art of facilitating language learning
DESCRIPTION
An Introduction to the role Practicality, Relevance, and Active Learning play in the PRIME Approach to Facilitating the Acquisition of a Foreign Language.TRANSCRIPT
Answer the question “What is English?” on the small piece of paper in front of you.
Limit your answer to one sentence.
Course Goals and ObjectivesGoals – Think and Act
1. To encourage reflective practice and questioning in teaching.2. To work as a team.3. To provide some practical tools for classroom practice.
Objectives: Understanding Theory thru Practice1. To provide new insight into the nature of language
and how it is acquired through an examination of, why and how English is used.
2. To conduct model activities, i.e., Thinking and writing, Brainstorming, Categorizing, Small group work, & others
3. To demonstrate some teaching techniques
EnglishIsA
MeansOf
Communication!Nothing More and Nothing Less
The Approach:
PRIMEApproach developed by William M Tweedie © 1997-2012
Collins Cobuild Advanced Dictionary defines Communication as:
V If you communicate with someone, you share or exchange information with them, for example by speaking, writing, or using equipment. V If you communicate information, a feeling, or an idea to someone, you let them know about it. V If one person communicates with another, they successfully make each other aware of their feelings and ideas.
THE HUMAN BRAIN:
→ about three pounds → seven distinct sections
→ largest are the CEREBRUM, handles learning, communication, and voluntary movement
→ the CEREBELLUM, controls balance, posture, and movement
→ the MEDULLA OBLONGATA controls automatic actions such as breathing, heartbeat, and
swallowing. ...
Emotions can be overpowering, but they are also the driving force of life. It was
long thought that emotion and thought were separate processes. Brain science
has begun to realize that the brain is not an organ of thought, but that it is a
feeling organ that thinks.
Consider the implications for learning in general and language in particular.
http://neuroanthropology.net/2008/08/26/role-of-emotions-in-brain-function/
PRACTICALN-VAR The practicalities of a situation are the practical aspects of it, as opposed to its theoretical aspects.
DOING! DOABLE!
N-COUNT A practical is an examination or a lesson in which you make things or do experiments rather than simply writing answers to questions.
DOING DOABLE
Consider these concepts in terms of :
Preparation
Facilitating Learning – Class
Process of Learning (1 hour or a lifetime)
Assessment
Graduates’ lives
Non graduates’ lives
WHY DO WE COMMUNICATE?
1. Alone, with a Partner, or in a small Group of three (3) discuss why we use language, i.e., why we communicate. (Monitor, Recorder, Reporter)
2. Do your best to categorize the different types of language usages and record them.
3. Record at least three examples of each type of usage you can think of.
Models of Language Use - Recap
Model Function Description of the Language
Instrumental
Regulatory
Interactive
Personal
Heuristic
Imaginative
Representational
“I want” “I need”
“Do as I tell you”
“You and me”
“Here I am”
“Tell me why”
“Let’s pretend”
“I’ve got to tell you”
Satisfying material needs
Regulating behaviour
Establishing & defining relationshipsShaping and expressing one’s identityInvestigating, learning, & acquiringCreating imaginative worldsExpressing ideas, explaining/describing
RELEVANTADJ Something that is relevant to a situation or person is important or significant in that situation or to that person.
ADJ The relevant thing of a particular kind is the one that is appropriate.
Session 2 – The HOW of Communication
1. Warm – up - Echo Technique2. Review of Session 1.3. Discovery /Exploration of the Means of
Communication4. Break5. Practice in the Means of Communication6. Application of the Means of
Communication
1. Think and list the different aspects of oral communication.
2. Think of a common mistake many of your students make with each aspect. (Secondary?)(Primary?)
3. Demonstration and practice
Notes: Works most effectively when students are aware you are using it.
Remind them AS A CLASS (not individually & especially not when you have just used it).
ECHOING Language
Advantages:1. Avoids Embarrassment2. Avoids Direct Instruction3. Takes Minimal Class Time
Disadvantages:1.Must be used consistently2.Sometimes a challenge to be authentic.
Review of Session 1
1. What is English?2. What is the most significant distinction between human
communication (language) and communication between other species?
3. What is the Primary purpose of communication?4. What are the specific Models of Human Communication?5. Which of these is most particular to humans?6. How is Language Significantly different than any other
‘subject ‘ taught in schools?7. How might this knowledge affect your teaching?
Collect Homework.
HOW DO WE COMMUNICATE?
1. Alone, With a Partner, or in a small group of three (3) think of as many ways as possible that humans communicate.
2. Do your best to categorize the different means of communication and record them.
3. Record or demonstrate at least one example of each means of communication. (15 minutes)
1.Responding Speaking
Other Vocal
7. Pictographs8. MimeDrama
2. Understanding
ListeningObserving
3. ReadingWriting
4. GestureBody
language
5. The SensesSSSTT
6. RealiaExperience
VOCAL SOUND COMMUNICATION
1. GRUNT2. GROAN3. SIGH4. WHINE5. SCREAM6. HISS7. HMMM8. HUMMM9. HUM
10. SMACK11. T (TUT)12. TT (TUT TUT)13. KISS14. LICK15. POP16. AH HA17. OOPS18. OOOOO
NON WORD:
WORD COMMUNICATIONTypes of Discourse
SMALL TALKTALK
DISCUSSIONCONVERSATION
DEBATEDIALOGUE
SPEECHLECTURE
MONOLOGUEORATION
ARGUMENT
FIGHTSELF-TALKSHOUTING
YELLINGSCREAMINGCOMMANDQUESTION
(reply/no reply)SOLILOQUY
EULOGYSERMON
PRESENTATIONDEMOMASS
SERVICETOAST
RECITATIONREADING
CONFESSIONPRAYER
INVOCATION???????
NON-VERBAL COMMUNICATION
1.Facial Expression 2.Gestures3.Paralinguistic4.Body Language5.Posture
6.Proxemics7.Eye Gaze8.Haptics9.Appearance10. Others
INBORN, GENETIC, LEARNED AND CULTURAL SIGNALS
1.Territories/Zones
2.Palm Gestures
3.Hand and Arm
4.Hand-to-Face Gestures
5.Arm Barriers
6.Eye Gaze
7.Leg Barriers8.Eye Signals9.Others?
A Communication Challenge
Follow the Facilitator’s instructions for your table
group activity.
Have Fun!
Active Learning
1. Warm – up - Echo Technique Review2. Review of Sessions 1 & 2.3. What is Active Learning?4. A Model of Active Learning
Application of the Model
Review1. What are the Practical Purposes of
Human Communication? (The WHY question?)
2. What are the general categories of HOW we communicate?
3. How can these concepts help in FEFLA?
What is
ACTIVE LEARNING?
A Model of Active Learning
By L. Dee Fink, Reprinted with permission of the University of Oklahoma Instructional Development Program, July 19, 1999
All learning activities involve: 1.some kind of dialogue or 2.some kind of experience
1.The two main kinds of dialogue are A. Dialogue with Self and
B. Dialogue with Others.
2. The two main kinds of experience are A. Observing and B. Doing.
Dialogue with Self: Learner thinks reflectively about a topic, Addresses a broader array of questions than
cognitive concerns only. Should be formally recorded.
what they are learning, how they are learning (Is it Practical?), what role this knowledge or learning
plays in their own life (Is it Relevant?), how this makes them feel, etc.
Dialogue with Others: • Can and does come in many forms. • In traditional teaching,
• students read a textbook or listen to a lecture, • no back-and-forth exchange
Is this Dialogue? What would be forms of real, active dialogue?With/Between/Among whom?
Be creative in thinking of ways to involve students in dialogue situations with people other than students (e.g., practitioners, experts), either in class or outside of class. Whoever the dialogue is with, it might be done live, in writing, or by email.
Observing:
When do students OBSERVE?The act of observing may be
"direct" / experiential or
"vicarious“ / second hand
Which do you think is best for FEFLA?
What kind of observing do your students do?
Doing:
When do students “do”?.Again, "Doing" may be
direct or vicarious.Think of some examples.
Which do you think is best for FEFLA?What kind of doing do your students do in
other disciplines?
Implementing This Model of Active Learning
Implementing This Model of Active Learning
Do you think it possible to implement such a model for FEFLA or other
disciplines?
What constraints do you anticipate?
Expand the Kinds of Learning Experiences You Create.
What would be some more dynamic forms of
1. Dialogue with Others? 2. Dialogue with Self?
3. Observing?4. Doing?
Keep Practicality and Relevance in mind
Power of InteractionMore than additive or cumulative interactivity multiplies the impact.
Dialogue with self
Dialogue with
others
Observing
Doing
Dialogue with self
Dialogue with
others
Refinement of the Interaction Principle:
Create Dialectic Between Experience and Dialogue.
Creative Dialectic of Learning Activities
Students move back and forth between rich new experiences and
engaging in deep, meaningful dialogue = Learners experience significant and meaningful
learning.”
INTEGRATEDIntegrate the Model of Active Learning with the Following
Model of “Teaching”.
Planning
Delivering
Assessing
Evaluate
Implementing – Your FEFLA
MEANINGFUL
and in Language Teaching also
MEANING-CENTERED&
ENRICHING
to Self (all individuals in the process) and Society (Communities at all levels from Village to Globe)