TRAINER IN ENGLISH FOR BUSINESS KATALIN GOLDSTEIN katalin.goldstein@uni-corvinus.hu 1

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TRAINER IN ENGLISH FOR BUSINESS

KATALIN GOLDSTEINkatalin.goldstein@uni-corvinus.hu

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WHY ARE WE HERE?

• QUESTIONS

• DISCUSSIONS

• EXPECTATIONS

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THE COURSE

YOU

THE STUDENT

THE TEACHERTHE BOOK

THE MATERIALTHE CONTENT

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THE COURSE

http://successfulteacher.wikispaces.com/

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REQUIREMENTS

• CLASS PERFORMANCE• PREPARATION• READ AND/OR WATCH ALL THE MATERIALS UPLOADED

ON OUR WIKISPACES PAGE EVERY WEEK• WRITE A COMMENT ON THE GIVEN TOPIC EACH WEEK• DIARY• TWO F2F FEEDBACK SESSIONS

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THE COURSE

1. TERMS – teaching, education, methodology, teacher

THE LEARNERAPPROACHES, METHODSPLANNINGINTELLIGENCE

2. ROLES OF THE TEACHERMOTIVATION, CLASS MANAGEMENTEVALUATION

3. HOLISTIC APPROACH AND CRITICAL THINKINGBLENDED (INTEGRATIVE) LEARNING E-LEARNING

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INSTRUCTION

HERE IS A PIECE OF PAPER.

YOU CAN USE IT IF YOU WANT TO.

THE TASK IS:PLACE 5 ITEMS NEXT TO EACH OTHER.

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TEACHING

• the act, practice, occupation, or profession of a teacher

• the art or profession of a teacher

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TEACHER

educationist [chiefly British], educator, instructor, pedagogue (also pedagog), preceptor, schoolteacher

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KNOWLEDGE

Human faculty resulting from interpreted information; understanding that germinates from combination of data, information, experience, and individual interpretation. In an organizational context, knowledge is the sum of what is known and resides in the intelligence and the competence of people. In recent years, knowledge has come to be recognized as a factor of production (see knowledge capital) in its own right, and distinct from labor.

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KNOWLEDGE

"Things that are held to be true in a given context and that drive us to action if there were no impediments" Andre Boudreau

"Capacity to act" Karl Sweiby

"Justified true belief that increases an entity's capacity for effective action" Nonaka and Takeuchi

"The perception of the agreement or disagreement of two ideas" John Locke

http://www.businessdictionary.com/definition/knowledge.html

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KNOWLEDGE

Knowledge is what is known as opposed to what is not known to a human being. It is the product of thinking or thought, which usually employs or works with concepts, like truth, belief, and wisdom. The definition of knowledge should comply with the prerequisites of a definition and should reflect the nature (or further specifics or descriptors) of knowledge.

http://psychology.wikia.com/wiki/Knowledge

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KNOWLEDGE

DECLARATIVE

PROCEDURAL

KNOWLEDGE

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EDUCATION

• the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life.

• the act or process of imparting or acquiring particular knowledge or skills, as for a profession.

• a degree, level, or kind of schooling: a university education

http://dictionary.reference.com

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THE SOCIOLOGICAL PERSPECTIVE

These principles are the following:• The need for constant revisions to meet the needs

of changing societies• Teaching to focus on strengths rather than

weaknesses• Coherence through interdisciplinary team teaching• Absolute standards to be tempered by questions

about skills and knowledge and the best way to transmit them

• Greater diversity of teaching methods• Excellence may be universal in science yet relative

in historical and cultural areas

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LEARNING STYLE CHARACTETISTICS

THE IMAGINATIVE LEARNERS• Process info reflectively• Integrate experience with the self• Learn by listening and sharing ideas• Value insight thinking • Need to be personally involved• Seek meaning and clarity• View direct experience from many perspectives• Enjoy observing others• Seek commitment• Interested in culture and people

THE ANALYTICAL LEARNERS• Perceive info abstractly and process it reflectively• Devise theories by integrating their observation into what is

known• Seek continuity• Learn by thinking through ideas• Value sequential thinking• Need details• Critique info & collect data• Re-examine facts• Enjoy tradititional classes• Maximize certainty, uncomfortable with subjective judgments• Seek intellectual competence & personal effectiveness

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LEARNING STYLE CHARACTETISTICS

THE COMMON SENSE LEARNERS• Perceive info abstractly and process it actively• Integrate theory with practice• Test theories and apply common sense• Pragmatists• Resent being given answers• Value strategic thinking• Need to know how things work• Skills oriented• Seek utility and results• Seem bossy and impersonal

THE DYNAMIC LEARNERS• Process info actively• Integrate experience and application• Learn by trial and error• Believe in self-discovery• Relish change• Flexible, risk takers• Often reach accurate conclusions in the absence of logical

justification• Seen sometimes as manipulative and pushy• Seek to influence

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LEARNER AUTONOMY

• capacity to take at least some control over their learning

• the learning environment provides opportunities for the learner to take control of their learning.

• developing capacity requires a set of personal qualities: confidence, motivation, taking and accepting responsibility, and ability to take initiative. It also involves a set of skills: academic, intellectual, personal and interpersonal

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LEARNER AUTONOMY

• Students can identify:– their learning goals (what they need to learn)– their learning processes (how they will learn it)– how they will evaluate and use their learning

• Ss have well-founded conceptions of learning• Ss have a range of learning approaches and

skills• Ss can organize their learning• Ss have good information processing skills• SS are well motivated to learnThey can take responsibilty.

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QUOTES

Teaching is the highest form of understanding.

Aristotle

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WE LEARN:

10 % OF WHAT WE READ20% OF WHAT WE HEAR30% OF WHAT WE SEE50% OF WHAT WE BOTH SEE AND HEAR70% OF WHAT IS DISCUSSED WITH OTHERS80% OF WHAT WE EXPERIENCE PERSONALLY95% OF WHAT WE TEACH TO OTHERS

William Glasser

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METHODOLOGY

• a body of methods, rules, and postulates employed by a discipline : a particular procedure or set of procedures

• the analysis of the principles or procedures of inquiry in a particular field

Merriam-Webster

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METHODOLOGY

APPROACH – theories about learning

METHOD – practical implementation of an approach

PROCEDURE – an ordered sequence of techniques

TECHNIQUE – how we implement the procedure/aids/manner

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APPROACH? METHOD? TECHNIQUE?

Humanistic learningLectureDiscussionNatural-communicativeInternetProblem solvingGrammar-translationGroup workPresentationDictationProject-based teaching

Humanistic learningNatural-communicativeGrammar-translationProject-based teachingLectureDiscussionProblem solvingGroup workDictationPresentationInternet

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METHODOLOGY

• BEHAVIOURISM – Burrhus Frederic Skinner• COGNITIVISM – Noam Chomsky• ACQUISITION; LEARNING – Stephen Krashen,

Allwright

• INPUT – OUTPUT- finely-tuned input; roughly-tuned input- practice output, communicative output

• A BALANCED ACTIVITIES APPROACH

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PLANNING

• HOW DO WE (TEACHERS) START?• WHAT DO WE TAKE INTO ACCOUNT?• WHY?• WHAT ARE THE STEPS OF A LESSON?• WHAT ARE LESSONS BASED ON?• HOW DO WE PREPARE FOR PRESENTATIONS?• WHAT ROLES DO WE HAVE? /WHY?/WHEN?• WHAT AIDS CAN WE USE?• REALIA

LESSON PLAN

Activity/Aids Interaction Procedure Time

1 Group workPen, paper, whiteboard

T to SS to SSs to T

Prepare a shopping list

2”

Description of SsTimeAimsAssumptionsAnticipated problems – Possible solutions

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PLANNING

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1. Presentation2. Check concept3. Highlight the form4. Controlled practice5. Less controlled practice6. Skills work,

discussion,etc.

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GRADING LANGUAGE

is an inclination to present or hold a partial perspective at the expense of (possibly equally valid) alternatives

often supporting or opposing a particular person or thing in an unfair way by allowing personal opinions to influence your judgment

BIAS

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VIDEO

http://www.youtube.com/watch?v=0tyzG_ZKVfU&feature=fvwrel (American)

http://www.youtube.com/watch?v=rxUm-2x-2dM

(French- English)

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QUOTES

”As soon as you move one step up from the bottom, your effectiveness depends on your ability to reach others through the spoken and written word.” PETER DRUCKER

”If you can’t explain it simply, you don’t understand it well enough.” ALBERT EINSTEIN

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CULTURE AND TEACHING

What is culture? (material, non-material, practices)the values, the beliefs, the behaviour, the practices & the material objects that constitute a people’s way of life

• Emotions – the unconscious• Personal space• Impression management• How do we develop?• Social isolation

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CULTURE

Richerson and Boyd write:Culture is information capable of affecting individuals’ behavior that they acquire from other members of their species through teaching, imitation, and other forms of social transmission.By information, we mean any kind of mental state, conscious or not, that is acquired or modified by social learning, and affects behavior.

http://www.uctv.tv/search-details.aspx?showID=21289 http://www.youtube.com/watch?v=zxJMtZUaeZU

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CULTURE

http://www.youtube.com/watch?v=A7xYz5P_rCw

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LANGUAGE

a system of communication consisting of sounds, words and grammar

or the system of communication used by the people of a particular country or profession (Cambridge Dictionary)

a system for decoding and encoding information

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CAN YOU READ IT?

GHETIENOUGHWOMENREVOLUTION

FISH

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INTELLIGENCE

"An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings” H. GARDNER

”I define it as your skill in achieving whatever it is you want to attain in your life within your sociocultural context” R. STERNBERG

“Intelligence, considered as a mental trait, is the capacity to make impulses focal at their early, unfinished stage of formation. Intelligence is therefore the capacity for abstraction, which is an inhibitory process THURSTONE

?

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INTELLIGENCE

“The ability to acquire, develop, and apply a full range of intellectual skills, rather than relying on the inert intelligence that schools value.”

Dr. Robert SternbergSUCESSFUL INTELLIGENCE

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Assignments for Applying Triarchic Intelligence

Analytical Creative PracticalAnalyze Create

Apply Critique Invent

Use Judge Discover Put

into practice

Compare Imagine if ... Implement /contrastEvaluate Suppose that ... Employ Assess Predict

Render practical

R. Sternberg

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WHAT WE HAVE JUST COVERED

– Teaching– Education– Knowledge– Methodology– Learner types– Learner autonomy– Planning– Culture– Language– IntelligenceTHE TRIANGLE

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WHAT’S NEXT?

Chapters: 3, 4, 5, 21, Chapters: 6, 7, 23, 22, 8,10