22 Variables of organization in English lessons Grouping students ● Distribution of time and space ● Selection of methodologies ● Teacher's role ● Discipline ●
GARCÍA HOZ, V (Ed) (1993): Enseñanza y aprendizaje de las lenguas modernas, RIALP, Madrid KRASHEN, S. (1989): Language Acquisition and Language Education, Prentice Hall Int. Exeter.
Variables in organization ●
Keep in mind: –
Students' particular features ● ●
Development and psychological characteristics Age of reasoning: notional strategies (age 7) – – –
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Better procedures for retaining new information More conscious of their cognitive strategies Less intuitive and subjective thinking
Ability to use external help functionally and autonomously – –
Analyse context and data for obtaining conclusions Sensitive to dynamic aspects
22.1. Grouping students ●
Group size: –
larger group -> more experiences and skills to share ●
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Smaller group -> more efficiency
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Conditionated by: ●
Amount of material available
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Size of the task
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Number of responsibilities
Group composition: depending on the objective: homogeneous or heterogenous groups RANDOM
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But coordination needed; students' individual involvement.
Giving numbers to students Blindfolding Making groups asking favourite colours, hobbies... Coloured string pieces Vocabulary match
STUDENTS' CHARACTERISTICS ●
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By social criteria: relationships among students ● By interests: shared interest in specific topics Learning styles and paces (cooperative groups) 3-5 people Role distribution Determinated time Assessment
Other aspects: –
Group assessment: not individual mark?
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Group dynamics: roles and characteristics of the relationships in the group
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Group testing: tasks directed to the group. + Problem based learning
22.2. Distribution of time and space 22.2.1. DISTRIBUTION OF TIME Time (method) vs. timing (stages in a lesson plan) Techniques to sorting out timing problems in class: ●
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Have a system for timing for the lesson plan –
Having an estimated time for each activity and it adds up to the length of the lesson. 3-7 minutes parts?
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Minimum and maximum times for each activity
Have a filler stage and an optional stage for every lesson –
In case you run out of material before time ends.
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Boring class? Look your lesson planning for cutting it short.
22.2.2. DISTRIBUTION OF SPACE Classroom discipline and effectiveness of teaching influenced by classroom arrangement: if students can select their own seats or physical disposition of furniture.
The typical classroom arrangement does not allow the teacher to move freely between desks. Advantages of getting around the class: ● Check students' work ● Students focus on work and less daydreaming ● Easier to maintain discipline
The arrangement should depend on the type of task they are performing so that the teacher can observe and guide, while students work concentrated.
â—?
Traditional classroom arrangement There is a
limited interaction between the
teacher and some students: some students have limited
visual contact with the teacher.
Students, with free choice in seating, will choose the seat depending on their character and
tendency
for interaction. â—?
Modular classroom arrangement
For lessons requiring
interaction among smaller
groups, though interaction with the teacher is more difficult. Learning is based on students' interaction, such as cooperative learning methodologies.
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Horseshoe arrangement Useful for small enrolment lessons:
all students have visual contact with each other and the teacher, but the ones seating in the opposite
part to the teacher
are more likely to interact. Useful for full-class interaction.
22.3. Selection of methodologies 13. gaia
The Direct Method
Reaction to the GT method: integration of FL
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Audio-lingual Based on behaviour psychology and method adapted from Direct Method
Language learning as a habit formation
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Lesson starts with FL dialogue. Exercises are based on conversational questions. Grammar inductively. Material orally presented with actions/pictures. Mother Tongue never used, there is no translation Advanced students read for pleasure Culture is also inductively taught Material presented through dialogue, fostering mimicry, memorization and over-learning. Labs, visual aids, tapes.. Structural patterns through repetitive drills, little grammar explanation. Skills are sequenced: L, S, R, W. Vocab learnt in context and contrast analysis of L1 and L2. Pronunciation important, MT discouraged. Prevention of learner's error
Community Language Learning
Cognitive Code Approach
Unusual method created by Curran: patterned upon counselling techniques for anxious and threatened students Created by Jakobovits, Baed on reactions to AudioLingual. Chomsky: LAD
Communicat vs GT and AL ive approach methods: Robert Langs (70's)
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Emotional life and psychoanalysis as learning conditions
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Learner is not a student, but a client, and couselling is adapted to its role Starts with client's linguistic confusion and conflict: first develop empathy and then counselling for increasingly independent language adequacy. Goes gradually from linguistic dependence to counsellor's intervention only when correcting. Chomsky: Language Acquisition Device: human are inttately able to learn languages, it is not a habit formation. Language operates based on samples they are exposed to and mistakes are a natural part of the process: hypothesis testing for rule formation. Important: culture for a more realistic learning: interest in developing the authentic language use and exchaging, engaging tieh real communication Adapted to all levels and created other methods Uses real life situations where communication is necessary. Does not rely on repetitive drills, but plays with suspense and students' reactions to it. Motivation for meaningful topics.
Total Physical Response
James J. Asher: information and skills + kinaesthetic sensory system.
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Natural Approach
Krashen & Terrell (80's)
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Critics: what is comprehensible and what is not?
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High degree of motivation Principles: - Listening before speaking skills. - Imperatives as the main structure - Speaking when student is comfortable and ready TPR is used for vocab connected with actions, tenses, classroom language, imperatives, storytelling. Specifically adapted for young learners: fun, lifts pace and mood, memorable, active... Game. First teacher commanding, then students command each other. Language “acquisition” through teacher's comprehensible input more important than language processing. Vocab the heart of language, not grammar. Students speak FL when they feel ready during Silent Period(TPR), and MT is allowed (not as in DM) - Then there are the Early Production and the Extending Production stages. In early stages, there is not error correction, focus on meaning.
FunctionalNotional Approach
It is a syllabus, more than a approach.
Task-based approach
The task as the central to the learning process, related to communicative goals and objectives.
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Tries to help students develop their ability to effectively communicate in a variety of real-life contexts.
Notions: context Functions: specific purpose of the speaker.
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Task as the meaning-focused word which involves all linguistic skills. Characteristics: - emphasis on learning through communicative interaction in FL - Authentic texts - Not only focus on language, but also in the process itself. - Based on and promoting learner's personal experience - Link the classroom language with outside the classroom language.
22.4. Teacher's role RESEACHER
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ORGANIZER
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Investigate on students' background and characteristics Reseach about the theme and resources needed Lesson planning Group, time and space distribution
INFORMER
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Structures and vocabulary needed to carry out the exercise
MONITOR
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Watch the progress of every student
CONTROLLER
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Note down relevant mistakes Control use of the mother tongue language
PROMPTER
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For students, explaining and following its progress
MOTIVATOR
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Mistake treatment: fluency, not correction till the end
GUIDE
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Task is being accomplished on its correct progress
PARTICIPANT
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Role-playing, modelling...
CORRECTOR
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ASSESSOR/ EVALUATOR
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Only those mistakes that can be a problem for the communicative purpose Establishing specific didactic goals for the activity and tools for monitoring it Assessing evey student, their progress and the learning situation
22.5. Discipline Plays an important role in teaching-learning process Teachers ●
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Be patient with yourself and your students Make parents your allies. Don't talk too much in class, let students speak Keep them actively involved Break the class in 2/3 periods. Keep your sense of humour
Parents ●
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Attend parent-teacher conferences Show respect and support for the child, the teacher and the school Talk with the child about school activities Monitor when your child is watching TV Read for the child and let the child see you reading
Students ●
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I'll always try to do my best at school I'll be kind and helpful to my classmates I'll obey school and classroom rules I believe I can and will learn I create everyday routines studying/ reading I'll talk to my parents about school activities ...
Conclusion ●
Key classroom management skills: –
Establishing routines and procedures to limit disruption and time taking away from teaching-learning: ●
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Discipline-establishing and communicating rules and expectations for behaviour Procedures for routine, daily tasks and needs.
Maintaining variety ●
Variety and challenge in activities
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Multitasking ability
Monitoring and responding to the activity ● ●
Awareness of overall activity levels Movement around the classroom to be near to trouble spots and to encourage attention
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Anticipation of potential problems to limit disruption
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Resolving minor inattention
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Elements for effective teaching –
Materials prepared and ready for any immediate unexpected adaptation
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Procedures to support students in knowing what they are to do, without repeating directions What, how, what for
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Organize space effectively, also storing material.