Week 2 pedagogical principles of teaching young learners
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Young learners are influenced by their intelligence across spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal domains as well as their aptitude, or ability to quickly learn and succeed. Their learning styles, personality, motivation, identity, beliefs, and age of acquisition also impact learning. Factors that motivate young learners include their ability to identify and memorize new words, understand word functions, figure out grammar rules, and memorize vocabulary while factors that can de-motivate include their natural ways of absorbing information and traits like extroversion.
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Media are channels for delivering messages and include audio, visual, and audiovisual forms. Teaching media refers to the means through which information is conveyed, and it is important in teaching to maintain interest, promote active learning, add variety, and enable the easiest and most lasting forms of learning. Examples of media include audio recordings, pictures, videos, and multimedia programs combining different forms. Aural and oral media involve language heard and spoken, developing critical thinking and conveying clear information, while audio media refers specifically to sound from recordings and has strengths like cutting barriers but limitations like only one-way communication.
Drama as a Teaching Tool
This document discusses how to incorporate drama across the curriculum. It defines drama and identifies common myths, such as needing acting experience. Drama can be used through various strategies like role-playing, readers theatre, and hot-seating. These strategies help students learn by encouraging communication, cooperation, imagination and critical thinking. The document provides examples of using drama in subjects like history, science, math and ESL. It emphasizes that drama creates an engaging learning environment and helps students learn in fun ways.
Principles of teaching listening and speaking skills
The document discusses listening as an important English language skill that is often overlooked in ESL classrooms. It provides definitions of listening and describes the various sub-skills involved, such as discriminating sounds, recognizing words, and using context clues. Effective listening requires both bottom-up processing of linguistic elements and top-down use of background knowledge. A survey of students found that regular listening practice in a language lab improved their speaking confidence, vocabulary, and cultural understanding. The document argues that teachers should provide structured listening activities with clear objectives, such as preparing students with background information and guiding them to focus on key details, in order to develop students' listening comprehension.
Assessing speaking
This document discusses methods for assessing speaking ability. It outlines structured and observational approaches, with the structured approach involving tasks to evaluate specific oral skills and the observational approach unobtrusively observing natural speech. Rating systems can be holistic, providing an overall impression, or analytic, evaluating various communication aspects. Factors like linguistic competence, functional competence, and sociolinguistic competence are also discussed. The document provides details on testing speaking such as format, content, performance conditions, stimulus, timing, scoring, and considers valid assessment formats. Principles of assessment speaking are outlined related to reliability, validity, practicality, authenticity, approach, and wash back.
Teaching oral skills, lazarton
1. Teaching oral skills is challenging as it requires integrating many subsystems simultaneously.
2. Effective methods focus on developing grammatical, sociolinguistic, discourse and strategic competence through activities like discussions, speeches, role-plays and interviews.
3. Teachers should balance accuracy and fluency, encourage student responsibility, and assess classroom performance and large-scale exam preparation.
Project based learning
This document provides an overview of project-based learning (PBL) and its use in intervention classrooms. It begins with common questions about PBL and then discusses how PBL is different from traditional teaching in that it uses extended, student-driven inquiries structured around complex questions. Research supports that PBL increases student motivation, engagement, and retention of knowledge compared to traditional instruction. The document provides examples of how teachers facilitate PBL by framing questions, managing activities, and ensuring high quality outcomes through tasks and goals set by students. It concludes by emphasizing the importance of PBL for engaging students with real-world problems in a way that mirrors life outside of school.
Teaching Speaking & Listening
The document discusses principles and techniques for teaching listening and speaking skills to English language learners. It recommends exposing students to different types of listening and integrating skills. Some principles for teaching speaking include providing topics for discussion, creating interaction opportunities, and personalizing speaking activities. Sample listening and speaking activities mentioned include conversations, information gap activities, role plays, and picture-based tasks.
Listening and speaking skills
This document discusses listening and speaking skills. It outlines different types of listening like active listening and passive listening. It also identifies barriers to effective listening like lack of interest and preconceived notions. Good listening skills provide benefits like a wider perspective. Speaking skills involve elements like rate, pauses, and body language. Different types of speaking are also outlined, including informal, formal, and public speaking. The document concludes with an example activity about viewing a solar eclipse.
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This document discusses metacognition and learner-centered psychological principles. It defines metacognition as awareness and understanding of one's own thinking and learning processes. There are three categories of metacognitive knowledge: knowledge of person variables, knowledge of task variables, and knowledge of strategy variables. The document also outlines 14 learner-centered psychological principles grouped into cognitive/metacognitive, motivational/affective, developmental/social, and individual differences factors that influence learning. Effective learners employ metacognitive strategies like self-monitoring and strategic thinking.
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This document outlines key concepts about teaching and learning. It discusses that the learner and teacher are central to the learning environment. Learners differ in abilities and backgrounds. The teacher must be skilled, have a good personality, and be passionate. The learning environment includes both physical and psychological factors. Principles of learning include that learning is a consequence of experience, cooperative approaches are enabling, and learning requires time and patience. When determining learning objectives, they should be specific, measurable, attainable, relevant, and time-bound. When selecting content, it should align with curriculum goals and respond to learner needs while covering essentials fully.
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This document discusses differences between younger and older language learners. Younger learners have advantages like brain plasticity and less inhibition, while older learners' advantages include greater learning capacity, analytical ability, and pragmatic skills. It also examines differences by sex, with females better at memorization and males better at rules. Additional factors discussed include aptitude, motivation, cognitive style, personality, and learning strategies.
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Week 2 pedagogical principles of teaching young learners
- 1. Week 2 Pedagogical principles of teaching young learners
- 2. Factors that influence learning of young learners • Intelligence – Spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal • Aptitude – The ability to learn quickly and is thought to predict success in learning • Identify and memorize new words • Understand the function of particular words in sentences • Figure out grammatical rules from language samples • Memorize new words
- 3. • Learning styles – Individual’s natural, habitual and preferred way of absorbing, processing, and retaining new information and skills. • Personality – Extroversion vs introversion, inhibition vs risk- taking, anxiety, self-esteem, empathy • Motivation and attitudes • Identity and ethnic group affiliation • Learner beliefs • Age of acquisition
- 4. Factors that motivate / de-motive young learners