digestive System
Objectives
· Identify the anatomical structures of the digestive system and their functions
· Explain the physiology of digestion through the system
Assignment Overview
This exercise helps students understand the anatomical structures of the digestive system
Deliverables
Annotated diagram of the digestive system
Step 1 Draw a diagram. (It is OK to take a diagram from the internet and label it.)
Using the drawing tools provided by your word-processing program, draw a diagram that traces the pathway and physiological processes of a bite of food through the digestive system. Annotate each step in the digestive process with a brief paragraph describing what happens in the step.
Be sure to include ALL the following topics:
· The organs of the digestive system (This includes the alimentary canal AND the accessory organs of digestion)
· The actions of the digestive system
· Propulsion
· Absorption
· Chemical digestion
· Mechanical d
Running head: CREATING A LANGUAGE RICH ENVIRONMENT1
CREATING A LANGUAGE RICH ENVIRONMENT6
Creating a Language Rich Environment
Kawanda Murphy
Instructor Afiya Armstrong
Ece315 Language Development in young Children
12/17/18
Creating a Language Rich Environment
Introduction
Children learn best in environments that support optimum creativity as well as development opportunities. As such, teachers must strive to foster a learning environment that enhances language acquisition among students. Learners can grasp different languages with the right practice, instructions as well as encouragement. Every teacher has a responsibility to have a classroom set up with specific learning areas as well as plan for their use (Celic, 2009). The ways in which he or she creates the opportunities for productive language acquisition can enable learners to lower their mistakes, allow learners at different educational levels interact with one another, as well as create a natural learning environment that teaches and provides various opportunities for language learning (Piper, 2012). Therefore, I have designed a classroom floor plan with three centers- the computer corner, the collaborative work table and reading corner- that do not only promote literacy, but also language acquisition.
The Classroom Floor plan
This floor plan is specifically designed to provide children with the opportunities on how learn and use language in natural ways. The three primary areas designed for promoting language learning and use include the computer corner, the reading center as well as the collaborative worktable.
The Computer Corner
The computer corner has 2 computer desks than can be used by between 2 and 3 learners at a time. The computer area supports language development among learners by providing them with the opportunities on how to use a computer, play interactive reading game, print words for learning as well as use other educational programs that promote reading as well as language acq.
Didactic Diagnostic Questionnaire
1. The document outlines questions for a didactics diagnostic questionnaire for a teaching practicum. It asks about teaching theories and approaches that will be used, including communicative language teaching and content integrated learning. It also asks about lesson planning strengths and areas for improvement.
2. Further questions address views on teaching English to children and teenagers, the level of L2 exposure and sources in classes, and goals for L2 teaching and learners' needs.
3. Additional questions cover familiarity with teaching and classroom management strategies, the use of ICT, teaching experience, and views on lesson observation.
Didactics diagnostic questionnaire
1. The document outlines questions for a didactics diagnostic questionnaire for a teaching practicum. It asks about teaching theories and approaches that will be used, including communicative language teaching and content integrated learning. It also asks about lesson planning strengths and areas for improvement.
2. Further questions address views on teaching English to children and teenagers, the level of L2 exposure and sources in classes, and goals for L2 teaching and learners' needs. Additional topics include familiarity with teaching and classroom management strategies as well as the use of ICT and previous teaching experience. The last question discusses the benefits of observation.
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The document discusses various topics related to second language acquisition (SLA), including whether the first language causes interference, the role of the first language in the classroom, similarities and differences between first and second language acquisition, the role of imitation and repetition, the effectiveness of drills and correction, the role of rules, the impact of teaching, differences in difficulty between languages, factors that make structures easy or difficult to acquire, the role of motivation, the impact of age, and appropriate methods for different proficiency levels. The best approach to language teaching is one that provides plenty of meaningful input and interaction, without relying solely on rules or drills. Teaching should be guided by an understanding of the natural processes of SLA.
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Arroyo tpd-didactics diagnostic questionnaire
- The document provides questions for an assignment on didactics for a teaching practicum. It includes the student's answers to 10 questions about their teaching perspectives and experiences.
- The student discusses learning theories they will apply, such as Vygotsky's zone of proximal development and communicative language teaching. They recognize the need to be more creative in lesson planning and adapt to students' needs.
- The student views children as curious learning sponges and teenagers as developing thinkers. They believe students need good English exposure beyond the classroom through authentic materials and active exploration of the language.
- The student has some experience teaching English to 8-9 year olds and values observation for professional growth.
Arroyo tpd-didactics diagnostic questionnaire
- The document provides questions for an assignment on didactics for a teaching practicum. It includes the student's answers to 10 questions about their teaching perspectives and experiences.
- The student discusses learning theories they will apply, such as Vygotsky's zone of proximal development and communicative language teaching. They recognize the need to be more creative in lesson planning and adapt to students' needs.
- The student views children as curious learning sponges and teenagers as developing thinkers. They believe students need good English exposure beyond the classroom through authentic materials to actively explore the language.
- Classroom observations are seen as important for professional growth by providing new perspectives and techniques to improve teaching. The student has been observed teaching English
Curriculum
The document discusses the key elements of curriculum: the learner (WHO), the content/subject matter (WHAT), and the process (HOW). It covers the different domains of child development that a curriculum should address, including emotional, physical, intellectual, and social development. It emphasizes that curriculum should be developmentally appropriate, focus on play, actively engage children, and respect individual and cultural differences.
Theories of Child Development
The document discusses several theories of child development and their implications for language education. It describes Piaget's view that children should engage in self-directed learning tasks appropriate to their developmental level. Vygotsky's theory emphasizes social learning and the role of language as a thinking tool. Bruner's concept of scaffolding notes cognitive development occurs through language and simplified tasks broken into smaller steps with adult guidance. Routines and a spiral curriculum that exposes topics in multiple ways and links old and new information are also discussed.
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This document summarizes a presentation on student-centered literacy and the Daily 5 framework. It discusses:
1. Constructivist learning theory and theorists like Dewey, Montessori, Piaget, and Vygotsky who emphasize interactive, experiential learning.
2. The Daily 5 framework which includes Read to Self, Read to Others, Listen to Reading, Work on Writing, and Work on Words. Research supporting each component is presented.
3. Potential barriers to implementing Daily 5 and strategies for overcoming barriers through group discussion. Participants set goals to apply Daily 5 practices in their own classrooms.
Respond to 8 students - due in 2 hours - 50 words each - I have put
Respond to 8 students - due in 2 hours - 50 words each - I have put a guided response for each set to help with the response:
Guided Response:
Review several of your classmates’ posts and respond to at least two classmates. Offer an additional example of how development of the age groups your classmates selected influence curriculum decisions.
Student 1: Tracie:
The age group I chose is 3-5 years of age. The physical development of children in this age group is movement and coordination which can also influence the curriculum. During this time, children’s’ brains are like sponges. They are watching and learning everything in their environment. This age group brings a “wide variety of experiences to the preschool setting, which should serve to inform curricular decisions (Jaruszewicz, 2013). The social and emotional aspect of this age group is that of caring, understanding and many more. Three to five-year old’s need the aptness to proceed around and we as teachers should promote physical development. A great way of doing this is consistently doing active play inside and also outside of the classroom. Teachers should label bins and shelves that have objects such as toys and the areas they are playing/ working in. The children will be able to independently pick them up and return them as they play. Incorporate games in the curriculum that lets them move free and easily within the game.
Cognitive aspect of a 3-5-year-old is that their brain functions are learning things on a daily base to help the child. In the newsletter by Paraskevopoulou it was written: “Curriculums that include topics such as appropriate scheduling, creating a developmentally appropriate classroom, and making the most of learning centers, will help create a classroom environment that actively engages the child and keeps his or her attention. When implemented in the classroom, these components contribute to less discipline problems and a smoother day” (Paraskevopoulou, F, (2008).
The key to successful learning, especially for children ages 3-5, you must have a classroom environment that’s design especially for them. The environment should be one where they able to move around freely with no obstacles in their way. The curriculum must be on the preschool level for the students to understand.
References:
Jaruszewicz, C. (2013). Curriculum and methods for early childhood educators. Retrieved from
https://content.ashford.edu (Links to an external site.)
Paraskevopoulou, F, (2008), Teachers of young children (3-5 years old) and their
interaction with pupils:
approaching positive classroom management
. Retrieved from
https://www.cceionline.com/newsletters/May_08.html
Student 2: Stephanie:
The group I selected that I would love to work with is age range from 3 to 5 years old. During this stage, the children are using language to express their feelings, questions, and thoughts. This age group is considered what I would call " preschoolers".
The physical domain ...
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The document discusses theories of child development that have influenced approaches to teaching English as a foreign language to young children. It outlines Piaget's, Vygotsky's, and Bruner's theories on cognitive development and learning. Specifically, it focuses on how these theories emphasize a child-centered approach, learning through social interaction and play, and scaffolding learning based on a child's developmental level. The document also discusses implications for EFL classrooms, including using tasks that allow children to communicate, make mistakes, and work individually or collaboratively.
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This document discusses theories of how children acquire language and learn. It covers the main stages of first language acquisition from babbling to conversational skills. It also examines different theoretical perspectives on language learning including behaviorist, nativist, cognitive, and social interactionist views. Additionally, it addresses factors that influence second language acquisition versus first language acquisition.
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This document discusses theories of how children acquire language and learn. It covers the main stages of first language acquisition, linguistic development before school age, and theoretical perspectives including behaviorism, nativism, cognitive development, and social interactionism. The document also addresses differences between first and second language acquisition, factors that influence learning like age and motivation, and approaches to teaching children like learning styles and multiple intelligences.
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This document discusses considerations for teaching English in various settings. It covers important issues related to teachers, students, methodology, materials and evaluation. It provides an overview of different language teaching methods and the roles of teachers in each method. It also discusses characteristics of effective language learners and considers factors related to materials selection and the use of portfolios for evaluation.
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This document discusses developmental assessment of young children in five areas: cognition, communication, social/emotional development, physical development, and adaptive behavior. It provides brief explanations of each area, including that cognitive developmental problems are often initially detected by teachers, communication plays a major role in brain development, social/emotional development provides the foundation for how children experience themselves and others, physical development involves exploring the world through movement from birth, and adaptive behavior assessments evaluate functional skills and are used to determine eligibility for special education services. Standardized testing is also mentioned as part of the assessment process.
Anatomy and Physiology of the Digestive SystemObjectives· Iden.docx
Anatomy and Physiology of the Digestive System
Objectives
· Identify the anatomical structures of the digestive system and their functions
· Explain the physiology of digestion through the system
Assignment Overview
This exercise helps students understand the anatomical structures of the digestive system
Deliverables
Annotated diagram of the digestive system
Step 1 Draw a diagram. (It is OK to take a diagram from the internet and label it.)
Using the drawing tools provided by your word-processing program, draw a diagram that traces the pathway and physiological processes of a bite of food through the digestive system. Annotate each step in the digestive process with a brief paragraph describing what happens in the step.
Be sure to include ALL the following topics:
· The organs of the digestive system (This includes the alimentary canal AND the accessory organs of digestion)
· The actions of the digestive system
· Propulsion
· Absorption
· Chemical digestion
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Running head: CREATING A LANGUAGE RICH ENVIRONMENT1
CREATING A LANGUAGE RICH ENVIRONMENT6
Creating a Language Rich Environment
Kawanda Murphy
Instructor Afiya Armstrong
Ece315 Language Development in young Children
12/17/18
Creating a Language Rich Environment
Introduction
Children learn best in environments that support optimum creativity as well as development opportunities. As such, teachers must strive to foster a learning environment that enhances language acquisition among students. Learners can grasp different languages with the right practice, instructions as well as encouragement. Every teacher has a responsibility to have a classroom set up with specific learning areas as well as plan for their use (Celic, 2009). The ways in which he or she creates the opportunities for productive language acquisition can enable learners to lower their mistakes, allow learners at different educational levels interact with one another, as well as create a natural learning environment that teaches and provides various opportunities for language learning (Piper, 2012). Therefore, I have designed a classroom floor plan with three centers- the computer corner, the collaborative work table and reading corner- that do not only promote literacy, but also language acquisition.
The Classroom Floor plan
This floor plan is specifically designed to provide children with the opportunities on how learn and use language in natural ways. The three primary areas designed for promoting language learning and use include the computer corner, the reading center as well as the collaborative worktable.
The Computer Corner
The computer corner has 2 computer desks than can be used by between 2 and 3 learners at a time. The computer area supports language development among learners by providing them with the opportunities on how to use a computer, play interactive reading game, print words for learning as well as use other educational programs that promote reading as well as language acq.
Didactic Diagnostic Questionnaire
1. The document outlines questions for a didactics diagnostic questionnaire for a teaching practicum. It asks about teaching theories and approaches that will be used, including communicative language teaching and content integrated learning. It also asks about lesson planning strengths and areas for improvement.
2. Further questions address views on teaching English to children and teenagers, the level of L2 exposure and sources in classes, and goals for L2 teaching and learners' needs.
3. Additional questions cover familiarity with teaching and classroom management strategies, the use of ICT, teaching experience, and views on lesson observation.
Didactics diagnostic questionnaire
1. The document outlines questions for a didactics diagnostic questionnaire for a teaching practicum. It asks about teaching theories and approaches that will be used, including communicative language teaching and content integrated learning. It also asks about lesson planning strengths and areas for improvement.
2. Further questions address views on teaching English to children and teenagers, the level of L2 exposure and sources in classes, and goals for L2 teaching and learners' needs. Additional topics include familiarity with teaching and classroom management strategies as well as the use of ICT and previous teaching experience. The last question discusses the benefits of observation.
Articulation Of Beliefs
The document discusses various topics related to second language acquisition (SLA), including whether the first language causes interference, the role of the first language in the classroom, similarities and differences between first and second language acquisition, the role of imitation and repetition, the effectiveness of drills and correction, the role of rules, the impact of teaching, differences in difficulty between languages, factors that make structures easy or difficult to acquire, the role of motivation, the impact of age, and appropriate methods for different proficiency levels. The best approach to language teaching is one that provides plenty of meaningful input and interaction, without relying solely on rules or drills. Teaching should be guided by an understanding of the natural processes of SLA.
Final Copy K Newsletter
This document provides an overview of key physical, social, emotional, cognitive, and literacy development milestones for kindergarten-aged children, along with teaching tips. Kindergarteners vary in experiences but generally show enthusiasm for learning, improved ability to follow directions, and desire for social interaction. The document outlines physical skills, importance of social-emotional development, cognitive shifts in thinking, language and literacy growth, and tips for smooth transitions into and out of kindergarten, including communicating with families. Sample Common Core standards are also referenced.
Soe115slideshow
Circle time is an important part of the preschool classroom routine that helps develop students' social, language, and math skills. The document discusses how circle time allows students to practice taking turns, build vocabulary through reading books, and be exposed to early math concepts like shapes, numbers, and patterns. It also establishes predictability which helps students feel secure. Circle time activities can include reading, music, games, and conversations to work on skills in a fun and engaging way.
Teaching Across Age Level (Young)
This document discusses approaches for teaching English to different age groups. For children, it recommends focusing on their intellectual development, short attention spans, sensory input, building self-esteem, and using authentic language. For teenagers, it defines them as those aged 13-19 experiencing transition and self-consciousness. It provides tips for teaching teenagers such as establishing rapport the first day, using firm but fair discipline, setting short-term goals, employing creative motivation, and incorporating humor into lessons. The document examines age-appropriate considerations and strategies for effectively teaching English to both children and teenagers.
Arroyo tpd-didactics diagnostic questionnaire
- The document provides questions for an assignment on didactics for a teaching practicum. It includes the student's answers to 10 questions about their teaching perspectives and experiences.
- The student discusses learning theories they will apply, such as Vygotsky's zone of proximal development and communicative language teaching. They recognize the need to be more creative in lesson planning and adapt to students' needs.
- The student views children as curious learning sponges and teenagers as developing thinkers. They believe students need good English exposure beyond the classroom through authentic materials and active exploration of the language.
- The student has some experience teaching English to 8-9 year olds and values observation for professional growth.
Arroyo tpd-didactics diagnostic questionnaire
- The document provides questions for an assignment on didactics for a teaching practicum. It includes the student's answers to 10 questions about their teaching perspectives and experiences.
- The student discusses learning theories they will apply, such as Vygotsky's zone of proximal development and communicative language teaching. They recognize the need to be more creative in lesson planning and adapt to students' needs.
- The student views children as curious learning sponges and teenagers as developing thinkers. They believe students need good English exposure beyond the classroom through authentic materials to actively explore the language.
- Classroom observations are seen as important for professional growth by providing new perspectives and techniques to improve teaching. The student has been observed teaching English
Curriculum
The document discusses the key elements of curriculum: the learner (WHO), the content/subject matter (WHAT), and the process (HOW). It covers the different domains of child development that a curriculum should address, including emotional, physical, intellectual, and social development. It emphasizes that curriculum should be developmentally appropriate, focus on play, actively engage children, and respect individual and cultural differences.
Theories of Child Development
The document discusses several theories of child development and their implications for language education. It describes Piaget's view that children should engage in self-directed learning tasks appropriate to their developmental level. Vygotsky's theory emphasizes social learning and the role of language as a thinking tool. Bruner's concept of scaffolding notes cognitive development occurs through language and simplified tasks broken into smaller steps with adult guidance. Routines and a spiral curriculum that exposes topics in multiple ways and links old and new information are also discussed.
Student centered literacy inservice presentation
This document summarizes a presentation on student-centered literacy and the Daily 5 framework. It discusses:
1. Constructivist learning theory and theorists like Dewey, Montessori, Piaget, and Vygotsky who emphasize interactive, experiential learning.
2. The Daily 5 framework which includes Read to Self, Read to Others, Listen to Reading, Work on Writing, and Work on Words. Research supporting each component is presented.
3. Potential barriers to implementing Daily 5 and strategies for overcoming barriers through group discussion. Participants set goals to apply Daily 5 practices in their own classrooms.
Respond to 8 students - due in 2 hours - 50 words each - I have put
Respond to 8 students - due in 2 hours - 50 words each - I have put a guided response for each set to help with the response:
Guided Response:
Review several of your classmates’ posts and respond to at least two classmates. Offer an additional example of how development of the age groups your classmates selected influence curriculum decisions.
Student 1: Tracie:
The age group I chose is 3-5 years of age. The physical development of children in this age group is movement and coordination which can also influence the curriculum. During this time, children’s’ brains are like sponges. They are watching and learning everything in their environment. This age group brings a “wide variety of experiences to the preschool setting, which should serve to inform curricular decisions (Jaruszewicz, 2013). The social and emotional aspect of this age group is that of caring, understanding and many more. Three to five-year old’s need the aptness to proceed around and we as teachers should promote physical development. A great way of doing this is consistently doing active play inside and also outside of the classroom. Teachers should label bins and shelves that have objects such as toys and the areas they are playing/ working in. The children will be able to independently pick them up and return them as they play. Incorporate games in the curriculum that lets them move free and easily within the game.
Cognitive aspect of a 3-5-year-old is that their brain functions are learning things on a daily base to help the child. In the newsletter by Paraskevopoulou it was written: “Curriculums that include topics such as appropriate scheduling, creating a developmentally appropriate classroom, and making the most of learning centers, will help create a classroom environment that actively engages the child and keeps his or her attention. When implemented in the classroom, these components contribute to less discipline problems and a smoother day” (Paraskevopoulou, F, (2008).
The key to successful learning, especially for children ages 3-5, you must have a classroom environment that’s design especially for them. The environment should be one where they able to move around freely with no obstacles in their way. The curriculum must be on the preschool level for the students to understand.
References:
Jaruszewicz, C. (2013). Curriculum and methods for early childhood educators. Retrieved from
https://content.ashford.edu (Links to an external site.)
Paraskevopoulou, F, (2008), Teachers of young children (3-5 years old) and their
interaction with pupils:
approaching positive classroom management
. Retrieved from
https://www.cceionline.com/newsletters/May_08.html
Student 2: Stephanie:
The group I selected that I would love to work with is age range from 3 to 5 years old. During this stage, the children are using language to express their feelings, questions, and thoughts. This age group is considered what I would call " preschoolers".
The physical domain ...
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- 2. Teaching English to Young Learners (TEYL)
- 3. Who do we consider to be Young Learners? Depending on the country and context. A child that’s within the first 6 years of formal education (6 to 12 years). Pre-school 3-5 (very young learners)
- 4. How do children learn? Senses? Imagination? Asking questions? Mimicking? Exploring?
- 5. Language Development Theories Piaget. one of the first psychologist to conduct a systematic study of cognitive development. His theory is that the child is seen as continually interacting with the world around him/her, solving problems that are presented by the environment, it is through taking action to solve problems that learning occurs.
- 6. Vygotsky. A psychologist known for his work on psychological development in children. His theory is that development and learning take place in a social context, i.e in a world full of people, who interact with the child from birth onwards. He used the idea of (Zone Proximal Development) ZPD to give intelligence a new meaning and instead measure intelligence not by what a child can do but rather what a child can do with skilled help. This highlights what the teacher can do to support learning, this has applications in both lesson planning and in how the teachers talk to pupils minute by minute.
- 7. Bruner. An American psychologist who made significant contributions to human cognitive psychology and cognitive learning theory in educational psychology. His theory is that language is the most important tool for cognitive growth, talk as a means of helping a child carry out an activity. In other words - scaffolding - Make the child interested in the task - Simplify the task, breaking into simple steps - Keep the child on task by reminding them what the goal is. - Point out what is important to do or show the child how to do certain parts of the task. - Demonstrate an idealised version of the task. Bruner also provided another useful idea for language teaching, which is the notions of format and routine. These are features of events that allow for scaffolding to take place. And combine the security of the familiar with the excitement of the new.
- 8. Characteristics of learners Visual (learn by seeing) Auditory (learn by hearing) Kinesthetic (learn by doing) Charts and graphs Read-aloud Incorporate body movement Lesson outline Repeat to a friend Tactile-touch, feel Picture aids Verbal instructions Hands on PowerPoints/ flipcharts discussions Games ( they tend to be competitive)
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- 10. Challenges that face YL learners • Inability to express themselves or how they are feeling. • Not understanding their learning needs / aims / styles • Get bored easily – short attention span - 5 minutes. • Not enough opportunity to practice what they’re learning outside the classroom.
- 11. Challenges that face YL teachers • Preparation. • Energy. • Wide range of learning styles. • Dealing with highly emotional students ‘due to their age/ family relationships’. • Large number of classes, they can exceed 20 students • Time management. • Safeguarding measures must be adhered to. • Lack of parental support.
- 12. What can we ‘as teachers’ do? • learning stations. • Using all senses. • Class management skills (routine, rules) • Build up a teacher toolkit. • Involve parents in the learning process(meetings, apps to follow progress, diaries for parents’ comments). • Build rapport with students to facilitate communication.
- 13. FamilyID=Office_ArchiveTorn Be resourceful - Utilize resources that are available to you.
- 14. Shadow puppets
- 15. Engaging YL learners Games • Spelling relay. • Hangman. • Simon says. • Sticking questions across the classroom. Projects ( creating posters / planning summer camps/ marketing products). Songs Story telling (finish the story/ re-tell the story) https://www.youtube.com/watch?v=Xk9K1jGeL0g
- 16. Yes, Teacher. We want a game!
- 17. TRY THESE!
- 19. OR THESE!
- 20. Thank you
- 21. Q & A?