Nothing new under the sun

María Alicia Maldonado

marilimaldonado@gmail.com

“Learning is certainly part of the process of education, but to be truly educative it must give a broader value and meaning to the learner’s life. It must be concerned with educating the whole person.”

Williams and Burden (2006)

Williams and Burden (2006)

“Teachers should maintain a continuous process of personal reflection, (…) become aware of the personal and cultural values and beliefs that underpin their own and other people’s actions [so as to be able] to understand fully their own implicit educational theories and the ways in which such theories influence their professional practice.”

Theories of LearningBehaviourism Conditioned

Response

Classical Conditioning

Cognitive psychology

Information theoryConstructivism

Piaget

BrunerKelly

• Teachers should make explicitly clear what is to be taught

• Tasks should be broken down into small, sequential steps

• Students should be encouraged to work at their own pace by means of individualised learning programmes

• Learning should be ‘programmed’ by incorporating the above procedures and providing immediate positive reinforcement based as nearly as possible on 100% success.

The role of the learner is quite passive.

Theories of LearningBehaviourism Conditioned

Response

Classical Conditioning

Cognitive psychology

Information theoryConstructivism

Piaget

BrunerKelly

attention perception memory

Theories of LearningBehaviourism Conditioned

Response

Classical Conditioning

Cognitive psychology

Information theoryConstructivism

Piaget

BrunerKelly

Theories of LearningBehaviourism Conditioned

Response

Classical Conditioning

Cognitive psychology

Information theoryConstructivism

Piaget

BrunerKelly

Discovery

Learning

Theories of LearningBehaviourism Conditioned

Response

Classical Conditioning

Cognitive psychology

Information theoryConstructivism

Piaget

BrunerKelly

Theory of Personal

ConstructsBehaviour is rarely predetermined

We make our own decisions

We don’t just react – we act

Humanism

Maturation Challenges set by society

MaslowSelf-actualization

Aesthetic Needs

Cognitive Needs

Need for self esteem

Need for interpersonal closeness

Need for safety and security

Basic Physiological Needs

Defici

en

cyN

eed

sB

ein

g

Need

sHumanism

Humanism

• Create a sense of belonging• Make the subject relevant to the learner• Involve the whole person• Encourage a knowledge of self• Develop personal identity• Encourage self-esteem• Involve the feelings and emotions• Minimise criticism• Encourage creativity• Develop a knowledge of the process of learning

• Encourage self-initiation• Allow for choice• Encourage self-evaluation

Social Interactionism

Vygotsky

Social Interactionism

Mediation

StructuralCognitive

modifiability

Reuven Feuerstein

“A definition of language is always, implicitly or explicitly, a definition of human beings in the world.”

(Raymond Williams:1997)

Language

System

Discourse

Ideology

Phonological and Semantico-grammatical knowledge

Nature of language communication based on rules of interaction appropriate to context.Transporter and

translator of ideology.

Critical discourse analysis

“Instruction in critical language should equip learners with the capacities and understanding which are preconditions for meaning choice and effective citizenship in the domain of language. (Fairclough:1993)

“Legitimate discourse” (Bordieu:1977): A language is worth what those who speak it are worth (…) In interactions, speech always owes a major part of its value to the value of the person who utters it.”

Language teachers should never forget that issues of power and language are intimately connected.

(Larsen-Freeman:2003)

I

N

T

A

K

E

ndividual factors: age and anxiety.

egotiation factors: interaction and interpretation.

actical factors: learning & communication strategies.

ffective factors: attitudes and motivation.

nowledge factors:language & metalanguage knowledge.

nvironmental factors: social & educational contexts.

Kumaradivelu:2008

“Much that is being claimed as revolutionary in this century is merely a rethinking and renaming of early ideas and procedures.

(Kelly: 1969)

What appears to be a radically new method is more often than not a variant of existing methods presented with “the fresh paint of a new terminology that camouflages their fundamental similarity.”

(Rivers:1991)

Why is the study of teaching methods relevant?

- It provides teachers with a view of how the field of ELT has evolved.

-They are not prescriptions but a source of well-used practices. They can be adapted or implemented based on own needs.-Experience in using different approaches or methods can provide teachers with basic teaching skills that they can adapt to their developing teaching experience.

Richards and Rodgers:2002

-If we analyse the theoretical principles and classroom procedures of established methods with a critical eye, we will be able to see their strengths and weaknesses. Moreover, we will be able to identify how much interconnected they are.

Kumaradivelu:2008

Method

Specific instructional designParticular theory of languageParticular theory of learningSpecification of content roles of the teacher teaching procedures and techniquesAudiolingualism

Counseling-learningStructured Language TeachingThe Silent WaySuggestopedia/DesuggestopediaTotal Physical ResponseLittle scope for

individual interpretation

Learned through training

Highly prescriptive

Approaches

Nature of languageNature of language learningPrinciples for teaching a language

Communicative Language TeachingCompetency-Based Language TeachingContent-based InstructionCooperation LearningMultiple IntelligenciesNeurolinguistic ProgrammingTask-Based Language TeachingWhole Language

Varied intepretations and

applications

Flexibility

Can be updated over time

Language-centered

Planned preoccupation with linguistic systems of the target language will automatically lead to communicative use. Language learning is largely intentional.

Present prepackaged items, help learners to practise and to demonstrate linguistic knowledge/ability. Induce intentional learning.

Learner-centered

Planned preoccupation with linguistic and pragmatic systems of the target language will automatically lead to communicative use. Language learning is largely intentional.

Preselect, presequence and prepackage discrete ítems explicitly focusing on grammar, vocabulary and functional categories, as per learner needs, wants and situations.

Present prepackaged items, help learners to practice and to demonstrate linguistic and pragmatic knowledge/ability. Induce intentional learning

Learning-centered

Planned preoccupation with communicative use will automatically lead to the internalization of linguistic as well as pragmatic systems of the target language. Language learning is largely incidental.

Preselect topics and tasks focusing on their potential to promote comprehensible input and message-oriented activity. Allow language to emerge from the activity itself.

Present topics and tasks , help learners to carry out activities and to demonstrate communicative ability using the language knowledge they “pick up”. Induce incidental learning

Method Theoretical Assumption

Organizational Patterns

Classroom Procedure

Preselect, presequence and prepackage discrete ítems explicitly focusing on grammar and vocabulary.

Kumaradivelu:2008

Post Method Pedagogy Parametres:

Particularity

Practicality

Possibility

Professor Daniel Kies, a linguist and English teacher at the College of DuPage, offers an animated solution to the puzzle and interesting explanation about why it can be so difficult to solve: "When most of us look at the field of nine dots, we imagine a boundary around the edge of the dot array. In doing so, we limit ourselves to trying solutions to the puzzle that only link the dots inside the imaginary border. The result is futility. We can only solve the puzzle if we realize that there is no border."

http://papyr.com/hypertextbooks/comp2/9dots.htm

Intelligence

Triarchic Theory of Intelligence.

Sternberg (1985)

“An intelligence is a biopsychological potential to process information in certain kinds of ways, in order to solve problems or create products that are valued in one or more cultural settings.”

Gardner (2011)

Gardner

Emotional Intelligence

The elements of emotional intelligence—being aware of our feelings and handling disruptive emotions well, empathizing with how others feel, and being skillful in handling our relationships—are crucialabilities for effective living. We should be teaching the basics of emotional intelligence in schools.

(Goleman: 2001)

Emotional Intelligence competenciesSelf-Awareness

Self-Regulation

Motivation

Empathy

Social Skills

Personal Competence

Self- Awareness Self-Regulation Motivation

•Emotional awareness•Accurate self-assessment•Self-confidence

• Self-Control• Trustworthiness• Conscientiousness• Adaptability• Innovation

•Achievement drive•Commitment•Initiative•Optimism

(Goleman:1997)

Social CompetenceEmpathy Social Skills•Understanding others•Developing others•Service orientation•Leveraging diversity•Political awareness

•Influence•Communication•Conflict management•Leadership•Change catyst•Building bonds•Collaboration & cooperation•Team capabilities

(Goleman:1997)

Teaching

Teachers should experiment a shift in priorities• Teachers seek to have confidence not just in

their content and materials but also in their flexibility and readiness to respond.

• Teachers put energy into getting materials and methods planned but also preparing to meet the learners.

• Teachers see their self-development as emphasizing not just subject expertise but also the development of their self-knowledge.

“No method will be effective unless the teacher’s genuine desire is to create a climate in which there is freedom to learn.

Rogers (1883)

(Mortiboys: 2012)

Emotional

intelligence

Learning and teaching methods

Subject

expertise

Teaching Metaphores

Carer to the vulnerable

Advocate to the jury

Salesperson to potential buyers

Website to surfers

Guru to followers

Gardener to plants

Tour guide to occupants of a tour bus

Any other?

Which words and phrases do you think people will use to describe you as a teacher?

Teacher’s expertise and subject knowledge

Skills as a teacher Emotional Intelligence attributes

Planning

Planning

Have you ever thought of how much energy you spend……planning contents?…planning methods and materials?…planning to use emotional intelligence?

Could you list 5 positive words you habitually use to address your students?

Could you list 5 negative words you habitually use to address your students?

Physical experience

You cannot fully understand mental processes unless you take into account the context in which they are operating, i.e. how the organism of the body and brain interacts with the physical and social environment.”

(Damaso:1996)

Movement

Physical environmentComfort

Pair work

Group work

Classroom surveys

Games:Simon saysFind someone who…Guess what’s in the bag.Tic-tac-toeFollow the leaderListen and drawMemory games with cardsWord chainsRhymesSongs

Physical experience

You cannot fully understand mental processes unless you take into account the context in which they are operating, i.e. how the organism of the body and brain interacts with the physical and social environment.”

(Damaso:1996)

Movement

Physical environmentComfort

Physical experience

You cannot fully understand mental processes unless you take into account the context in which they are operating, i.e. how the organism of the body and brain interacts with the physical and social environment.”

(Damaso:1996)

Movement

Physical environmentComfort

Dealing with learners’ expectations

Exchange expectations

Set ground rules.

Address learners’ fears.

Pass on information.

Outcome fearsEvaluation fearsInterpersonal fearsInternal factors

Dealing with learners’ expectations

Exchange expectations

Set ground rules.

Address learners’ fears.

Pass on information.

• Your style of teaching.• What your group will be expected to do as learners.

• What learners can expect to gain from the session and how this will be achieved.

• Why the learners are doing this, how it is related to their learning needs.

• An outline of the content.• Who is expected to speak when and how.• Time of breaks.• Real time the sessions start.

• What will learners be assessed on.• When that assessment will happen.• What form it takes.• How it is marked.• Who marks it.• What are the criteria for success in the assessment.

• How soon after the assessment they will know the result.

• When and how to regain their work.• If feedback is available and, if so, when and how.

• How the work they are doing now relates to the assessment.

• What guidance they can get in preparing for the assessment.

• Any other?

Dealing with learners’ expectations

Exchange expectations

Set ground rules.

Address learners’ fears.

Pass on information.

1. Distribute a provisional set of rules.2. Allow a few minutes for everyone to

consider them.3. Go through each item with the group, in

order to:a. Check a common understanding.b. Invite rewording of it.c. Work on reaching a concensus on

whether to adopt it.4. Receive any suggestions for additional

rules.5. Display the agreed set of rules.6. Keep the rules displayed or provide copies

of them to everyone.

1. Display a copy of the following list to the group.a. Who speaks, when and how.b. interruptions.c. Confidentiality.d. Punctuality.e. Ensuring shared time for speaking.f. Responding to each other’s opinions.

2. Discuss each issue in turn to arrive at relevant rules, each of which has to be accepted by the group.

3. Write out the agreed set of rules and display or distribute them.

1. Ask each person to write down, on separate pieces of paper, any ground rules they would wish for the group.

2. Collect them.3. Group any similar suggestions together.4. Take each cluster of suggestions in turn

to discuss as a group and attempt to reach a consensus about a rule.

5. Write out the agreed set of rules and display or distribute them.

Dealing with learners’ expectations

Exchange expectations

Set ground rules.

Address learners’ fears.

Pass on information.

As a teacher I expect…

• to make a lesson plan• to assess learners• to respond to the individual needs of

learners• to determine the aims of the lesson• learners to assess themselves• to allow the learners to determine the

content and the method.• to ensure the group works as a group• to be seen as a…

As a learner, I expect…

• To be told what to do• That the teacher knows more than me• To be asked what I want• To influence the progress of the course• To be told if I’m right or wrong• To be helped by other learners• To help other learners• That the teacher knows what will be covered in the lesson.

• To be asked what I think• To provide information useful to the teacher.

• The teacher to ensure that I learn something

HowAre

You

Today?

Who’s right?

Make two observations and two inferences.

Make two observations and two inferences.

Set goalsWrite three clear, specific and maneagable goals for this coming week.

OrOrganise your study schedule for the week

Group Work1. Volunteering is a good

way to learn responsibility.

2. The only person that I should really compete with is myself.

3. If I am a team member, I should put the good of the team before my own desire.

Lateral thinking

Lateral thinking

Lateral thinking & Cultural awareness

Answer in order:1. How do you put a giraffe in a fridge?2. How do you put an elephant in a fridge?3. The lion is giving a lecture in the jungle. Which is

the only animal that does not attend the lecture?4. There is a river you need to cross. There is no

bridge and lots of crocodiles swim in it. How do you cross it if the only possible way is swimming?

“The nature of ‘good work’—work in the professions that is at once technically excellent, personally engaging, and carried out in an ethical manner.”

Gardner (2011)

Thanksfor

Sharing

Bibliography:

• RICHARDS and BOHLKE (2011) Creating Effective Language Lessons. CUP. Cambridge.

• MORTIBOYS (2005) Teaching with Emotional Intelligence. Routledge. Oxon.

• KUDISHEVA (2010) Psychology of Teaching Foreign Languages. Universidad del Estado de Pavlodar. Kazajstán.

• STERNBERG (1985). Beyond IQ: A Triarchic Theory of Intelligence. CUP. Cambridge.

• RICHARDS and RODGERS (2002) Approaches and Methods in Language Teaching. 2nd.ed. CUP. Cambridge

• GARDNER (2011) The Theory of Multiple Intelligencies. As Psychology, As Education, As Social Science. Madrid.

• DARWIN, GARY and KAYE (2011)Emotional Intelligence: Achieving academic and career excellence. Retrieved from www.EiLearningSys.com 26-06-2013.

• GOLEMAN (1997) Emotional Intelligence. Bantam Books. US• WILLIAMS and BURDEN (2006)Psychology for Language

Teachers. CUP. Cambridge.• RICHARDS and LOCKHART (2007) Reflective Teaching in

Second Language Classrooms. CUP. Cambridge.