Effective Teaching Strategies in the (Foreign Language) Classroom€¦ · Effective Teaching Strategies in the (Foreign Language) Classroom Prof. Dr. Kristin Kersten English Department,

Projektband 2020/2021 Prof. K. Kersten, English Dpt.Effective Teaching Strategies

Projektband WiSe 2020/21:

Effective Teaching Strategies in the (Foreign Language) Classroom

Prof. Dr. Kristin KerstenEnglish Department, LN [email protected]


Teachers' input

and choice of classroom activities

affect learning processes


Two examples from 4th grade

foreign language classrooms:

1. Reduced input, low scaffolding over two years, no meaningful context / communication

2. High-level intensive input, high amount ofscaffolding over four years, meaningful taskscontents / communication


Low-input, low-intensity, low stimulation

T stands in front of blackboard, holds up DIN-A4 sheet

T: (points to worksheet) What time is it? S1.

S1: It’s twelve o’clock.

T: That’s right. (points at the next task on the worksheet) What time is it? S2? (taps on the worksheet) Look here. What time is it?

S2: Ehm. Two o’clock.

T: (students are inattentive, teacher admonishes them) S3! What time is it? It’s…

S2: Two o’clock.

T: That’s right. It’s two o’clock. What time is it? (points and looks at the worksheet, looks at S) Ich möchte es jetzt nicht nochmal sagen. Wir vergleichen jetzt. S3.

S3: It’s two o’clock.

T: (points at her ear) It’s…

S3: (not comprehensible)

T: That’s not right. (turns away from S3 towards S4) S4. S4: It’s five o’clock.

T: It’s five o’clock.


High-input, high intensity, high stimulation

Bilingual classroom, General Studies in English

Child 1 (explains experiment): We are filling this measuring tube upwith seven millilitres of orange/ lemon juice, and then we are puttingit into a small tube # with a lid, and the acid of the lemon juice and thebaking powder procude gas, and then the tube explodes.

(The children carry out the experiment autonomously according tothe instruction sheet)

After the experiment:Child 1: Can somebody draw a conclusion?

Child 2: The baking powder and the lemonjuice produce gas, and in the box is toomuch pressure, that‘s why the lid blows/ # makes boom (shows explosion with a gesture, laughs)


In this class, we will investigate

how different types of teaching strategies

affect students' (language) learning processes.

To that end, we will carry out:

video-based classroom observation

language and content knowledge tests

teacher questionnaire studies


Types of Teacher Behavior Affect(Language) Learning Processes

(Language) Learning

ProcessesTeacher's

Verbal Input

Teacher's Nonverbal

Input

Support ofInteractions andStudents' Output

Feedback and Error

Correction

Types ofStimulating Tasks

and Activities

MeaningfulAuthenticContent


We will measureteachingstrategies usinga rating scheme:

TIOSTeacher Input Observation Scheme

https://www.researchgate.net/publication/340096869_Teacher_Input_Observation_Scheme_TIOS_and_Manual

Task Characteristics

Verbal Input

Non-VerbalInput

Support ofOutput

https://www.researchgate.net/publication/340096869_Teacher_Input_Observation_Scheme_TIOS_and_Manual


Research Questions

We will carry out projects with the following questions:

1. Which teaching strategies are the strongest

predictors for student outcomes?

2. Do teachers' self-reports of their teaching strategies

correlate with those of independent observers? (Videos)

3. Are foreign language teaching strategies also effective in

language-sensitive German classrooms?

E.g., do teachers who use these techniqes in their maths classesfoster better learning results?

Do these techniques especially help multilingual learners with a low command of German to better understand the content?


TIOS Scales and Categories (Items)

1. Cognitive Stimulating Activities within Learners' Realm of Experience




2. Verbal Input(phonological, lexical, morpho-syntact.)

Teacher Talk:Support of Comprehensible Input



3. Non-verbal Input(teacher-internal / -external)

Teacher Talk:Support of Comprehensible Input



4. Support of Learners' OutputTeacher Talk:

Support of Comprehensible Output


Testinstrumente"Three plus four is seven" "What duty is it?" "The program for today!"

TIOSTeacher Input Observation Scheme


Verbal Input

Non-VerbalInput

Support ofOutput

Documents

Effective Teaching Strategies in the (Foreign Language) Classroom€¦ · Effective Teaching Strategies in the (Foreign Language) Classroom Prof. Dr. Kristin Kersten English Department,