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Stealth Learning:Are We
Having Fun Yet?
What activity is he doing?
What is Daniel-san really learning?
STEALTH LEARNING
Now available from
Today’s Overview•What is stealth learning?•Why should we use stealth learning?•Stealth learning in Treehouse •Go Get It!•Communicative Approach•Word Order Whisper•Treehouse Walkthrough
• Students• Student Book• Activity Book• Find the Differences
• Teachers•Shoot and Score
What is stealth learning?
What is stealth learning?• Stealth learning, coined by Douglas Crockford in 1987, is designed at
making a fun game with no overt teaching involved but to have the enjoyment enhanced as you learn more about the subject matter (Falstein, 2005). It can be argued that learning takes place best in story-based, human-centered circumstances (Cognition and Technology Group at Vanderbilt, 1993).
• A cleverly disguised way to introduce learning objectives through non-traditional tools, such as games, to encourage students to have fun and learn. Students think they are merely playing, but they are simultaneously learning.
Why use stealth learning?•In order to create a memory, an individual needs to have an emotional involvement to the learning, which causes a chemical reaction in the brain.
•Children learn in a variety of ways. •Play is an important vehicle for developing self regulation and promoting cognition, and social competence. •Development and learning advance when children are challenged. • Children learn best when they can relate
to and care about the content they are learning. • Children learn best when they are interested and
invested in what they are learning. • Children learn best when they are engaged
and activated by what they are learning.
Stealth Learning in Treehouse• In the Treehouse series, each unit is structured as a story that learners
participate in. The learning is “disguised” as students focus on the plot, setting, and characteristics of the stories which makes learning more enjoyable and effective.
Stealth Learning in Treehouse• Stories
Stealth Learning in Treehouse
Stealth Learning in Treehouse Games• Many lesson-supporting games are included in the Teacher’s Guide
Benefits of Using Games•Improved class performance and memory•Actively learn rather than passively learn•Offers a more interactive and less linear approach to learning•Accommodate various student-learning styles while encouraging complex skills, such as decision-making•Multiple learning opportunities allowing school to become a place to learn rather than a place to teach•Develop social skills•Academic games improved achievement scores by 20% (Marzano 2009)
Stealth Learning in Treehouse Games•Why are games engaging?
• Structure• Motivation• Enjoyment • Gratification• Pleasure • Intensity• Learning• Creativity • Social opportunities
• Learning activities during game play.• Facts• Skills• Judgement• Behaviors• Theories• Reasoning• Processes• Creativity • Language• Systems• Observation• Communication
Go Get It!•Purpose: To practice reinforcing target lesson vocabulary, enjoyment, intensity, social opportunity, teamwork•Organization: Pair, individual, group, suitable for large classes•Focus: Vocabulary•Materials: 2 Sets of Flashcards•Procedure:
1. Strategically place one set of flash cards around the room
2. Select 2 team captains3. Team captains select 2 additional team members4. Teams line up at the starting line5. Teacher “says” or “shows” the word or flashcard for students to hear6. Teacher says “Go get it!”, one student from each team runs and tries to
grab the correct flash card. 7. Team with the most cards wins
Communicative Approach•The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.•In the Treehouse series, students do not just learn language and complete practice drills; they use the language they learn to help the story progress. This gives more meaning and purpose to the language students are learning and helps them to comprehend and retain the language better
Word Order Whisper•Purpose: To practice listening, speaking, and reinforcing target lesson vocabulary. Provides enjoyment, intensity, and social interactions. •Organization: Group work, suitable for large classes•Focus: Vocabulary, speaking, listening•Materials: Flash cards•Procedure:
1. Have students form a circle or two teams2. Teacher shows 3 flashcards and whispers the
words into one student’s ear 3. That student must then whisper the three
words to the next student4. This continues until the last student says the three words
out loud to the teacher
Let’s Take a Closer Look at theTreehouse English Coursebook•A three-level coursebook series for very young learners of English.•Learners join our characters, Louie, Monty, and Anna on a different adventure in each unit.•Learners are engaged through a variety of fun and exciting activities to help each unit’s story progress.•The characters, adventures, and activities help learners develop skill with vocabulary, foundational grammar structures, colors, shapes, numbers, phonics, values, and cross-curricular content.
STUDENTS
For Students
Worksheets
Activity BookStudent Book
For StudentsStudent Book: Story Introduction
•Learning Objectives•Two-Page Spread Illustrations•Audio Tracks•Teacher’s Notes and Icons
Stealth•Learners become interested in a story about robots playing basketball, but learn about body parts and sports.
For StudentsStudent Book: Song, Vocabulary, Structure
•Song Page (input)•Lyric Illustrations•Song Activity Page (output)•Story-Progressing Task
Stealth & Communicate•Learners use the vocabulary and structure learned in the song to build a robot.
For StudentsStudent Book: Chant, Vocabulary, Structure
•Chant & Animation (input)•TPR Dance Suggestions•Chant Activity Page (output)•Story-Progressing Task
Stealth & Communicate•Learners chant key action verbs and then use them to teach the robots what to do in the basketball game.
For StudentsStudent Book: Motor Skills, Phonics
•Practice Writing Shapes (listen, trace, speak)•Phonics Page •Listen and Speak (complete letters sticker activity)
Stealth & Communicate•Learners listen to the story progression then trace. Next, a phonics sticker activity and it progresses in the AB and WS.
For StudentsStudent Book: Numeracy, Story
•Number Key•Learn a New Number and Color•Sticker Activity•Review Vocabulary and Structures
Stealth & Communicate•Learners count the colored robots then finish their story with a sticker activity.
For StudentsStudent Book: Real-World Connection
•Content Language Integrated Learning (CLIL) (related to the theme of the unit with vocabulary review)
• 21st Century Skills (extracted from the Common Core Standards)
For StudentsStudent Book: Real-World Connection
•Content Language Integrated Learning (CLIL) (related to the theme of the unit with vocabulary review)
•21st Century Skills (extracted from the Common Core Standards)
For StudentsActivity Book•Extend the lesson or provide homework
•Activities based on YLE test questions, and use a more direct approach compared to stealth learning
•Review the unit’s academic vocabulary
•Bolster story words necessary for learners to comprehend the story plot
•Facilitated different teaching styles
For StudentsActivity Book
•Vocabulary Practice•Listen and Color (story words)
• Speak• Stick and Match
(reinforcing 1st vocabulary set and structure)
For StudentsActivity Book
•Trace and Color•Listen (review of shapes) (books 2 and 3, developing patterns)
• Color• Listen and Write
(extension of learning the alphabet, phonics, and vocabulary review)
For StudentsActivity Book
•Stick & Write •Count (number and vocabulary review)
• Speaking• Game/Activity
(story review) maze, find-the-differences, sticker puzzle
Identifying Differences•Purpose: Students describe different versions of an image that has been slightly altered. •Organization: Individual, pair work, group work•Focus: Speaking, describing objects in detail and accurately•Materials: Altered versions of the same photograph or drawing•Procedure:
• Tell the students to describe and compare their images in order to identify differences. Tell the students how many differences there are so that they know when they have finished. You may also decide to give a time limit.
• Remind students that this activity requires equal participation, that is, both students must describe their image and ask questions of their partner.
• Admonish students to keep their images hidden from each other to discourage peaking. Hint: have students keep their images in their laps.
• Review any relevant vocabulary or pertinent phrases as well: “Is there a dog in your photo?” “Is the dog next to a man?” “What color is the dog?”
Identifying Differences
Identifying Differences
Identifying Differences
TEACHERS
For TeachersTeacher’s Guide
•Materials
•Learning Objectives
•Story Summary
•Learner Outcomes
For TeachersTeacher’s Guide
•Teaching Tips
•Sample Language
•Timetable
•Extension Activities
For TeachersSong Posters
•Display in the classroom
•Mini-song posters available
•All lyrics displayed
•Tool for teaching structure and vocabulary
For TeachersInteractive Teaching CD
•Interactive material for each page
•Activities for students (color, games)
•Audio for songs and chants
•Animation for songs and chants
For TeachersDownloadable Materials
•Linked worksheets
•Colorful flash cards
Shoot and Score!•Purpose: To practice reinforcing target lesson vocabulary, motivation for more physically developed learners, social, gratification•Organization: Group work, suitable for large classes•Focus: Vocabulary•Materials: Two or three baskets, a ball, flashcards•Procedure:
1. Have students form two teams2. Have students form lines and the teacher stands at the front of the class3. The teacher presents a flashcard and the first student to speak the correct
name of the vocabulary gets a chance to shoot the ball into the basket4. The closer basket is worth 1 point,
the next 3 points, and the farthest 5 points5. Give students a chance to participate, 2-3 times6. Total the score and see which team is the winner
Shoot and Score!body, basketball, make, win, five, armsrectangle, red, throw, jump, legs, bounce
•I like playing __________.•Try to __________ the ball on the ground. •Please __________ the basketball in the air. •The team with the most points will __________ the game. •If you __________ the next basket we will win. •I have __________ fingers on my left hand.•A square is one type of __________. •We use our __________ to run fast.•In order to dunk the basketball, you need to __________ high. •If your eyes are __________, you may be very tired.
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