TEFL6_week2_2021

• Engels
• HBO
• Studiejaar 2

TEFL 6 session 2 2020-2021

The 5 topics

Ask students to log into the lesson on lessonup so you can interact with them and they can keep track of the lesson on their mobile device. They can make screen shots of things to remember and we will share the lesson with them on #OO later.

Students have prepared:

1. Explore / skimread the reader on the 6 topics. 
2. Bring a note motivating your choices for two topics in relation with your personal learning objectives for this course.

Learning objectives

1. You can rank the topics based on your team's preferences.
   
2. You can present your complete personal learning objectives for this course.
3. You can match your teaching context and problem to two topics and decide who will study what theory.

Today

1. The 5 topics
2. Dividing the topics
3. Teamwork:
   - brainstorm: matching the 2 topics + teaching context/problem + language focus
   - deciding who will explore what (part of) the theory behind both topics.

The 5 topics

1. activating methodology for ELT
2. cooperative learning in ELT
3. learning English autonomously
4. brain-friendly learning/teaching English
5. ELT methodology for dealing with mixed ability

Explain that this course is adaptive which means students can make a personal choice of one of these 6 topics which they will hand in at the end of class. They make this choice based on our presentation of the topics today.

1 Activating methodology means...

Ask students to write down their personal idea or piece of info about activating methodology - characteristic or example of its application. Students can give multiple answers here.

Compare to or refer to reader p. 4-5 for more characteristics.

The learners are actively involved in the learning 

so they... (reasons) 

… are more motivated

… learn better & have better results

… do more different activities

Give some info about the 3 reasons for applying activating methodology.

The learners are actively involved in the learning, because... 

… they can use their own personal situation (personalise)

… they can relate to meaningful & realistic tasks

… they have options

… they are partly responsible for their own learning (success)

… they are stimulated / challenged / triggered.

Briefly explain how activating methodology engages learners more: by e.g. making the language personally relevant, etc. Give examples to do with learning & teaching English!

2 Cooperative learning 

on language tasks

Introduce the sample activity for cooperative learning and do the activity by asking students what they think about themselves/their pupils working together on language tasks (pros and cons).

Online version:

do this with 3 / 4 volunteers with camera + audio on

Cooperative learning on language tasks

+ better retention of language points

+ develop oral communication & social skills

+ students learn from and with eachother

+ increases self-confidence, motivation and feeling of responsibility

Briefly explain that cooperative learning is more than simply working together ; you use specific 'structures' (e.g. placemat, think-pair-share, round Robin, rally Robin).

On slide: some advantages - try to focus on language learning as much as possible (oral skills, retention)

briefly run past the 4 main principles of coop learning

3 Learning English autonomously

What elements of autonomy do you see?

Ask what students think of learning English independently - is this possible? how did they learn a language? etc.

Ask them to watch the video about SOLE: self organised learning environment - briefly introduce the context of the hole in the wall in India by Sugata Mitra. 

Reason to watch: What elements of autonomy do they see?

play 0:00-2:27

Discuss what makes these learners autonomous (organisation of learning, personal drive to learn, learning together,...)

Briefly ask students to think about what it takes to be autonomous as a language learners. Refer to reader p. 19 for basic requirements, e.g. knowing how to learn a language.

02:33

What elements of autonomy do you see?

4 Brain-friendly learning & teaching

Introduce the topic asking what students think is brain-friendly, i.e. good for learning (language). 

A mindmap or a list? Drinking water of dehydrating? Colour or black-and-white? Wide awake or half asleep? etc. 

It is important to use the whole brain - refer to whole brain learning / teaching.

mnemonics

logical organisation

?

Give some examples of things that the brain likes, e.g. 

? (can they guess?): digestible chunks

hotspot 1: mnemonics

hotspot 2: logical organisation (vocab.)

hotspot 3: attention span (+ colours)

hotspot 4: brain wave stages: 

Various states of consciousness are directly connected to the ever-changing electrical, chemical, and architectural environment of the brain. 

Use the alpha (α)-brainwave stage (brain is relaxed but aware) for the cognitive way, but do something different, e.g. at the end of a lesson, when the brain is calm. Increasing alpha brain waves can reduce depressive symptoms and increase creative thinking.

Complete sleep is delta brainwave state; theta is just before waking up or falling asleep – great ideas might arise (also easily forgotten, so should be jotted down). Brain can still absorb info, so great exam preparation stage to use – rehearse vocab/info just before falling asleep.

Characteristics of brain-friendly learning

Learn when ready to learn

(physically, emotionally & mentally)

Memory & repetition

(steps, building blocks, link things up, recycle)

Structure & organisation

(link preknowledge to new info, rituals)

Higher order thinking

(alpha brainwave state, pose a problem)

Stimulate brain

(new thing, colour, music, water, positive expectations)

Summary of the characteristics of brain-friendly learning > implications for teaching? (nice to follow-up on for practical task)

5 ELT methodology for dealing with mixed ability

What type of person are you?

To raise awareness of differences between learners, ask them some questions, e.g. are you a fast/slow learner? do you tackle new things easily or not? do you learn better by talking to others or by studying from a book? etc. Possible refer back to the intro about you as a learner at the start. Students can type their answers in chat or raise hand for yes(/no).

Mixed ability

differences in preferences, personal background, learning experience, educational experience, motivation, character, (dis)abilities, social skills, knowledge of English, level of maturity, pace of learning, etc. etc.

You can make everyone TEACH the same,​

but you cannot make everyone LEARN the same!

Discuss in what way learners are all different, that it is NOT just about level of English and that it can be quite challenging to deal with for a teacher. One answer is using a variety of activities and approaches and of course differentiation.

Learning styles

Give some critical notes on learning styles (tests), referring to research on this topic. People do have different learning styles but applying them (uniquely) does not necessarily make them better learners.

Using learning styles tests 

tests are merely an indication, no 100% match​ so use tests wisely, be aware of the aims! It is good to be aware of your own preferences, as they may also be more prominent in your teaching, where you actually have to offer a more complete repertoire of approaches and types of activities!

Can you rank the 5 topics based on your team's preferences?

Go to Socrative room 816206

Adapt Socrative room number after you have imported the quiz - see email lesson 1.

Can you rank the 5 topics based on your team's preferences? (p. 1 reader)

https:

Time for the Team

1. Briefly brainstorm about the match between teaching context/problem, language focus and topics - which topic is main topic?
2. Decide who will explore and study which part of the theory relevant for your theoretical framework. 

Today less time for team work, so two shorter tasks:

Groups first briefly discuss the two topics and decide which one matches their teaching context and language focus most. They then decide how to start working on their theoretical framework together - study the relevant literature and divide the work for that.

We may need to explain a bit what a theoretical framework is all about (can also be done next week), but for now they need to collect and read relevant theory and use reliable sources!

Checkpoint learning objectives

1. You can rank the topics based on your team's preferences.
   
2. You can present your complete personal learning objectives for this course.
3. You can match your teaching context and problem to two topics and decide who will study what theory.

Follow-up

1. Complete individual learning objectives. Hand in per team. 
2. Explore relevant theory for theoretical framework - divide who will research what (part of) your topics.
3. Watch video on whole-brain learning from #OO. Make a note of useful active learning techniques.
   
   MIND RELEVANCE + RELIABILITY