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Teaching Adult Learners. Ibeu In Service 2014.1. Warm Up : talk to 2 people. What is a challenge you face teaching adults ? Why should we teach adults and kids differently ?. How often do we . allow adult learners to assess their own learning and progress - PowerPoint PPT Presentation

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Teaching Adult LearnersIbeu In Service 2014.1

Warm Up: talk to 2 peopleWhat is a challenge you face teaching adults?

Why should we teach adults and kids differently?

How often do we ...allow adult learners to assess their own learning and progressask about our students interests and needsask adult students about what they have actually learned from a certain lesson/unit/classdisregard homework correction because students dont do it anywayestablish goals with our adult learnersexplain why we do what we doexplain why we want them to do things they dont particularly likefail to practice a certain skill because we think its too hard for our studentsfail to promote adult learners autonomyhelp our students remain a member of the group if/when they have to miss classeslisten to our students and negotiate / act based on what they sayoffer choicepromote students awareness of their learning and progressuse activities and techniques for younger learners with adult learnersuse our students previous experience as language learners to their advantage

Read and ThinkGroup DiscussionIn groups of 3:

discuss the topic in 4 stations, suggest 2 solutions for each email your contributions to marcia.pedrosa@ibeu.org.br

You have 15

How often do we ...allow adult learners to assess their own learning and progressask about our students interests and needsask adult students about what they have actually learned from a certain lesson/unit/classdisregard homework correction because students dont do it anywayestablish goals with our adult learnersexplain why we do what we doexplain why we want them to do things they dont particularly likefail to practice a certain skill because we think its too hard for our studentsfail to promote adult learners autonomyhelp our students remain a member of the group if/when they have to miss classeslisten to our students and negotiate / act based on what they sayoffer choicepromote students awareness of their learning and progressuse activities and techniques for younger learners with adult learnersuse our students previous experience as language learners to their advantage

Group DiscussionHow often do we ...allow adult learners to assess their own learning and progressask about our students interests and needsask adult students about what they have actually learned from a certain lesson/unit/classdisregard homework correction because students dont do it anywayestablish goals with our adult learnersexplain why we do what we doexplain why we want them to do things they dont particularly likefail to practice a certain skill because we think its too hard for our studentsfail to promote adult learners autonomyhelp our students remain a member of the group if/when they have to miss classeslisten to our students and negotiate / act based on what they sayoffer choicepromote students awareness of their learning and progressuse activities and techniques for younger learners with adult learnersuse our students previous experience as language learners to their advantage

How can we change things?Quotes Food for Thoughtsuccess in learning very much depends on learners having a responsible attitude.Scharle and Szab (Learner Autonomy 2012: 4)

Information will be more deeply processed and stored if learners are given an opportunity to work things out for themselves, rather than simply being given the principle or rule. Nunan, D. (Teaching Grammar in Context, 1998: 107)Quotes Food for ThoughtAs many language teachers know, setting up contexts for learners to speak in class is not the same as teaching them to speak in a second language.Goh and Burns (Teaching Speaking 2012: 133)

if the speaker senses a difficulty, but does nothing about it, he or she will miss an opportunity to speak and continue in the interaction.Goh and Burns (Teaching Speaking 2012: 240)

Quotes Food for Thought. learners who are aware of useful strategies for developing their speaking abilities are also more likely to use these strategies.Goh and Burns (Teaching Speaking 2012: 142)

Collaboration and dialog among peers are incorporated into various stages of the cycle so that learners not only benefit from working together, but also get many opportunities to speak.Goh and Burns (Teaching Speaking 2012: 152)

Quotes Food for ThoughtStudents who perceive that their language learning needs are not being met, soon cease coming to class Rowsell, L. (Adults dropping out? Try Repgrid! 1992: 371)

Among many reasons, authentic materials have a positive effect on learner motivation because they are intrinsically more interesting and motivating than created materials. (Richards, 2009: 252)Teaching Adult Learners Involves ...LISTENINGSHARINGAWARENESSEXPLAININGA SENSE OFPURPOSEPROVIDINGFEEDBACKRESPONSIBILITYMOTIVATIONGOALSETTINGSPEAKINGWRITINGREADINGRECYCLING

ENGAGEMENT

PRONUNCIATION

AUTHENTICMATERIALS

11Wrap Up: talk to 2 other peopleWhat is still a challenge?

What ideas are you willing to put into practice?

Quotes Food for Thoughtsuccess in learning very much depends on learners having a responsible attitude.Scharle and Szab (Learner Autonomy 2012:4)As many language teachers know, setting up contexts for learners to speak in class is not the same as teaching them to speak in a second language. (Goh and Burns, Teaching Speaking 2012: 133)if the speaker senses a difficulty, but does nothing about it, he or she will miss an opportunity to speak and continue in the interaction.(Goh and Burns, Teaching Speaking 2012: 240)Students who perceive that their language learning needs are not being met, soon cease coming to class (Rowsell, L. Adults dropping out? Try Repgrid! p371). Learners who are aware of useful strategies for developing their speaking abilities are also more likely to use these strategies. (Goh and Burns, Teaching Speaking 2012: 142)Among many reasons, authentic materials have a positive effect on learner motivation because they are intrinsically more interesting and motivating than created materials. (Richards, 2009: 252)Information will be more deeply processed and stored if learners are given an opportunity to work things out for themselves, rather than simply being given the principle or rule. (Nunan, D. Teaching grammar in context, 1998 p.107)Collaboration and dialog among peers are incorporated into various stages of the cycle so that learners not only benefit from working together, but also get many opportunities to speak. (Goh and Burns, Teaching Speaking 2012: 152)