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Assignment 1

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Assignment 1

  1. 1. Certificación de tutores de docentes de idiomas EUROCSYS NAMES: MA. DEL SOCORRO ESQUIVEL JUAREZ JULIO CÉSAR SÁNCHEZ PÉREZ TOPIC: WHICH ARE THE DIFFERENT LEARNER TYPES? USING PICTURES IN A LANGUAGE CLASSROOM E-MAIL: jsanchez@utzac.edu.mx mesquivel@utzac.edu.mxEUROCSYS © 2012 Claudia Schuhbeck Página 1 de 5
  2. 2. Certificación de tutores de docentes de idiomas 1. LESSON PLAN AND TIME TABLE TOPIC CONTENT AREA Use of social forms LLP, LT, PE Learning in a group LLP Function of the Common European PE Framework of Reference Which are the different learner types LLP The four skills LT Speaking activities LT How do we draw up a lesson plan? PE How do I present a grammar structure? PE, LT Micro-peer teaching LT, PE, SA Different types of exercises in language LT classrooms Using pictures in a language classroom LT, PE Feedback rules SA Pronunciation training LA Learning strategies and learner autonomy LLP Difficult classroom situations LC, LT, PE, SA Progress tests LLP, LT, PE, SA The use of media e-learning / blended LT, PE learning Intercultural learning LC2. First of all I´d like to ask to the group, what they think about which are the different types of learners?mentioning them superficially the three types of learners in the VAK method. After listening to every opinion, Ihelp them to think over the topic and to construct a clear definition about it. And then we compare theirdefinitions with the material that I previously prepare to finally complement the definitions we will work with.Whenever you are going to present to a group, you must consider who makes up the group and how bestyou can reach them. Sometimes you will present to a diverse group with different backgrounds and learningstyles. When you present to a diverse group you must try to consider all learning styles. However, if you arepresenting to a more homogeneous group of learners you may choose to present emphasizing one strategyover the others. The topic of your presentation may also lend itself to one style over others. Your mainobjective is to involve the audience and to teach them about your subject. Types of Learners:VISUAL LEARNERS • Visual learners learn primarily through the written word. • They tend to be readers who diligently take down every word.AUDITORY LEARNERS • Auditory learners learn primarily through listening. • They focus their ears and attention on your words, listening carefully to everything you say. • They like to talk rather than write and relish the opportunity to discuss what theyve heard.KINESTHETIC LEARNERS • Kinesthetic learners learn better by doing. • This group learns best when they can practice what they are learning. EUROCSYS © 2012 Claudia Schuhbeck Página 2 de 5
  3. 3. Certificación de tutores de docentes de idiomas • They want to have their hands on the keyboard, the hammer, or the test tube because they think in terms of physical action. Kolbs experiential learning theory (learning styles) modelKolbs learning theory sets out four distinct learning styles (or preferences), which are based on a four-stage learning cycle. (Which might also be interpreted as a ‘training cycle’?) In this respect Kolbs model isparticularly elegant, since it offers both a way to understand individual peoples different learning styles,and also an explanation of a cycle of experiential learning that applies to us all.Kolbs model therefore works on two levels - a four-stage cycle: 1. Concrete Experience - (CE) 2. Reflective Observation - (RO) 3. Abstract Conceptualization - (AC) 4. Active Experimentation - (AE)and a four-type definition of learning styles, (each representing the combination of two preferred styles,rather like a two-by-two matrix of the four-stage cycle styles, as illustrated below), for which Kolb used theterms: 1. Diverging (CE/RO) 2. Assimilating (AC/RO) 3. Converging (AC/AE) 4. Accommodating (CE/AE)We conclude with this that: • Activist = Accommodating • Reflector = Diverging • Theorist = Assimilating • Pragmatist = ConvergingThe next image shows the interaction of the different types of Kolb´s theory learners. USING PICTURES IN A LANGUAGE CLASSROOM.I start asking, have you ever heard about: "A picture is worth a thousand words?" Though the origin of thispopular adage is unclear, one thing is clear: using photos with English-Language Learners can be EUROCSYS © 2012 Claudia Schuhbeck Página 3 de 5
  4. 4. Certificación de tutores de docentes de idiomas enormously effective in helping them learn far more than a thousand words… and how to use them.Usable images for lessons can be found online or teachers and students can take and use their own. Thistype of material can easily be obtained from magazines, newspapers, books, catalogs, calendars, posters,advertisements, coloring books, comic books, postcards, prints, and travel brochures. Foreign languagestudents can benefit from many types of visual material. The still or flat picture can prove to be a richresource in the foreign language classroom.Since the still picture can be used in all phases of the lesson—introduction, development, and evaluation—and in all of the language areas of listening, speaking, reading, writing, culture, vocabulary, and grammar,the teacher must select pictures based on specific objectives for the lesson part.The teacher may decide to use more than one picture but should keep in mind that the careful use of a fewpictures is better than the hasty use of many. The teacher should be aware that some pictures presentmisconceptions, i.e., all Mexicans wear ponchos.The teacher can stimulate students’ creative expression through contrast, comparison, and continuity.Specific questions will help students to learn to “read” visual material better. This ability to read visualmaterial will help the student in extemporaneous talking or writing; in answering questions about visualmaterial; or in observing cultural similarities and differences.Visual material lends excitement and interest to the foreign language class. Most of the activities mentionedbelow take only a minute to do, so a great variety of activities can be done during any one period or for ashort time daily. One of the most effective methods is to have the students work in pairs. That way eachstudent uses the language intensively during a short period of time. The following activities can also beperformed as written exercises. 1. One student orally describes a picture for one minute to his partner. 2. One student describes a picture orally to a partner who then repeats the description, using the picture as an aid for recall. 3. One student orally describes the picture to another student who does not see it; the second student then repeats the description to the first student. 4. Two students look at a picture; then one student looks away while the other student asks him questions about it. 5. Two students look at the picture and compete to see who can make up I more questions about it. 3. TIMETABLE FOR 2 WEEK COURSEMain Input: 50 hour of face to face training sessions.Lesson Observation: Four teaching sessions observable or filmed.This is a sample timetable for a course run over a period of two weeks. WEEK 1 9:30 – 10:45 11:00 – 12:15 1:30 – 2:45 3:00 – 4:15 Start with an Ice Introduction with an Student Interaction What is a teacher Breaker activity to identify speaking about for? Monday the kind of students their spectates of Have a presentation that are in the the course Teaching vocabulary of the group. group. Teachers role and Complement their students role What everyone Work in groups to definitions with the Tuesday (student talking time thinks about the make definitions material previously vs teacher talking VAK? prepared time) Opinions Micro peer to Micro peer to Micro peer to Autonomy work. prepare an activity prepare an activity prepare an activity What they know and the material and the material and the material about the Kolb´s Wednesday needed to identify needed to identify needed to identify theory? and how to work with and how to work and how to work Visual learners with Auditory with Kinesthesic (To investigate) learners learners Micro peer to Micro peer to Micro peer to Micro peer to prepare an activity prepare an activity prepare an activity prepare an activity and the material and the material and the material and the material Thursday needed to identify needed to identify needed to identify needed to identify and how to work with and how to work and how to work and how to work with EUROCSYS © 2012 Claudia Schuhbeck Página 4 de 5
  5. 5. Certificación de tutores de docentes de idiomas Concrete learners with Reflective with Abstract Active learners learners learners VAK´s Kolb´s Friday presentation VAK´s presentation Kolb´s Evaluation Evaluation Feedback Feedback WEEK 2 9:30 – 10:45 11:00 – 12:15 1:30 – 2:45 3:00 – 4:15 Analyse a song Explaining what is Monday versus a picture Vocabulary needed To hear versus to the images meaning see a movie importance on a language learning Analysing Collecting opinions Tuesday about images Everyone talk The teacher talks “The Wall” importance about a picture about two pictures Wednesday Remembering the pictures. Compare and Image detective Generate writing The importance of contrast activity activity watching a few or many pictures A thousand words Using images to Thursday Micro-peer Playing “Guess who” from the picture explain a free Speaking practice with famous people activity topic (Bloom´s taxonomy) Friday Thought bubbles Make a story Picture dictation Course feedback for comics (before, now and after)EUROCSYS © 2012 Claudia Schuhbeck Página 5 de 5
  6. 6. Certificación de tutores de docentes de idiomas Concrete learners with Reflective with Abstract Active learners learners learners VAK´s Kolb´s Friday presentation VAK´s presentation Kolb´s Evaluation Evaluation Feedback Feedback WEEK 2 9:30 – 10:45 11:00 – 12:15 1:30 – 2:45 3:00 – 4:15 Analyse a song Explaining what is Monday versus a picture Vocabulary needed To hear versus to the images meaning see a movie importance on a language learning Analysing Collecting opinions Tuesday about images Everyone talk The teacher talks “The Wall” importance about a picture about two pictures Wednesday Remembering the pictures. Compare and Image detective Generate writing The importance of contrast activity activity watching a few or many pictures A thousand words Using images to Thursday Micro-peer Playing “Guess who” from the picture explain a free Speaking practice with famous people activity topic (Bloom´s taxonomy) Friday Thought bubbles Make a story Picture dictation Course feedback for comics (before, now and after)EUROCSYS © 2012 Claudia Schuhbeck Página 5 de 5

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