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is the password!is the password!
Anila R. Scott-Monkhouse
You as a learner
Think about when you were a learner.
Do you remember a teacher you particularly liked?Do you remember a teacher you really disliked?
Compare with a partner.
You as a learner
Think about when you were a learner.
Which classroom activities did you enjoy? What did you do to help yourself learn?
Compare with a partner.
working in pairs/groups
listening
reading
guessing and
experimenting
working individually
repeating aloud
summarising or making notes/
tables/diagrams
memorising
lists
with clear explanations
and rules
How do
people learn?
differences among learners
background
ways of carrying out tasks
learning styles
gender
interest
understanding
aptitude
previous learning
experience
learning difficulties
concentration span
level
motivation
personality
speed
What and how we teach reflects our
own preferred ways of learning
What and how we teach is
subject to each learner’s filters
Different approaches are needed to reach
different types of learners
LearnerTeacher
A case study
Samantha
Very interested in details, neat and tidy.
Cannot go on if everything isn’t perfect.
Likes variety and change once she has reached her goal.
Has beautifully laid out notes, with lots of colours, highlighters, headings which appeal to the eye.
Talkative.
Her teacher
Likes change and variety in the
class.
Prefers activities not to carry on for too long in case anyone gets bored.
Lively lessons, informal yet well-
organised.
Prefers visual and kinaesthetic
activites to auditory.
Prefers noisy activities.
A case study
Samantha Teacher
detailist variety & change
visual talkative
lively
well-organised
noisy
informal
The teacher’s role
- Who should talk the most in class (T or Ss)?
- Who should work the hardest (T or Ss)?
- Who should decide which Ss work together in class?
- Who should correct mistakes (T or Ss)?
- Who should evaluate the Ss’ progress?
- Whose activity is the most important (T’s or Ss’)?
- Any other opinions, ideas, beliefs?
When you were a learner,what did you think of the following?
The teacher’s role
- Who should talk the most in class (T or Ss)?
- Who should work the hardest (T or Ss)?
- Who should decide which Ss work together in class?
- Who should correct mistakes (T or Ss)?
- Who should evaluate the Ss’ progress?
- Whose activity is the most important (T’s or Ss’)?
- Any other opinions, ideas, beliefs?
Now, as a teacher,
what do you think of the above?
When you were a learner,what did you think of the following?
Motivation
thoughts and feelings which make us want to do something
drives learning, and is driven by emotion
comes from a sense of pleasure in learning (intrinsic motivation)
Intrinsic motivation
comes from the sense of achievement and
fulfillment the learner gets from the learning process, i.e. the personal enjoyment
from learning is an end in itself
Developing a positive attitude in learners
Learning can be rewarding
• respecting their individuality
• encouraging them to understand themselves as learners and to work in ways which suit them best
• building their confidence by helping them to achieve
successful learning motivation
To develop learners’ autonomy
Empower the learner
• Ask questions before starting (what, how, why)
• Summarise at the end (what, how, why)
successful learning
motivation
• For the teacher (to drop in as a prompt)• What is the topic today?• What are the important ideas going to be?• What do you already know?• What can you relate this to?• What will you do to remember these ideas?• Is there anything you aren’t clear about?• Why are we doing this?• What will be difficult about this?
Questions?
To develop learners’ autonomy
• get them to think about what is meant by learning
• introduce them to a variety of methods and activities for learning
• help students understand how they learn, remember and recall
successful learning
motivation
• For the learner: What do you do?• Draw pictures or diagrams to help me understand• Make up questions to find answer about this subject• When learning something new, think back to what is already
familiar.• Discuss the subject and is being done with others• Practise over and over again• Think about thinking, to check that main ideas are understood• Go back over things when they are not clear• Make a note of what is not clear in order to follow them up• When an activity is over, look back to see how it went• Organize time to manage learning• Make plans on how to do the activities
Questions?
involve students in deciding and
preparing materials
vary materials & tasks
plan activities that cater for
different learning styles
group work
Differentation strategies
NLP metaprogramme on options or procedures
Possibility: choose
what to do and
how to do it
Necessity:
know
how to do
something
with
planned steps
possibility vs. necessity
• topics
• purpose(s)
• approach (multimodal plan/activities)• questions
• timing
• resources/materials
• graded tasks
• extension tasks
• compulsory / optional tasks
Vary materials & tasks
Pair work
(quotation)
“Intelligence … is really a kind of taste: taste in ideas.”
Susan Sontag (1933-2004), US author and critic“Against interpretation” in Notes on Camp (1964)
MULTIPLE INTELLIGENCES
INTELLIGENCE
Visual/Spatial
Logical/ Mathematical
Intrapersonal
Naturalist
Bodily/Kinaesthetic
Musical/ Rhythmic
Verbal/Linguistic
Interpersonal
Existential
Key points
Each person has all these intelligences
but to a different degree
Intelligences work in combination,
not in isolation
Intelligences can be
developed
Intelligenceis the result of
nature and nurture
A few misconceptions
intelligence = learning style
lessons must be prepared and taught in 9
different ways
there is a MI way to teach
teachers should test the students’
intelligence
• buddying strong + weak• varying interaction and group patterns
Group work
• What am I doing in class?• What will be difficult about this?• Why am I doing it?• Why am I doing it this way?• How effective is it?• How are the students responding?• What do the students already know?• What can they relate this to?• Is there anything I can change to improve it?
A little self-reflection
Advantages of MIs•engage and empower learners• acquire new learning strategies• raise awareness of cognitive and metacognitive strategies•improve learning outcomes• encourage flexibility (holistic and adaptive approach)• favour working individually and in teams• develop cross-curricular skills (not only content)• cover different roles (e.g. career)
facilitate and promote lifelong learning
• Key competences for lifelong learningLearning to learn
i.e. the ability to pursue and persist in learning […] includes awareness of one’s learning processes and needs […] and the ability to overcome obstacles. […] Learning to learn engages learners to build on prior learning and life experiences in order to use and apply knowledge and skills in a variety of contexts […] Motivation and confidence are crucial to an individual’s competence.[…]
Learning to learn […] requires effective management of one’s learning, […] the ability to persevere with learning […] and to reflect critically on the purposes and aims of learning. Individuals should be able to dedicate time to learning autonomously and with self-discipline, but also to work collaboratively as part of the learning process, draw the benefits from a heterogeneous group, and to share what they have learnt. Individuals should be able to organise their own learning
Recommendation of the EU Parliament and the Council
• D. Goleman, Emotional Intelligence, Bantam Books 1995• D. Goleman, Social Intelligence: The New Science of Human Relationships,
Bantam Books 2006 • H. Gardner, Frames of Mind, The Theory of Multiple Intelligences, Basic Books
Inc. 1983• R. Lowes, F. Target, Helping students to learn, Richmond Publishing 1998• H. Puchta, M. Rinvolucri, Multiple Intelligences in EFL, Helbling Languages,
2005• M. S. Knowles, The modern practice of adult education: From pedagogy to
andragogy, Prentice Hall/ Cambridge 1980• S. Chaiklin, "The Zone of Proximal Development in Vygotsky's analysis of
learning and instruction." In Kozulin, A. et al. (eds.) Vygotsky's educational theory and practice in cultural context. 39-64. Cambridge University 2003
• L.W. Anderson, D.R: Krathwohl, A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom’s Taxonomy. Longman Publishing 2001
• L. Dael, R. Tanner, CLIL activities, CUP 2012• K. Bentley, The TKT Course - CLIL Module, CUP 2010• http://www.collaborativelearning.org/• http://www.nottingham.ac.uk/alzsh3/acvocab/awlgapmaker.htm
Bibliography
Anila R. Scott-Monkhouse
U.O.S. Apprendimento Abilità Linguistiche (Centro Linguistico)
Parco Area delle Scienze 45/A - Campus
43124 Parma
Italy
e-mail: [email protected]
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