DAY 2

• Learner Needs Analysis• Learning Styles• Student Biography Exchange Method• Micrologue Method• Macrologue Method

Row your boatRow row row your boat Gently down the streamMerrily merrily merrily merrilyLife is but a dream

Row row row your boat Gently down the streamIf you see a crocodileDon’t forget the stream.

Look at the picture and think about this saying:

If you don’t know where to go, you might go to the place you don’t like. (St. Fanxico)

Why Conduct a learning Needs Analysis?A Learning Needs Analysis will help: - Identify what skills and knowledge the learners already

have.- Highlight skills/ knowledge/ competencies that need

developing. - Identity clearly who students wish to achieve.- Outline and define expectations and goals.- Establish need and demand for the course you have in mind.

- Determine what can realistically be achieved given the

available resources. - Identify any obstacles or difficulties which may arise.- Increase the sense of ownership and involvement of the

students.

Why Conduct a learning Needs Analysis?- Provide information, about your student group - know your

audience.- Achieve a correct fit between the provider and student,. i,e.

the course matches students' needs and expectations.- Identify the content that best suits students' needs.- Determine what the most appropriate delivery format is:

class- based, online or a blend of these and other formats. Determine what skill set and knowledge base is required of the teacher or tutor.

- Establish when is the most suitable time to deliver the program and over what time frame of schedule.

- As certain the most suitable assessment and evaluation mechanisms.

- Outline what results can be expected and if/ how these can be measured.

Steps in Conducting a Learning Needs Analysis:

Design: When designing the learning needs analysis, the aim is to:- Assess the current situation.- Define the problem - what gaps exist?- Determine if there is a need for training/ learning.- Determine what is driving this need for training / learning.- Evaluate existing training.- Assess the possible learning solutions.- Ascertain information about logistical considerations/

constraints.

Steps in Conducting a Learning Needs Analysis:Conduct:The following methods, or a combination of

these methods, can be used:- Interviews- Focus group - a small group is selected to

represent the interests of the larger group and a group interview is then conducted.

- Questionnaires- Follow-up surveys from previous students- Observation

Steps in Conducting a Learning Needs Analysis:Analyze:Gather the information and sort it info categories

that help you identity themes/ topics that need to be addressed, e.g.

- What topics / issues can be prioritized?- Which, if any, elements are common to all

responses?- Are there any inconsistencies in the responses?- Is there a fit between the trends emerging and

the capabilities of the learning provider?

Learning Styles and Teaching

Your students will be more successful if you match your teaching style to their learning styles. This section will cover the following points:

• What is a learning style?• Where do learning styles come from?• Why should teachers know about learning styles?• What types of learning styles are there?• What teaching methods and activities suit

different learning styles?

Learning Styles and Teaching

What is a learning style?• A learning style is more or less the way in which a

person consistently perceives, conceptualizes, organizes and recalls information.

Where do learning styles come from?• Your students' learning styles will be influenced

by their genetic make up, their previous learning experiences, their culture and the society they live in.

Learning Styles and TeachingWhy should teachers know about learning styles?• Students learn better and more quickly if the teaching

methods used match their preferred learning styles. As learning improves, so does self-esteem. This has a further positive effect on learning. Students who have become bored with learning may become interested once again. The student-teacher relationship can improve because the student is more successful and is more interested in learning.

What types of learning styles are there?• There are many ways of looking at learning styles. Here are

some of the classification systems, that researchers have developed.

There are four main types of learning styles:• Students may prefer a visual (seeing), auditory (hearing and

speaking), kinesthetic (moving) or tactile (touching) way of learning.

Learning Styles and TeachingThose who prefer a visual learning style...• look at the teacher’s face intently• like looking at wall displays, reading books, etc.• often recognize words by sight• use lists to organize their thoughts• recall information by remembering how it was set out on a pageThose who prefer an auditory learning style...• like the teacher to provide verbal instructions• like dialogues, discussions and play• solve problems by talking about them• use rhythm and sound as memory aids Those who prefer a kinesthetic learning style...• learn best when they are involved or active• find it difficult to sit still for long periods• use movement as a memory aidThose who prefer a tactile way of learning...• use writing and drawing as memory aids• learn well in hands-on activities like projects and demonstrations

What Teaching Methods and Activities Suit Different Learning Styles?

Visual - Use many visuals in the classroom, e.g. wall displays, posters. realia, flash cards, graphic organizers, displays of students’ work, etc.

Auditory - Use audio tapes and videos, CDs and DVDs, storytelling, songs, jazz chants, memorization and drills. Have learners work in pairs and small groups regularly.

Kinesthetic - Use physical activities, competitions, board games, role-plays, etc.. Intersperse activities which require students to sit quietly with activities that allow them to move around and be active.

Tactile - Use board and card games, demonstrations, projects, role plays, art and crafts, etc. Use these techniques whilst doing listening and reading activities. For example, ask students to fill in a table while listening to a talk, or to label a diagram while reading a relevant article.

• www.i-talents.vn

Student Biography Exchange MethodSteps

1. The teacher prepares a worksheet on a topic which is relevant to the students and is easy for then to understand.2.Pair off the students.3. Model the procedure in front of the class. Explain that they will be conducting one on one interview with each other.4. Tell the class that one pair will be asked to report back to the class.5. Ask your students to begin interviewing one another.6. Have as many students as possible report back to the class.An alternative method is to have the students move on and interview someone else once they hove received a positive answer from one student. In this way they will talk to many different students in the class.Then you can go round the class and ask each student to tell one piece of information they discovered (it might even be funny, interesting or shocking!)

Example of Student Biography Exchange Technique Food Questions

1. What is your favourite food?2. Are there any foods you don't like?3. What is your favourite drink?4. Can you cook? What can you cook?5. What is the most popular meal in (choose

a country)?6. What word do you use to describe food

you like? Don't like?

Suggested themes for this technique:

• Hobbies• Family members• Likes/dislikes• Cultural differences

Student Biography Exchange WorksheetFind Someone Who

Question: The first student asks a question by completing "Excuse me, do you...?" by choosing an ending from the grid below.Answer: The second student answers the question by using a modelled response, either "Yes, I do." Or "No, I don't."The first student then writes the name of the respondent in the appropriate box in the grid.

...have pictures from a trip to Asia?

...have more than one pet?

....like to cook? ...have a book that you are currently reading?

...have more than two siblings?

...have a birth certificate from another state?

...have the same colour of socks on as I do?

...like to ski?

...wear contact lens?

...have children? ..have a husband or wife?

...use your left- hand for writing?

...play a musical instrument?

...drive a Holden car?

...have a birthday in April?

...speak another language?

Student A: Ask student B these questionsWhen do you usually …..? What time do you normally….?studytake a shower or bathdrink watersee all your family

get upgo to work /to schoolstart work /schoolhave dinner

Student B: -Answer student A’s questions with a preposition + a time word.-Ask student A the following questionsWhen do you usually …..? What time do you normally….?have coffee go to your English classgo shoppingtake a vacationwatch TV

go to bedhave lunchfinish work/schoolhave dinner……………..

Micrologue Technique- Micrologues are short stories that can be based on current,

past or future events and consequently are ideal for teaching tenses. Typically micrologues are summaries of experiences written in 5 to 10 sentences. It is called the "micrologue technique" (micro=short: logue = story), because the students are instructed to summarise an event (chosen by the teacher) that has occurred over a period of time. The result is a short verbal summary (approximately 30 seconds to one minute long).

- Your students can write them alone, in pairs, or groups, and then present their micrologues in front of the class. For further class involvement you can then ask your students to ask questions based on the content of the micrologue.

Example of a micrologue written in the present tense: My Dog

My dog is called Bessie. She is a block, ton and white beagle with soft, floppy ears. She loves sleeping, eating and stretching. Most of the time she is very quiet but whenever she sees the postman she gets excited and barks a lot.

  Now try to write a micrologue in the past tense: My Last Holiday

On my last holiday l….  Micrologues help students to acquire language by activating

their prior knowledge and experiences (schema). This is achieved by thinking about a topic, by writing about it, and then by saying it out loud. Students also get the chance to listen to each others' stories and perhaps to ask questions about them. This then becomes a very communicative activity.

Macrologues- Macrologues are also known as 'Brainstorms' or

'Mind Maps'. They are one of the most effective methods of teaching vocabulary as students are provided with a key word and asked to build on it. It is a simple, effective method of creating a meaningful context in which to develop and remember vocabulary.

- A simple macrologue would consist of one group of words derived from the central topic, in this example 'My Pet' = cat, toys, friends, etc. However, this can become far more complex when these words are then developed into sub-groups, e.g. food: fish, chicken, milk, and so on.

- These are ideal activities for the whole class, group and pair work or for individual students.

Macrologues

Macrologues

My pet

small

friends

activities

catfamily

toy

food

string

FishChickenmilk

Now create your own macrologue on ‘English Teachers':

English Teachers

Learning Styles and Teaching Right vs. Left Brain Dominance can also affect learning styles:

The brain is divided into two hemispheres, the right hemisphere and the left hemisphere.

Left-brain dominated vs. right-brain dominated• Learning styles are also affected by left or right-brain dominationStudents who are left-brain dominated...• are intellectual• process information in a logical and linear way• tend to be objective• prefer established, certain information• rely on language in thinking and rememberingThose who are right-brain dominated...• are intuitive • process information in a holistic way• tend to be subjective• prefer elusive, uncertain information• rely on drawing and manipulating to help them think and learn

What Teaching Methods and Activities Suit Different Learning Styles?

Left-brain vs. right-brain dominated Left-brain dominated• Give verbal instructions and explanations• Set some close activities or other controlled tasks to which the

students can discover the “right” answer

Right-brained dominated• Write instructions as well as giving them verbally• Demonstrate what you would like students to do• Give students clear guidelines, a structure for  tasks• Set some open-ended tasks for which there is no "right" answer• Use realia and other things that students can manipulate while

learning• Sometimes allow students to respond by drawing