Lifelong learners

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Handouts for talk: "Creating lifelong learners". Michael Harris

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<ul><li> 1. 1 21st Century Skills 1: CREATING LIFELONG LEARNERSMICHAEL HARRISWhich of these skills is the least important for21st century language learners?To be able to......a learn on your own.b communicate and interact in English.c remember a lot of facts.d be aware of language.e get information, process it and apply itf use digital media to communicate.g think critically and creatively.h work well with people from other cultures.</li></ul> <p> 2. 221st century skills Information handling Critical thinking Self-directed learning Language awareness DIGITAL LITERACIES Global citizenship Intercultural competence+ communication GRAMMAR 24 BEESLESSONINFORMATION HANDLING Bees are one Unfortunately, most bees are in danger at the moment. Modern farming has changed theirof the mosthabitat and many owers have disappeared, soimportantbees do not have enough pollen to eat. Some bees are also killed by diseases.species on ourSome people say that if bees disappear, thenplanet.humans will only have four years to live. No bees means no pollination, no plants, no animals, noOf course, all species are humans.important but none of themcompares to bees. Who wants a world without honey, owers and chocolate?Bees rst appeared on Earth 150 millionyears ago and now there are 20,000 bee species around theworld. They pollinate about 250,000 species of plants. Manyof these plants, like apples and cotton, are very important toworld agriculture. In addition, some important medicines comefrom plants.But bees are not useful only for people. Many birds andsmall mammals eat plants that need bee pollination. If theseanimals die of hunger, their predators, the next animals in thefood chain, will die too.Although there are other pollinating insects likebutteries and wasps none of these species is a truepollinating machine like bees. Warm Up 4Read the rules. Which of the nouns below do notgo with many? 1 Look at the photos. What do you know about bees?all, most, some, no and none of the 2 Read the text. What have you learnt about bees?with plural countable and uncountable nouns. 3. 3SELF-QUESTIONINGYou are going to hear a five-minute talkabout 21st century skills.1- Write two questions about it.2- Listen and write notes about the talk.3- Which of your questions can you answer? CHOICES INTERMEDIATE 4. 4 CRITICAL THINKINGhttp://www.dhmo.org/ WELCOME Welcome to the web site for theDihydrogen Monoxide Research Division(DMRD), currently located in Newark,Dihydrogen Monoxide FAQDelaware. The controversy surrounding Enviro Impact of DHMOdihydrogen monoxide has never beenDHMO and Cancermore widely debated, and the goal of this DHMO Researchsite is to provide an unbiased data Editorial: Truth about DHMOclearinghouse and a forum for publicdiscussion. 5. 5 6. 6 ONLINE SKILLS 1. Look at the photo of Aung San Suu Kyi and read the profile of her. Which three facts do you think might not be true about her? 1) http://www.infoplease.com/biography/var/aungsansuukyi.html 2) http://www.pitara.com/magazine/people/online.asp?story=35 3) http://simple.wikipedia.org/wiki/Aung_San_Suu_Kyi 4) http://en.wikipedia.org/wiki/Aung_San_Suu_Kyi 5) http://www.nobelprize.org/nobel_prizes/peace/laureates/1991/kyi-bio.html Research 2. Choose three of the websites to check the information in Exercise 1. Then write notes about two of these things: - her childhood and family background - her studies and travels - her entry into politics - her fight for freedom CHOICES UPPER INTERMEDIATE TIPS: When evaluating websites in English to get information, think about: The level of language. Websites for young people or simplified websites can have more accessible 3. Evaluate the three websites youlanguage (e.g. simple Wikipedia). Pictures and photos can also help. used. Which of the websites: The amount of information. Depending on the kind and amount was the easiest to understand?of information you need you should had the best information? use different types of websites (e.g. for basic information = simple was best organised? websites). looked the most reliable? The organisation of the websites. Is it easy to find the contents? Are there summaries of information? Is there a search facility (usually at the top right-hand side of the page)? Reliability. Is the information up to date? Is it from a reliable source (e.g. a well-known encyclopaedia or non-governmental organisation)? Does it give further reference orCHOICES UPPER INTERMEDIATE links? 7. 7 SELF-DIRECTED LEARNINGLifelong learners: What helps you?1 googling expressions to check them2 using online dictionaries to check words3 copying online texts and highlighting new words4 taping/filming yourself and playing it back5 checking out problem areas online (e.g. le/lo/la)6 thinking about links between words and expressions in thelanguages you know7 making a list of words that you find hard to pronounce and waysof avoiding them8 keeping a notebook for new words and expressions9 checking the news online in different languages10 watching films with subtitles in the same language11 using spell and grammar check features in Word ORGANISING VOCABULARY BOOKS Which of these ways of organising vocabulary is useful for you? 1- By topic. 2- By date. 3- Alphabetical order. 4- Ideas networks. 5- Word trees. 6- Tables (e.g. wordbuilding/collocation) 7- Grammatically (nouns/verbs/adjectives etc.) 8. 8LEARNING(STRATEGIES!!!Which(of(these(strategies(do(you(use(to(remember(words?(Are(there(any(other(strategies(that(you(want(to(try(out?(!VISUAL!a)!Read!through!a!page!of!your!vocabulary!book.!Then!try!to!imagine!the!words!on!the!page.!b)!Write!out!example!sentences.!c)!Write!out!the!word!several!Dmes.!f)!Draw!more!pictures!or!images!of!words!in!your!vocabulary!book.!g)!Imagine!pictures!of!words.!!!Eg)!!river!!(imagine!a!river!you!know)!ORAL!!CC!MLGH!1997!!a)!Say!words!to!yourself!that!have!the!same!sounds!in!them,!like!boat%and!coat.!b)!Imagine!dialogues!with!words!and!expressions!in!them.!c)!Repeat!words!silently!or!aloud!to!yourself!again!and!again.!d)!Associate!words!with!music.!e)!Record!the!new!words!yourself!on!a!casseKe.!Listen!to!the!words.!ANALYTIC!!a)!Think!about!the!similariDes!or!dierences!between!English!words!and!words!in!your!!language!(eg)!sugar/azcar)!b)!Break!words!into!dierent!parts!and!think!about!how!they!t!together.!c)!Think!about!the!origin!of!a!word!(eg)!bungalow!=!Indian)!SELF)TESTING!a)!Use!your!vocabulary!book!to!test!yourself.!Use!the!translaDons!and!cover!the!English!words!and!expressions.!b)!Go!through!your!vocabulary!book!and!highlight!or!underline!any!words!that!you!have!forgoKen.!c)!The!day!aXer!you!have!studied!vocabulary!test!yourself!mentally!on!your!way!to!school.!d)!Cover!part!of!a!word!or!expression.!Try!to!remember!the!rest.!e)!Write!new!words!on!pieces!of!paper!and!put!them!in!a!bag.!Take!out!pieces!of!paper!and!check!if!you!can!remember!the!words.!GROUPING!a)!Go!through!your!vocabulary!book!and!make!new!groups!of!words!in!terms!of!topics.!b)!Use!colours!to!help!you!classify!words.!Example:!Go!through!your!vocabulary!book!and!underline!adjecDves!in!blue!/!preposiDons!in!green!/!verbs!in!red!/!nouns!in!yellow!c)!Write!down!words!or!phrases!from!your!vocab!book!using!a!network!or!table.!d)!Associate!words!or!expressions!with!specic!situaDons.!Example:!going!to!a!restaurant.!!PHYSICAL!RESPONSE/FEELINGS!a)!Think!about!what!feelings!you!associate!with!a!word.!!!Eg)!river!!(calm/peaceful)!b)!Mime!physical!acDviDes.!Eg)!!cu^ng!wood!/!wriDng!a!leKer!c)!Say!expressions!and!mime!the!gestures!and!facial!expressions!you!would!use.!Eg)!Im!sorry.!(shrugging!shoulder)!! LINKS/BIBLIOGRAPHY 21st Century Skills (1) 21st Century Learners Website: http://www.pearsonschool.com/index.cfm?locator=PSZjZc 21st Century Schools (2008) What is 21st Century Education http://www.21stcenturyschools.com/what_is_21st_century_education.htm Andrews, C. (2012) Integrating 21st Century Literacies into the Curriculum http://www.slideshare.net/ca92/literacies-lightning-round-academic-librarians De Bono. E. (2004) How to Have a Beautiful Mind London: Vermillion Downes, S. (2009) 21st Century Skills: An Operating System for the Mind http://halfanhour.blogspot.com/2009/09/operating-system-for-mind.html Dudeney, G and Hockly, N. (2007) How to teach English with Technology London: Longman Dudeney, G. and Hockly, N. (2012) Digital Literacies London: Pearson forthcoming) See webinar: https://lancelot.adobeconnect.com/_a875817169/p1l3u0bqbz8/?launcher=false&amp;fcsContent=true&amp;pbMode=norma Feree, T. and Sanabria, K (2004) North Star: Listening and Speaking (High Intermediate) White Plains: Pearson Harris, R. (2010) Evaluating Internet Research Sources http://www.virtualsalt.com/evalu8it.htm Haughnes, N. and Maher, B. (2004) North Star: Reading and Writing (Low Intermediate) White Plains: Pearson Hoven, D (1999) A model for listening and viewing comprehension in multimedia environments Language Learning &amp; Technology Vol. 3, No. 1, pp. 88-103 Goldstein, B. (2011) The digital image: developing visual literacy in ELT http://www.bengoldstein.es/blog/2011/10/27/the-digital-image/ King,A. (1992) Comparison of Self-questioning, Summmarizing and Notetaking-review as Strategies for Learning from Lectures. American Educational Research Journal 29/2 pp 303 323 Kellner, D. (2000) New Media and New Literacies: reconstructing education for the new Millennium http://ldt.stanford.edu/~ejbailey/05_MASTERS/MA%20Articles/kellner_newtech_newlit.pdf Lin, M and Mackay, C. (2004) Thinking through Modern Foreign Languages, Chris Kington Publishing Partnership for 21st Century Skills http://www.p21.org/index.php Pergrum, M e-language http://elanguage.edublogs.org (Marks blog) Pergrum, M. (2010) Digital Literacies- where do we start? http://www.slideshare.net/OzMark17/pegrum-digital-literacies-iatefl-lt-sig-pce-harrogate-april-2010 Sze, P. (2007) Developing Students Listening and Speaking Skills through ELT Podcasts podcasterpaul.wikispaces.com/file/view/ NET+Section+Workshop.ppt Wilson, J.J. (2008) How to Teach Listening London: Longman Woodward, T. (2011) Thinking in the EFL Class: Activities for blending language learning and thinking. Helbling Languages 9. 9Self-directed learning:Allright, R. (1988) Autonomy and Individualisation in Whole Class Instruction. From: Individualisation and Autonomy in LanguageLearning. ELT Documents 131 ed Brookes, A. Modern English Publications / British Council.Dam, L. (1995) Learner Autonomy 3: Theory for Classroom Practice. Dublin: AuthentikDam, L. (2010) IATEFL Plenary: Coursebooks and learner autonomy http://www.youtube.com/watch?v=5aJr3SoheNUDickinson, L. (1987) Self-instruction in language learning. Cambridge: CUP.Fenner, AB. and Newby, D. (2000) Approaches to Materials Design in European Textbooks: Implementing Principles of Authenticity,Learner Autonomy and Cultural Awareness. Strasbourg: Council of Europe emile.uni-graz.at/pub/05w/2005-11-0167.DOCHarris, M. (1997) Perceptions of progress: self-assessment of language learning in formal educational settings ELT Journal 50/1http://203.72.145.166/ELT/files/51-1-2.pdfHolec, H. (1981) Autonomy and Foreign Language Learning. Oxford: Pergamon.Little, D. (1991) Learner Autonomy. 1: Definitions, issues and problems. Dublin: Authentik.Little, D. (2010) Issues in Learner Autonomy http://juergenkurtz.wordpress.com/2010/11/13/david-little-issues-in-learner-autonomy-tesolacademic-org/Littlejohn, A. (1985) Learner Choice in Language Study. In- ELT Journal Vol 39/Issue 4, pp. 253-261Oskarsson, M. (1980) Approaches to Self-assessment in Foreign Language Learning Council of Europe/PergamonReinders, H. and Balaikanli.C. (2011) Do Classroom Textbooks Encourage Autonomy?http://www.novitasroyal.org/Vol_5_2/ReindersH_BalcikanliC.pdfRodriguez, S. (2011) Learner Autonomy: Where are we now? http://www.learnerautonomy.org/51MariaSaraRodriguez.pdfTudor, I (2004) Motivation: Towards a methodology of motivation. Humanising Language Teaching Year 6, issues 1 and 2.Non-ELT:Bowell, T. and Kemp, G. (2005) Critical Thinking: A concise guide New York: RoutledgeDean, J. (2010) Blog Theory: Feedback and Capture in the Circuits of Drive. Cambridge: Polity PressGoldacre, B. (2009) Bad Science. London: Harper PerennialLawrence, P.R. And Nohria, P. Driven: How human nature shapes our choices. San Francisco: Jossey-BassLeadbeater, C (2009) We-think: Mass innovation, not mass production. London: Profile BooksMartin, J. (2006) The Meaning of the 21st Century: a vital blueprint for ensuring our future. London: Eden Project BooksRoszak, T. (1977) Person / Planet: The creative disintegration of industrial society. London: Victor GollanczToffler, A. (1970) Future Shock. New York: Random HouseWatson, R. (2010) Future Minds: how the digital age is changing our minds, why this matters and what we can do about it. London:Nicholas Brealey </p>