This document provides an overview of a teaching methodology course that will begin on October 14th, 2023 and be instructed by Ngin Sovann. It covers various topics related to describing learners including age and its impact on learning, cognitive development stages, characteristics of different age groups, individual differences in aptitude and intelligence, motivation, and defining levels of language proficiency.
The document discusses factors that influence language learning such as age, individual differences, learning styles, and motivation. It notes that age is a major factor in deciding what and how to teach as different ages have different needs, competencies, and cognitive skills. Teenagers tend to be more effective learners. Individual differences like learning preferences and personality traits also impact learning. Motivation can be intrinsic or extrinsic, and teachers should aim to nurture intrinsic motivation in students. Setting appropriate challenges and ensuring student success are important for maintaining motivation.
The document discusses factors that influence language learning motivation and strategies for maintaining learner motivation. It addresses how motivation can be intrinsic or extrinsic, and factors like goals, social influences, curiosity and the teacher's role in building motivation. It also discusses giving learners a sense of achievement, agency and control over their learning to sustain motivation. Cultural differences in motivational approaches are noted between countries.
This document describes different types of language learners based on age. Young children aged 6-10 learn best indirectly through interactions, have short attention spans, and need approval. Adolescents can lack motivation unless engaged with relevant material and encouraged to think independently. Adult learners can draw on life experiences but may be anxious about learning, preferring familiar methods. Individual differences like learning styles and motivations also impact language acquisition. Learners may be convergers, conformists, concrete, or communicative learners. Motivation can be integrative or instrumental and actively engaging students increases their interest in learning.
The document discusses pedagogy and andragogy. Pedagogy refers to teacher-focused education for children, where the teacher determines what is learned. Andragogy refers to learner-focused education for people of all ages, where the learner drives their education. The document outlines key assumptions about learners in pedagogy versus andragogy, such as adults needing to know why they are learning something and being problem-centered rather than subject-centered learners. It also discusses theories of adult learning styles and stages in the learning process from novice to expert.
The document discusses various topics related to language learning, including learning styles, characteristics of different age groups, aptitude, learner styles, and modality (visual, auditory, kinesthetic learning styles). It notes that students have different learning styles and gravitate towards visual, auditory, or kinesthetic styles. When designing a course, instructors should incorporate activities that appeal to different learning styles to help all students succeed.
The document discusses various topics related to language learning, including learning styles, characteristics of different age groups, aptitude, learner styles, characteristics of good learners, multiple intelligences, and learning modalities. It notes that students have different learning styles and intelligences, and that lessons should incorporate visual, auditory, and kinesthetic activities to engage different types of learners.
The document discusses different factors to consider when teaching language learners of various ages and backgrounds. For children, it notes they learn quickly through seeing, hearing, and touching, and enjoy talking about themselves. Teenagers are described as sometimes problematic but capable of abstract thought, and motivated by peer approval. Adults are said to engage well with abstract concepts but may have difficulties with pronunciation. Individual differences and motivation are important regardless of age. The document emphasizes understanding learners' perspectives to effectively teach different groups.
The document discusses differences in how various age groups learn languages. Young children aged 9-10 learn indirectly through interacting with their environment, while adolescents enjoy talking about themselves. Adult learners can understand abstract concepts, draw on life experiences, and are often self-motivated. However, adults may be anxious about learning due to past failures and worry about declining intelligence. The document also categorizes learner styles as convergers, conformists, concrete learners, and communicative learners based on preferences and strategies.
The document discusses factors that influence language learning such as age, individual differences, learning styles, and motivation. It notes that age is a major factor in deciding what and how to teach as different ages have different needs, competencies, and cognitive skills. Teenagers tend to be more effective learners. Individual differences like learning preferences and personality traits also impact learning. Motivation can be intrinsic or extrinsic, and teachers should aim to nurture intrinsic motivation in students. Setting appropriate challenges and ensuring student success are important for maintaining motivation.
The document discusses factors that influence language learning motivation and strategies for maintaining learner motivation. It addresses how motivation can be intrinsic or extrinsic, and factors like goals, social influences, curiosity and the teacher's role in building motivation. It also discusses giving learners a sense of achievement, agency and control over their learning to sustain motivation. Cultural differences in motivational approaches are noted between countries.
This document describes different types of language learners based on age. Young children aged 6-10 learn best indirectly through interactions, have short attention spans, and need approval. Adolescents can lack motivation unless engaged with relevant material and encouraged to think independently. Adult learners can draw on life experiences but may be anxious about learning, preferring familiar methods. Individual differences like learning styles and motivations also impact language acquisition. Learners may be convergers, conformists, concrete, or communicative learners. Motivation can be integrative or instrumental and actively engaging students increases their interest in learning.
The document discusses pedagogy and andragogy. Pedagogy refers to teacher-focused education for children, where the teacher determines what is learned. Andragogy refers to learner-focused education for people of all ages, where the learner drives their education. The document outlines key assumptions about learners in pedagogy versus andragogy, such as adults needing to know why they are learning something and being problem-centered rather than subject-centered learners. It also discusses theories of adult learning styles and stages in the learning process from novice to expert.
The document discusses various topics related to language learning, including learning styles, characteristics of different age groups, aptitude, learner styles, and modality (visual, auditory, kinesthetic learning styles). It notes that students have different learning styles and gravitate towards visual, auditory, or kinesthetic styles. When designing a course, instructors should incorporate activities that appeal to different learning styles to help all students succeed.
The document discusses various topics related to language learning, including learning styles, characteristics of different age groups, aptitude, learner styles, characteristics of good learners, multiple intelligences, and learning modalities. It notes that students have different learning styles and intelligences, and that lessons should incorporate visual, auditory, and kinesthetic activities to engage different types of learners.
The document discusses different factors to consider when teaching language learners of various ages and backgrounds. For children, it notes they learn quickly through seeing, hearing, and touching, and enjoy talking about themselves. Teenagers are described as sometimes problematic but capable of abstract thought, and motivated by peer approval. Adults are said to engage well with abstract concepts but may have difficulties with pronunciation. Individual differences and motivation are important regardless of age. The document emphasizes understanding learners' perspectives to effectively teach different groups.
The document discusses differences in how various age groups learn languages. Young children aged 9-10 learn indirectly through interacting with their environment, while adolescents enjoy talking about themselves. Adult learners can understand abstract concepts, draw on life experiences, and are often self-motivated. However, adults may be anxious about learning due to past failures and worry about declining intelligence. The document also categorizes learner styles as convergers, conformists, concrete learners, and communicative learners based on preferences and strategies.
This document describes different types of language learners based on age. Young children up to age 10 learn indirectly and enjoy interactive activities with short attention spans. Adolescents' identity development and peer approval are important, so linking language to their interests helps motivation. Adult learners can think abstractly but worry about declining abilities; they are disciplined and want practical application. Individual variations include learning styles, intelligences, and sources of motivation that teachers should consider when planning lessons.
Adolescent learners face unique challenges that distinguish them from both young learners and adults. They are undergoing rapid physical, intellectual, social, emotional, and moral development. This makes them acutely aware of their changing abilities and desires for independence, while still dependent on social acceptance. Teachers must understand adolescent development and support learners by providing collaborative learning opportunities, respecting physical changes, serving as role models, and engaging students with real-world issues through community involvement and complex problem-solving tasks. This balanced approach helps adolescent learners navigate their growth into independent adults.
Definiton of young_learnersSeven Characteristics of Adult LearnersSanjaya Koembara
The document discusses the characteristics of young learners and adult learners. For young learners aged 9-10, they are beginners just starting to learn a foreign language. Teachers must provide basic lessons and be good role models to help lay the foundation for their learning. Young learners learn quickly through imitation and enjoy learning about their hobbies.
Adult learners come with a variety of life experiences and established beliefs that influence how they learn. They are self-directed, problem-solving oriented and motivated by lessons that are relevant to their needs and interests. Teachers must accommodate different learning styles and create an active, collaborative environment for adult learners.
This document summarizes several learning styles and factors, as presented by a group of students to their class. It describes dependent and independent learning styles, left and right brain dominance, reflective vs impulsive learners, and Kolb's four-stage experiential learning cycle. Strategies are provided for each learning style to help students learn in ways that suit their natural preferences and strengths.
This document provides information on assessing learners, planning instruction, implementing teaching strategies, and evaluating learning. It discusses:
- Assessing learners' needs, knowledge, learning styles, and reading levels to plan effective instruction.
- Establishing learning objectives in the cognitive, psychomotor, and affective domains to guide content selection and teaching methods.
- Choosing appropriate content and a variety of teaching strategies like lecture, discussion, demonstration, and printed materials based on learners and objectives.
- Ordering learning experiences effectively by building on prior knowledge and including engagement, movement breaks, and reviews.
The document offers guidance to educators on conducting a comprehensive needs assessment and designing well-structured instruction
1. The document discusses different types of students that teachers may encounter, including disadvantaged students, advantaged students, slow learners, gifted students, emotionally disturbed students, and physically handicapped students.
2. For each type of student, the document provides suggestions for how teachers can help and accommodate their specific needs. This includes stressing practical skills for disadvantaged students, providing different pacing and materials for slow learners, and challenging gifted students with independent projects.
3. The document emphasizes that teachers should be aware of individual differences and tailor their instruction based on each student's strengths, weaknesses, and readiness levels. Teachers are advised to avoid embarrassment and provide support for all students.
Reading development occurs in stages from birth through adulthood. There are three main theoretical models of reading development: top-down, bottom-up, and interactive. The top-down model emphasizes learning through exploration of literature, while the bottom-up model focuses on direct instruction of decoding skills. The interactive model combines elements of both approaches. Several factors can affect a child's reading development, including physical/clinical issues, predictors at school entry, acquired literacy knowledge, family environment, and social/community influences.
Reading development occurs in stages from birth through adulthood. There are three main theoretical models of reading development: bottom-up, top-down, and interactive. Bottom-up focuses on building skills from individual letters and sounds to whole words and comprehension. Top-down emphasizes using context clues and background knowledge to understand text. The interactive model combines bottom-up and top-down approaches. Several factors can affect reading development, including physical/clinical issues, predictors at school entry, acquired literacy knowledge, family environment, and social/community support.
Inhibition in language acquisition refers to the suppression of irrelevant languages when switching between languages. Inhibition affects second language acquisition by discouraging risk-taking necessary for language learning progress. Inhibition influences language learning negatively by causing learners to lose face, worry about mistakes, and feel afraid of attention. Teachers can make students more interested in language learning by explaining benefits, showing learning results, using art, having students practice the language, and giving rewards.
The document discusses the need to differentiate instruction to meet the varied needs of students in modern classrooms. It notes that students learn at different rates, in different ways, and have different interests. Effective differentiation requires teachers to thoughtfully examine curriculum, instruction, and assessment and provide flexibility and options that engage all learners.
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.
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.
Discuss the impact of age factors on learning outcomes.
Identify and accommodate learner differences in educational settings.
Explore various motivations that drive learning behaviors.
Differentiate between levels of learning and tailor instruction accordingly.
Promote learner autonomy through open learning, self-access centers, and student helpers, while encouraging student choice and effective homework practices.
The document discusses various topics related to being a successful post-secondary student, including:
- The importance of choice and commitment in one's education.
- Expectations for student conduct according to rules of engagement.
- Statistics on post-secondary enrollment and degree completion rates.
- Characteristics and behaviors of successful students versus unsuccessful ones.
- Various social roles students take on and how roles can conflict.
The document discusses various topics related to being a successful post-secondary student, including:
- The importance of choice and commitment in one's education.
- Expectations for student conduct according to rules of engagement.
- Statistics on post-secondary enrollment and degree completion rates.
- Characteristics of successful students and how they differ from unsuccessful students.
- Various social roles students take on and how roles can conflict.
The document discusses various topics related to being a successful post-secondary student, including:
- The importance of choice and commitment in one's education
- Characteristics and expectations of the social role of a student
- Statistics on post-secondary enrollment and degree completion rates
- Assessing and supporting students with learning disabilities
- Traditional methods of assessing learning disabilities through standardized tests
The overall message is that success in post-secondary education requires understanding one's social role as a student and making informed choices about one's education and commitment to learning.
Intellectual impairment slideshare by atfah juttAtfahJutt
A detailed presentation on the topic intellectual impairment,which includes its definition, causes, levels, curriculum, strategies and inhibits assessment and its conclusion.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This document describes different types of language learners based on age. Young children up to age 10 learn indirectly and enjoy interactive activities with short attention spans. Adolescents' identity development and peer approval are important, so linking language to their interests helps motivation. Adult learners can think abstractly but worry about declining abilities; they are disciplined and want practical application. Individual variations include learning styles, intelligences, and sources of motivation that teachers should consider when planning lessons.
Adolescent learners face unique challenges that distinguish them from both young learners and adults. They are undergoing rapid physical, intellectual, social, emotional, and moral development. This makes them acutely aware of their changing abilities and desires for independence, while still dependent on social acceptance. Teachers must understand adolescent development and support learners by providing collaborative learning opportunities, respecting physical changes, serving as role models, and engaging students with real-world issues through community involvement and complex problem-solving tasks. This balanced approach helps adolescent learners navigate their growth into independent adults.
Definiton of young_learnersSeven Characteristics of Adult LearnersSanjaya Koembara
The document discusses the characteristics of young learners and adult learners. For young learners aged 9-10, they are beginners just starting to learn a foreign language. Teachers must provide basic lessons and be good role models to help lay the foundation for their learning. Young learners learn quickly through imitation and enjoy learning about their hobbies.
Adult learners come with a variety of life experiences and established beliefs that influence how they learn. They are self-directed, problem-solving oriented and motivated by lessons that are relevant to their needs and interests. Teachers must accommodate different learning styles and create an active, collaborative environment for adult learners.
This document summarizes several learning styles and factors, as presented by a group of students to their class. It describes dependent and independent learning styles, left and right brain dominance, reflective vs impulsive learners, and Kolb's four-stage experiential learning cycle. Strategies are provided for each learning style to help students learn in ways that suit their natural preferences and strengths.
This document provides information on assessing learners, planning instruction, implementing teaching strategies, and evaluating learning. It discusses:
- Assessing learners' needs, knowledge, learning styles, and reading levels to plan effective instruction.
- Establishing learning objectives in the cognitive, psychomotor, and affective domains to guide content selection and teaching methods.
- Choosing appropriate content and a variety of teaching strategies like lecture, discussion, demonstration, and printed materials based on learners and objectives.
- Ordering learning experiences effectively by building on prior knowledge and including engagement, movement breaks, and reviews.
The document offers guidance to educators on conducting a comprehensive needs assessment and designing well-structured instruction
1. The document discusses different types of students that teachers may encounter, including disadvantaged students, advantaged students, slow learners, gifted students, emotionally disturbed students, and physically handicapped students.
2. For each type of student, the document provides suggestions for how teachers can help and accommodate their specific needs. This includes stressing practical skills for disadvantaged students, providing different pacing and materials for slow learners, and challenging gifted students with independent projects.
3. The document emphasizes that teachers should be aware of individual differences and tailor their instruction based on each student's strengths, weaknesses, and readiness levels. Teachers are advised to avoid embarrassment and provide support for all students.
Reading development occurs in stages from birth through adulthood. There are three main theoretical models of reading development: top-down, bottom-up, and interactive. The top-down model emphasizes learning through exploration of literature, while the bottom-up model focuses on direct instruction of decoding skills. The interactive model combines elements of both approaches. Several factors can affect a child's reading development, including physical/clinical issues, predictors at school entry, acquired literacy knowledge, family environment, and social/community influences.
Reading development occurs in stages from birth through adulthood. There are three main theoretical models of reading development: bottom-up, top-down, and interactive. Bottom-up focuses on building skills from individual letters and sounds to whole words and comprehension. Top-down emphasizes using context clues and background knowledge to understand text. The interactive model combines bottom-up and top-down approaches. Several factors can affect reading development, including physical/clinical issues, predictors at school entry, acquired literacy knowledge, family environment, and social/community support.
Inhibition in language acquisition refers to the suppression of irrelevant languages when switching between languages. Inhibition affects second language acquisition by discouraging risk-taking necessary for language learning progress. Inhibition influences language learning negatively by causing learners to lose face, worry about mistakes, and feel afraid of attention. Teachers can make students more interested in language learning by explaining benefits, showing learning results, using art, having students practice the language, and giving rewards.
The document discusses the need to differentiate instruction to meet the varied needs of students in modern classrooms. It notes that students learn at different rates, in different ways, and have different interests. Effective differentiation requires teachers to thoughtfully examine curriculum, instruction, and assessment and provide flexibility and options that engage all learners.
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.
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.
Discuss the impact of age factors on learning outcomes.
Identify and accommodate learner differences in educational settings.
Explore various motivations that drive learning behaviors.
Differentiate between levels of learning and tailor instruction accordingly.
Promote learner autonomy through open learning, self-access centers, and student helpers, while encouraging student choice and effective homework practices.
The document discusses various topics related to being a successful post-secondary student, including:
- The importance of choice and commitment in one's education.
- Expectations for student conduct according to rules of engagement.
- Statistics on post-secondary enrollment and degree completion rates.
- Characteristics and behaviors of successful students versus unsuccessful ones.
- Various social roles students take on and how roles can conflict.
The document discusses various topics related to being a successful post-secondary student, including:
- The importance of choice and commitment in one's education.
- Expectations for student conduct according to rules of engagement.
- Statistics on post-secondary enrollment and degree completion rates.
- Characteristics of successful students and how they differ from unsuccessful students.
- Various social roles students take on and how roles can conflict.
The document discusses various topics related to being a successful post-secondary student, including:
- The importance of choice and commitment in one's education
- Characteristics and expectations of the social role of a student
- Statistics on post-secondary enrollment and degree completion rates
- Assessing and supporting students with learning disabilities
- Traditional methods of assessing learning disabilities through standardized tests
The overall message is that success in post-secondary education requires understanding one's social role as a student and making informed choices about one's education and commitment to learning.
Intellectual impairment slideshare by atfah juttAtfahJutt
A detailed presentation on the topic intellectual impairment,which includes its definition, causes, levels, curriculum, strategies and inhibits assessment and its conclusion.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
2. Yy u r yy u b
Too wise you are, too wise you be.
I c u r yy 4 me.
I see you are too wise for me.
What begins with T, ends with T, and has the T in it?
teapot
3. Can you read the following?
Yy u r yy u b
I c u r yy 4 me
Too wise you are, too wise you be.
I see you are too wise for me.
- What begins with T, ends with T, and has the T in it?
- Teapot
- What always goes up and down but doesn’t move?
- Staircase
- It’s black before we use it, red while using it, and grey after
it is used. What is it?
- Charcoal
5. A. Age:
The age of our students is a major factor in our
decision about how and what to teach.
People in different ages have different needs,
competence and cognitive skills; we might expect
children of primary age to acquire much of a foreign
language through play, for example, whereas for adults
we can reasonably expect a greater abstract thought.
6. Four stages of learners’ cognitive development (Piaget’s
theory)
- Sensori-motor stage or Preoperational Stage: refers to
the infants from birth to two years old and that are busy
discovering relationships between their bodies and the
environment.
7. - Intuitive stage : usually occurs between 2 to 7 years of age,
in which a child's thought processes are determined by the
most prominent aspects of the stimuli to which he or she is
exposed, rather than by some form of logical thought.
8. Concrete-operational stage: ages 7 to 11
- During this stage, children begin to think logically about
concrete events.
- Their thinking becomes more logical and organized, but
still very concrete.
- Children begin using inductive logic, or reasoning from
specific information to a general principle.
9. Formal operational stage: ages 12 and up
- At this stage, the adolescent or young adult begins to think
abstractly and reason about hypothetical problems.
- Abstract thought emerges.
- Teens begin to think more about moral, philosophical, ethical,
social, and political issues that require theoretical and abstract
reasoning.
- Begin to use deductive logic, or reasoning from a general
principle to specific information.
10. A1. Young children (ages of 9 to 10):
Young children learn differently from children,
adolescents and adults in the following ways:
- They respond to the meaning even if they do not understand
individual words.
- They often learn indirectly rather than directly.
- Their understanding comes not just from explanation, but
also from what they see and hear and, crucially, have a
chance to touch and interact with.
11. - They find abstract concepts such as grammar rules difficult
to grasp.
- They generally display an enthusiasm for learning and a
curiosity about the world around them.
- They have a limited attention span; unless activities are
extremely engaging, they can get easily bored, losing
interest after ten minutes or so.
12. A2: Adolescents/ teenagers (12 to 17 years of age)
- Adolescents are often seen as problem students.
- Adolescents may be the most exciting students of all while
they get engaged to what they are doing.
- Most of them understand the needs for learning and, with the
right goals, can be responsible enough to do what is asked of
them.
13. Adult learners (18 over)
Adult language learners are notable for a number of special
characteristics:
- They can engage with abstract thought.
- They have a whole range of life experiences to draw on.
- They have expectations about the learning process, and they
already have their own set patterns of learning.
- Adult tend to be more disciplined than other age group, and
crucially, they are often prepared to struggle on despite
boredom.
14. - They come into classroom with a rich range of experiences
which allow teachers to use a wide range of activities with
them.
- Unlike young children and teenagers, adult learners often
have a clear understanding of why they are learning and what
they want to get out of it.
15. However, adults are never entirely problem-free learners,
they have a number of characteristics which can sometimes
make learning and teaching problematic.
- They can be critical of teaching methods. Their previous
learning experiences may have predisposed them to one
particular methodological style which makes them
uncomfortable with unfamiliar teaching patterns.
16. - They may have experience failure or criticism at school
which makes them anxious and under-confident about
learning a language.
- Many older adults worry that their intellectual powers may
be diminishing with age.
17. B1. Aptitude and intelligence
The term Intelligence refers to the person's ability to gain and
use knowledge, but not what knowledge they already have.
Aptitude: An aptitude is directly connected to intelligence,
but is commonly believed to be a specific set of skills where
intelligence is a broad generalization.
18. Good learners characteristics (Lightbown and Spada
2006: 55)
A good language learner:
- is a willing and accurate guesser.
- tries to get a message across even if specific language
knowledge is lacking.
- is willing to make mistakes.
- constantly looks for patterns in the language
- Practices as often as possible
19. - analyses his or her speech and the speech of the others.
- attends to whether his or her performance meets the
standards he or she has learned
- enjoys grammar exercises
- begins learning in childhood
- has an above-average IQ
- has good academic skills
- has a good self-image and lots of confidence
20. Learning styles based on Willing (1987) who suggested four
learner categories:
- Convergers: these are students who are by nature solitary,
prefer to avoid groups, and who are independent and
confident in their own abilities.
21. - Conformists: these are students who prefer to emphasize
learning ‘about language over learning to use it. They tend to
be dependent on those are in authority and are perfectly happy
to work in non-communicative classrooms, doing what they
are told.
22. - Concrete learners: though they are like conformists, they also
enjoy the social aspects of learning and like to learn from
direct experience. They like games and groups work in class.
- Communicative learners: these are language use oriented.
They are comfortable out of class and show a degree of
confidence and a willingness to take risks which their
colleagues may lack.
23. Silly Questions
- What three words do students usually use the most?
- I don’t know
- What belongs to you but used most by the others?
- Your name
- What grows bigger, the more you get from it?
- A hole
- What always goes up but never comes down?
- Your age
- It’s black before we use it, red while using it, and grey after it
is used. What is it?
- Charcoal
24. Nought and Cross
beautiful famous lazy excited curious
happy crazy busy handsome tall
short interested nasty confident ashamed
cruel important naughty popular rude
modern sophisticated nice brave smart
Note: Create the sentences by using superlative degree.
25. If some people are better at some things than others – better
at analyzing, for example – this would indicate that there
are differences in the ways individual brains work.
Neuro – Linguistic Programming: according to
practitioners of Neuro – Linguistic Programming (NLP),
we use a number of “primary representation systems’ to
experience the world.
26. These systems are described in the acronym ‘VAKOG’
which stands for Visual (we look and see), Auditory (we
hear and listen), Kinaesthetic (we feel externally,
internally or through movement), Olfactory (we smell
things) and Gustatory (we taste things).
27. MI theory: MI stands for Multiple Intelligences, a
concept introduced by Harvard psychologist Howard
Gardner.
- In his book, Frame of Mind, he suggested that we do not
posses a single of intelligence, but a range of intelligences
(Gardner, 1983).
28. - Gardner listed seven of these:
oMusical/ rhythmical/ auditory
o Verbal/ linguistic
o Visual/ spatial
o Bodily/ kinesthetic
o Logical/ mathematic
o Intrapersonal/ Solitary and
oInterpersonal/ Social
29.
30. Students are generally described in three levels, beginner,
intermediate and advanced.
Advanced
Upper intermediate
Mid-intermediate
Lower intermediate/ pre-intermediate
Elementary
Real beginner false beginner
31. Teachers should give students more support when they
are at beginner or intermediate levels than we need to do
when they are more advanced.
32. Students acquire language partly as a result of the
comprehensible input they receive – especially from their
teachers.
We have to adjust the language we use to the level of the
students we are teaching.
- Students’ Norm:
33. D1. Defining motivation
Marion Williams and Robert Burden suggest that
motivation is a ‘state of cognitive arousal’ which
provokes a ‘decision to act’, as a result of which there is
‘sustained intellectual and/ or physical efforts’ so that the
person can achieve some ‘previously set goal’ (Williams
and Burden 1997: 120).
34. In discussion of motivation an accepted distinction is made
between extrinsic and intrinsic motivation, that is
motivation which comes from ‘outside’ and from ‘inside’.
- Extrinsic motivation = External motivation
- Intrinsic motivation = internal motivation
35. • Extrinsic motivation is the result of any number of outside
factors, for example the need to pass an exam, the hope of
financial reward or the possibility of future travel.
• Intrinsic motivation comes from within the individual.
Thus a person might be motivated by the enjoyment of the
learning process itself or by a desire to make themselves feel
better.
36. The goal: one of the strongest outside sources of
motivation is the goal which students perceive themselves
to be learning for.
The society they live in: Outside any classroom there are
attitudes to language learning and English language in
particular.
37. The people around us: in addition to the culture of the
world around them, students’ attitudes to language
learning will be greatly influenced by the people who
are close to them. The attitude of parents and older
siblings will be crucial.
Curiosity: At the beginning of a term or semester, most
students have at least a mild interest in who their new
teacher is and what it will be like to be in his or her
lessons.
38. - Teachers need to be able to build our own ‘motivation
angel’ to keep students engaged and involved as lesson
succeeds lesson, week succeeds week.
- The angel needs to be built on the solid base of the
extrinsic motivation which the students bring with them
to class. And on this base we will build our statue in
five distinct stages:
39. Affect: is concerned with students’ feelings, and here we
as teachers can have dramatic effect. Students are far more
likely to stay motivated over a period of time if they think
that the teacher cares about them. This can be by building
good teacher- student rapport.
40. - Achievement: nothing motivates like success. Nothing
demotivates like continual failure. Part of a teacher’s job is
to set an appropriate level of challenge for the students in
learning tasks they can succeed in.
41. Attitude: Students need to believe that we know what we
are doing. They also need to feel that we know about the
subject we are teaching. In addition, they also need to feel
that we are prepared to teach them. Even the way we dress,
where we stand and the way we walk to the class are all a
bearing.
42. Activities: our students’ motivation is far more likely to
remain healthy if they are doing things they enjoy
doing, and which they can see the point of.
Agency: agency is a term borrowed from social
sciences which means a person or thing ‘that does’ or
the ‘doer’.