Que es la “Triada Didáctica”?

Por qué el aprendizaje escolar es diferente a otros tiposde aprendizaje no escolarizado?

En que son similares?

Cual es la diferencia entre un “agrupamiento” y un “grupo”?

Por que el trabajo con un grupo puede ser mas rico?

Student

ContentTeacher

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What is language?

What is learning a language?

How do people learn languages?

What should we teach?

How can teachers facilitate language

learning?

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Linguistics

Applied Linguistics

Psychology of Learning

Curriculum

Teaching Methodology

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Diferenciated roles

Teacher VS Student

“jug and mug” phylosophy

“Knower vs unknower”

Kowledge is perceived as a commodity

Decisions are made by the teacher

Lecturing mode

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The students feel uninvolved

Responsibility is not shared

Passive students

Little participation

Little interaction

Teachers feel frustrated as students don’t

“learn” what they “teach”

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Language is learnt behavior

Learners are organisms that can be

conditioned to produce a response.

Pavlov: Stimulus-response

Skinner: Operant conditioning.

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“A theory that regards learning as an

active process in which learners construct

and internalize new concepts,ideas and

knowledge based on their present and

past knowledge and experiences”

Knowledge is constructed

Conginitve Constructivism: Piaget

Social constructivism: Vogotsky

Learning is a serch for meaning

Learning is active and takes time

Learning involves language and higher

thinking

Learners organize, reorganize and

structure and restructure new experinces

to fit them to existing schemata,

knowledge and conceptual stucture

through an adaptation process.

Learning is an individual and social activity

Differentiated by reference to social

basis of higher order cognition

Learning is a social, collaborative and

interactional activity.

Teachers must provide “scaffolding” in

developing and acceleration sts’s ability

to think themselves and take

responsibility.

Actual development

Zone of proximal

development

Level of potential

develpment

Learner centered: more interaction

Teacher a s collaborator and guide

Emphasis on relationships, inquiry and invention

Knowledge conceived as transformationof facts

Assessment of knowledge application. Performance of tasks to demonstrateunderstanding.

Schools should create the conditions for learners to generate their own skills and knowledge

Students are at the centre of the learning process

Self-discovery

Humans are both looking inwards and operating outwards

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'learning from experience'

Immediate personal experiences are a point of departure

It facilitates personal growth by helping learners to adapt to social change.(Kohonen, 1992)

Takes into account differences in learning ability

It offers an atmosphere of shared partnership with a common purpose

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DEDUCTIVE LEARNING

ADDING TO OUR

KNOWLEDGE BY

WORKING FROM

PRINCIPLES TO

EXAMPLES

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RULE: Present Simple adds –es to the 3rd

person singular

EXAMPLES: He watches TV.She washes the dishes.We go to school.Tom goes to the beach.

INDUCTIVE LEARNING

WORKING FROM

EXAMPLES TO

PRINCIPLES, RULES AND

GENERALIZATIONS

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RULE: Present Simple adds –es to the 3rd

person singular

EXAMPLES: He watches TV.She washes the dishes.We go to school.Tom goes to the beach.

It’s important to give people

opportunities to do things themselves

Mistakes are part of the learning process

Provide students with enabling

techniques: learning strategies

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Essential

motivation

exposure

use

Desirable

instruction

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Personal interest

Tailor-made courses

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Rich comprehensible imput (listening

and reading)

Meaningful content

It allows a conscious/unconscious

process through which st. Learn to grasp

meaning, observe how to express their

ideas, noticing “chunks” in particular

contexts.

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There may be a “silent period”

Using the language for real purposes in class

(supportive atmosphere)

Practice

Different kinds of interaction

Teacher Student

Student Student

Student Whole group

Teacher Whole group29

Through interaction sts learn discourse

skills:

Opening and closing conversations

Interacting and turn-taking

Organizing discourse

Reaching an agreement

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It cannot alter the order of acquisition

It can help sts to notice patterns and features in L2.

New examples of the L. Will lead to the restructuring of the current system.

Activities promoting awarenes are more useful in the long run than form-focused activities.

Teachers should foster learning opportunities

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http://www.redwoods.edu/Departments/Distance/Tutorials/BloomsTaxonomy/bloomstaxonomy_print.html

People whose attitudes towards

language-learning are negative, will

acquire less than those whose attitudes

are positive.

A high Affective Filter keeps the input out

of the part of your mind responsible for

acquisition.

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are willing and accurate guessers;

have a strong drive to communicate;

are often uninhibited, and if they are, they combat inhibition by using positive self-talk, by extensive use of practicing in private, and by putting themselves in situations where they have to participate communicatively.

are willing to make mistakes;

focus on form by looking for patterns and analyzing;

take advantage of all practice opportunities;

monitor their speech as well as that of others;

and pay attention to meaning.

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The four modalities

visual learning

auditory learning

kinesthetic learning

tactile way of learning

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Field-independent vs. Field-dependent

Left-brain dominated vs. right-brain

dominated

Innovative learners...

Analytic learners...

Common sense learners...

Dynamic learners...

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existential

naturalist

intrapersonal

interpersonal

kinaesthetic

mathematical

musical

linguistic

visual

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In second language learning, the

learning strategies mean the

intentional behavior and thoughts that

learners make use of during learning

in order to better help them

understand, learn or remember new

information.

Advance Organizers

Directed Attention

Selective Attention

Self-Management

Functional Planning

Self-Monitoring

Delayed Production

Self-Evaluation

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Repetition

Resourcing

Translation

Grouping

Note Taking

Deduction

Inducing

Recombination

Imagery

Auditory Representation

Keyword Contextualization Elaboration Transfer Inferencing Classifying Predicting Concept Mapping Diagramming Discriminating

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Conversational Patterns

Practicing

Using Context

Summarizing

Selective Listening

Skimming

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Personalizing

Self-Evaluating

Reflecting

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Cooperation

Question for Clarification

Role-playing

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Brainstorming

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Learner contribution to the leaning processfosters involvement and responsibility

Moving learner along the negotiating ladder:

Make instruction goals clear to them

Allow learners to create their own goals

Encourage sts to use L2 outside the classroom

Raise awareness of the learning process

Help learners to identify their own preferred styles and strategies

Encourage learner choice

Allow learners to generate their own tasks

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The language

Systems:Phonology, Lexicon, Grammar, Functions, Discourse

Skills:Reading, Speaking,Listening and writing

Methodology

Teaching and learning strategies

Planning

Classroom management

Error correction

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Teacher Talking Time

Echo

Helpful sentence completion

Complex instructions

Not checking understanding

Fear of genuine feedback

Over-politeness

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Running on commentary

Lack of confidence

Over-helping

Going too fast

Weak rapport

Not really listening

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The explainer

The involver

The enabler

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The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. ~William Arthur Ward

Teacher as controller (traditional role)

Teacher as director

Teacher as planner

Teacher as facilitator

Teacher as resource

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The child comes home from his first day at school.

Mother asks, "What did you learn today?"The kid replies, "Not enough. I have to go back tomorrow."