theory to practice catesol 2010

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From Theory to Practice & Back in TESOL

Marie Takai, M.A.Rebekah Sidman-Taveau, PhD

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Workshop Overview• Goals

– Share innovative and fun lessons – Connect practice to theory

• Constructivist learning theory • Socio-constructivist theory • Comprehensible Output Hypothesis• Multiple Intelligence Theory• Motivation • Affective Filter Hypothesis

– Key Point– Theory can be utilized pre-during-post lesson and in

conscious and unconscious ways

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The class at the adult education

Beginner High

Multi Ethnicity

(Chinese, Korean, Mexican, Indian, Peruvian, Vietnamese, Iranian & Japanese)

20 – 30 students / Female dominant / Age 20 – 75

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Imposter syndrome

• Less experienced

• Non-native speaker dilemma

• Unsuccessful Language Learning

• Trauma from Behaviorist based teaching

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Recipe Book

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The final day of my practicum

Potluck Party

Recipe Presentations

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Final Presentation

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Practicum Schedule

February March 2009

Breakthrough

Observations

Instructor observation

Teaching

Pot luck& Presentation

Recipe Writing Recipe Items

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Transformation Observations

Teaching

Post Lesson ReflectionSelf-transformationImposter Syndrome

Post observations

I was not so bad after all.

I’m not qualified to

teach…

Let’s see what I can do.

Collaborative Review

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Philosophical Shift

Constructivist FacilitatorStudent autonomyMeaningful activity A error is a source of

learning

Behaviorist Authoritarian teacher Passive StudentsMechanical drillsError corrections

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Behaviorist Learning Theory

Associated Methods• Grammar Translation• Academic Style

Techniques• Audio-lingual Method

(1960’s-)

Theory• Learning is the

acquisition of new behavior through conditioning

Principles• Concepts need to be

broken down into discreet points

• Learners need repetition and reinforcement

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Constructivist Learning Theory

[Fosnot, 1996 & Reagan, 1999][Fosnot, 1996 & Reagan, 1999]

Theory Some Related Principles

Learners actively construct their own knowledge.

• Student interests should drive learning

• Students learn through participation and doing

New knowledge is built from prior knowledge. • Connecting new knowledge to

background knowledge facilitates learning

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Another Constructivist Notion

Disequilibrium• When learners encounter new knowledge

that does not fit within their pre-existing framework it causes disequilibrium. This condition leads to deeper learning because the learner schema must be expanded or reorganized in order to alleviate it (Piaget, 1977)

Fosnot, 1996 & Reagan, 1999Fosnot, 1996 & Reagan, 1999

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Constructivist Notions: Errors

Errors• Should not be avoided entirely • Are learning opportunities that need to be

explored and discussed• Are natural part of the learning process • Show us students’ working conceptionsA Related Principle• Teachers can model how to learn from errors

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Philosophical Shift

Constructivist FacilitatorStudent autonomyMeaningful

communicative activities

A error is a source of learning

Behaviorist Authoritarian teacher Passive StudentsMechanical drillsError corrections

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My Lesson PlanProcedure: 60 min.

Introduction Confirm a Goal : To Publish a recipe book for GilbertoCorrect HW – Cooking Verb Quiz

10 min.10:45-

Review:the cooking verbs

How can we memorize verbs? – Body Language & Gesture Group Activity: Guess the Verb!

15 min. 10:55-

Recipe Writing

Divide SS into 6 ethic groups <3 min>Decide on a dish (pick up a simple one!) <5min> List ingredients <5 min>Write instructions <15 min> Collect the recipes

30 min.11:10-

HW & Summary

The Cooking Verb Crossword 5 min.11:40-

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Video of the opening

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Presentation of Cooking Verbs

Picture Dictionary. 31 Kitchen Verbs

Presentation

visual aid

kitchen utensils

gestures

verbal description

with examples

+reinforcement

Bodily-kinesthetic activity Recipe Writing

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Some Socio-Constructivist Theory

•Knowledge is first

constructed in a social

context and later

internalized individually

•Language is a mediational

means.

Lev Semenovich Vygotsky Lev Semenovich Vygotsky (1896-1934)(1896-1934)

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Gesture Game

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Comprehensible Output Hypothesis

• Language acquisition depends on comprehensible output; learners need communicative opportunities for meaningful negotiated interaction (Swain, 1995).

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Multiple Intelligence Theory

Gardner’s Eight Intelligences Linguistic IntelligenceMusical IntelligenceLogical-Mathematical IntelligenceSpatial IntelligenceBodily-Kinesthetic Intelligence Interpersonal Intelligences Intrapersonal IntelligenceNaturalist Intelligence

☆ Intelligences interactively contribute to a successful learning.

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Work Sheet for writing project

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Theoretical Connections

Learner Variables:–Motivation

–Anxiety

–Learning styles

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Types of Motivation

• Instrumental

• Intrinsic

Ellis, 1994Ellis, 1994

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AnxietyAffective Filter Hypothesis (1981):H Anxiety + L Motivation + L Confidence = H affective filter mental block

Lowering affective filter making it fun and social using familiar contexts providing positive feedback honoring students’ culture modeled risk taking and perception of errors as

learning opportunities

[Krashen, 1981Krashen, 1981]

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Zones of Proximal Development

The distance between actual development and potential development with the guidance of another . The optimal place for instruction and level at which learning can take place.

[Lantolf & Appel, 1998; Vygotsky, 1978][Lantolf & Appel, 1998; Vygotsky, 1978]

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Scaffolding

Providing just enough help to enable the learner to improve his or her skills or knowledge.

[Wood, Bruner, & Ross (1976)][Wood, Bruner, & Ross (1976)]

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Sources ACADEMIC ProfessorsLearned knowledgeTextbooks Books / Journals

OCCUPATIONAL Teaching ENG/JPNOther teachers Textbooks PERSONALNonnative SpeakerTheater experiencesMiddle aged woman

EDUCATION in JP/USA Successful LearningUnsuccessful Learning

MultipleIntelligences

Social constructivist

Resources

Theories &Philosophies

Constructivist theory

Practice

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Theory Application

• Not always linear

• Conscious or unconscious

• To guide future teaching

• To reflect upon past teaching

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The last message

“Could I have your autograph on the recipe book.” I don’t want to forget you.”