Teaching across age levels


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Teaching across age levels

  1. 1. Learner VariablesPractical Aspects of English INatalia Guevara&Stephany Fernández
  2. 2. SyllabusActivities Lesson Learnersfor Variableschildren Observation Coordination
  3. 3. Learning Teaching Strategies… Strategies… are techniques,Are techniques approaches,that facilitate the activities andprocess of assignments thatunderstanding, r teachers use toetaining, and help studentsapplying understand andknowledge. learn information.
  4. 4. Primary School Secondary School*Age 5 to 12 approx. *Age 12 on*Number of students Many*Only one teacher (direct teachers, subjects, differecontact) nt partners*Just one break a day (15- *Many short breaks30 min) *Uniform or not*Four hours a day *More freedom*Few subjects (attendance to*Wear of uniform lessons, leaving before*Target language is new for time, etc)most students *Abstract thinking*Didactic aids *Ss are familiar with*Literacy target language *Intellectual and affective autonomy By Paula, Fito, Mariana & Pia.
  5. 5. o IntellectualDevelopment:Children are centered on the here and now. We cannot teach linguistic concepts because they have littlenotion of “correctness”.o Attention Span:Make lesson interesting, lively and fun. Activitiesshould be designed to capture their immediateinterest. o Sensory input: Children need to have all five senses stimulated. Pepper your lessons with physical activities.
  6. 6. o AffectiveFactors:Children are extremely sensitive, especially topeers. Their egos are still being shaped. Teachersneed to help them to overcome potential barriers.o Authentic,meaningful language.Children are focused on what this new languagecan actually be used for. o Multiple Intelligences
  7. 7. • Adults are more able to handle abstract rules andconcepts.• Adults have longer attention spans for materialthat may not be intrinsically interesting to them.Keep activities short.• Sensory input need not always be quite as variedwith adults.
  8. 8. • We shouls never underestimate the emotionalfactors that may be attendant to adult secondlanguage learning.• Adults, with their more developed abstractthinking ability, are better able tounderstand a context-reduced segment oflanguage.
  9. 9. Verbal Linguistic Mathematical Existential LogicalNaturalist Musical Multiple intelligences Visual Intrapersonal Spatial Interpersonal Kinesthetic
  10. 10. • Verbal-Linguistic: well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words• Mathematical-Logical: ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns• Musical: ability to produce and appreciate rhythm, pitch and timber• Visual-Spatial: capacity to think in images and pictures, to visualize accurately and abstractly• Kinesthetic: ability to control ones body movements and to handle objects skillfully• Interpersonal: capacity to detect and respond appropriately to the moods, motivations and desires of others• Intrapersonal: capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes• Naturalist: ability to recognize and categorize plants, animals and other objects in nature• Existential: sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here.
  11. 11. Activities SongsDrama Rhymes Imagery Chants
  12. 12. • Provide the possibility to play• Give confidence• Arouse interest• Movement and gesture help illustrate meaning• Practise stress,rhythm,pronunciation• Make language easy to remember• Appeal to the whole class trough visual,aural and kinaesthetic channels.
  13. 13. • Advantages: • Drama… Create a social context  Needs hardwork and Ss actively involved in commitment learning  Do not be put off by failure: Identification and learn from it distancing  Process based Compliments any syllabus not product based Words related to physical actions Learning language becomes a creative process
  14. 14. • Children: • Role of the teacher:Builds confidence Function/attitudeHolistic approach¨Failsafe¨ climate  Carefully plannedParalinguistic features  GuideEqual participation in  Check pace learning  Allow mistakes  PatientProduces productive  Enthusiastic environment  CommittedFun and exciting way to learn
  15. 15. Guided Imagery can be used effectively tostimulate students’ problem solving. It is used to help students to explore their feelings and attitudes. The students’ prior experience and knowledge about the topic must be considered.
  16. 16.  Teaching by Principles by Douglas Brown Teaching Content to English Language learners byJodi Reiss.Classroom Teacher’s Survival Guide by Ronald L.PartinDrama with children by Sarah Phillips. OxfordDrama by Charlyn Wessels. Oxford Planes y programas anep: primer año