tdi_bc_fm_pp_l2_final_6_27_12.ppt

7/23/2019 TDI_BC_FM_PP_L2_Final_6_27_12.ppt

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Fundamentals Module

Lesson 2



Group work

2 | Title | Date



Learning vs. Teaching

• What’s the difference between teaching and learning?

• Which elements of teaching promote learning and transfer?

| Title | Date



! | Title | Date

Learning "s# Teaching

TeachingTeaching $ an e%ternal acti"it&$ ma& or ma& not lead to learning

LearningLearning $ an internal process

$ ma& or ma& not be triggered b& teaching

Most efforts in education are concentrated on presentation anddeli"er& of 'nowledge and ideas( when the& should be gi"ing muchgreater attention to creating the right en"ironment for learning and

helping the learner to learn) Learning is li'e communication* the act ofthe recei"er#

$$ Waterhouse( +# ,-../0 Supported self-study: An introduction for

Teachers. 1ational ouncil for 3ducational Technolog&# London



4 | Title | Date

+romotingLearning 5 Transfer

-0 6ccommodating different learning needs and st&les20 7nderstanding "s# memori8ing0 onte%t,s0

!0 6mple time to learn40 9Time on tas': $ 9Deliberate learning: ;0 7nderstanding cultural practices<0 =uilding on e%isting 'nowledge/0 >eeing potential transfer opportunities



; | Title | Date

Children Adolescents Adults

1ot afraid >elf$conscious >elf$conscious

Teacher$dependent Teacher$dependant

+eer pressure

utside factors

urious( open @aries−some are

open( some are

sh& andintro"erted

Adentit& crisis

@aries−usuall&

willing to learn

-# 6ttitudetoward

mista'es

2# Moti"ation

# 6ttitude


http://slidepdf.com/reader/full/tdibcfmppl2final62712ppt 8/26/ | Title | Date

Children Adolescents Adults

Willing to followrules whenclearl& set

Tend not toaccept authorit&

7suall& noconflict with theteacher

1o outsidepressure

+ressure fromparents( school(peers

Lots of pressure*wor'

Learn "er& easil&(but also forget

easil&

@aries Ma& find itdifficult to learn

<# Discipline

/# 3%ternalpressure

,for them to

learn0

.# Learningspeed


http://slidepdf.com/reader/full/tdibcfmppl2final62712ppt 9/26. | Title | Date

L1 L2



-E | Title | Date

Unconscious process

Grammar is learned covertly

Listening abilities are welldeveloped before speaking begins

Informal

Unconditional, caring, andsupportive environment

One student / many teachers

Constant and random eposure tothe language

!otal immersion

Can concentrate only on listeningand speaking" #$eading and writingcome later%

Conscious process

Grammar is learned overtly

!ime limits force rapidprogression from listening tospeaking

&ormal if in a class

'istancing environment, ego atstake

(any students / one teacher

)elective and leveled approach,limited eposure to the language

Limited learning hours

Usually re*uires concentration onall four language skills+ studentmust also deal with otherlearning matters and personalissues



-- | Title | Date

L1 How?

7nconscious process

rammar is learned through con"ersationG not

taught e%plicitl&

Listening abilities are well de"eloped before

spea'ing begins

Anformal

7nconditional( caring( and supporti"een"ironment

ne student man& teachers

onstant and random e%posure to the language

Total immersion

an concentrate onl& on listening and spea'ing

,Beading and writing come later0



-2 | Title | Date

L1 How?

7nconscious process Teach in conte%t

Memorable and meaningful tas's

rammar is learned throughcon"ersation( not taughte%plicitl&

>amples of structures of functionsappear in conte%t( not isolated

Listening abilities are wellde"eloped before spea'ing

begins

Lots of listening practice

7sing 3nglish as the onl& language of

instruction

Anformal Teacher’s friendl& and positi"e attitude

7nconditional( caring andsupporti"e en"ironment

+romote a supporti"e learningcommunit&

+ositi"e error correction

ne student man& teachers +romote collaboration among students

Team teaching



- | Title | Date

L1 How?

onstant and random e%posure tothe language 3%posure to media in targetlanguage* radio( T@( D@D"ideo(

internet

Total immersion 7se 3nglish as the onl& languageof instruction

7se of authentic materials

An"ol"e culture

an concentrate onl& on listening

and spea'ing ,Beading and writing

come later0

+ro"ide students with lots of

opportunities to listen to the

languageonsider using realia( props( food(

etc#



-! | Title | Date

>upport and hallengeWhat’s the difference between support and

challenge?Support: all the help we can provide for students

to help them accomplish learning

goalsChallenge: promotes learning when

accompanied by the appropriate support.



-4 | Title | Date

3motional ogniti"e

6ll the help students can be pro"ided with toaccomplish learning goalsH

>upport

>ocial

Challenge I 3%tending learning( pushing the limits of s'ills('nowledge

hallenge and support should be balanced for optimal learningto occur#

>upport and hallenge



-; | Title | Date

Lecture=ased

Technolog&3nhanced

AnJuir&=ased

Andi"idual

"s#roup

>'ills=asedHow

peoplelearn



-< | Title | Date

•ral

•Writing

•@ideos

Lecture =ased



-/ | Title | Date

•Drills 5 practice in isolation

•onte%tuali8ed practice

>'ills =ased



-. | Title | Date

•ase studies

•+roblem sol"ing

•+roKect$based wor'

AnJuir& =ased



2E | Title | Date

•Andi"idual wor'

•+airs( trios

•ooperati"e wor'

Andi"idual "s# roup



2- | Title | Date

•hat rooms( blogs

•omputer$based self$assessment ,diagnostic(progress tests0

•nline dictionaries ,e#g#( listen to thepronunciation of words0

Technolog& 3nhanced



22 | Title | Date

Moti"ation

$ Cow would &ou define moti"ation?6ccording to Williams and =urden( moti"ation is aninternal dri"e that needs to go through three phases*

• Ca"ing reasons for doing something

• Deciding to do something

• >ustaining the moti"ation to do it ,resilience0

6dapted from Williams 5 =urden ,-..<0 Psychology

for Language Teachers( ambridge 7ni"ersit& +ress



2 | Title | Date

Antrinsic 5 3%trinsic Moti"ation

• The distinction between the two has to do with thereasons and desire to do something#

• Af we gain something from doing an acti"it& but notfrom the pleasure of the acti"it& itself( this is li'el&to be e%trinsic moti"ation#

• Af something is performed because the acti"it& itselfgenerates interest and enKo&ment( moti"ation is ofan intrinsic nature#



2! | Title | Date

12

!

4

;

<

/

.

-E

Complete the ten most important tools to

promote motivation



24 | Title | Date

What do we consider to moti"atelearners?

-# >tudents’ li'es2# >tudents’ needs# hallenge and inter"ention!# +redominant learning st&les ,acti"ities should

be "aried04# >tudents’ choice;# 4$minute acti"ities( altering pace



2; | Title | Date

Group work:

- Design a motivational activity.

tdi_bc_fm_pp_l2_final_6_27_12.ppt

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