Survey of methods portfolio

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Survey of methods portfolio Rudy GarcĂ­a


INTRODUCTION This portfolio was made from the idea of having a guide with many methodologies, strategies, activities and everything we need as teacher to develop our students in a good way. For that reason, I’m presenting my portfolio with methodologies such as grammar translation, direct method, silent way, audiolingual method, etc.


INDEX Grammar-translation method ............................................................................................ 2 Graphic organizer ............................................................................................................ 2 PNI ....................................................................................................................................... 3 Activities ............................................................................................................................. 4 Direct method ....................................................................................................................... 5 Graphic organizer ............................................................................................................ 5 PNI ....................................................................................................................................... 6 Activities................................................................................................................................. 7 Audio-lingual method ......................................................................................................... 8 Graphic organizer ............................................................................................................ 8 PNI ....................................................................................................................................... 9 Activities ........................................................................................................................... 10 The silent way method ....................................................................................................... 11 Graphic organizer .......................................................................................................... 11 PNI ..................................................................................................................................... 12 Activities ........................................................................................................................... 13 Suggestopedia ................................................................................................................... 14 Graphic organizer .......................................................................................................... 14 PNI ..................................................................................................................................... 15 Activities ........................................................................................................................... 16 Community Language Learning ...................................................................................... 17 Graphic organizer .......................................................................................................... 17 PNI ..................................................................................................................................... 18 Activities ........................................................................................................................... 19 Total Physical Response .................................................................................................... 20 Graphic organizer .......................................................................................................... 20 PNI ..................................................................................................................................... 21 Activities ........................................................................................................................... 22


Communicative Language Teaching ............................................................................. 23 Graphic organizer .......................................................................................................... 23 PNI ..................................................................................................................................... 24 Activities ........................................................................................................................... 25 CLIL approach .................................................................................................................... 26 Graphic organizer .......................................................................................................... 26 PNI ..................................................................................................................................... 27 Activities ........................................................................................................................... 28 Content based learning/Task based learning ............................................................... 29 Graphic organizer .......................................................................................................... 29 PNI ..................................................................................................................................... 30 Activities ........................................................................................................................... 31 Cooperative Learning ........................................................................................................ 32 Graphic organizer .......................................................................................................... 32 PNI ..................................................................................................................................... 33 Activities ........................................................................................................................... 34 Multiple Intelligences ......................................................................................................... 35 Graphic organizer .......................................................................................................... 35 PNI ..................................................................................................................................... 36 Activities ........................................................................................................................... 37 Flipped Classroom. ............................................................................................................ 38 Graphic organizer .......................................................................................................... 38 PNI ..................................................................................................................................... 39 Activities ........................................................................................................................... 40 Flipped Classroom article. ................................................................................................ 41 Edpuzzle video.................................................................................................................... 43 Conclusion. ......................................................................................................................... 44


methods


Grammar-translation method MAIN IDEA: Grammar translation method was the most common approach between 1950-1950. That’s a memorization drills and narrow focus on reading and its reputation has taken a dive over the years.

Grammar translation method needs to be taught as a second language. It’s based on grammar teaching, and students need to make connections with their mother tongue.

One of the main advantages of using this method is that students are able to understand a text using the vocabulary and translate it into their mother tongue.

The disadvantages of using this method is that students don’t practice orally (conversations), for that reason, they’re not able to have a fluent conversation.

This method can help us sometimes, but we don’t have to use it as our principal way of teaching. We have to be wise to decide the correct moment to use it properly.


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POSITIVE •

• •

N I

It helps teachers to clear the meaning of words or sentences easily by translating them into their mother tongue Students can understand a text, even if students are not all in the same level. Students learn grammatical rules.

NEGATIVE • • • • •

No Oral work Students don’t develop thinking skills Students become into “translator slaves” Students don’t practice pronunciation. They become mentally lazy.

INTERESTING •

Many words don’t have an exact meaning, it can be one of the most difficult parts of teaching through grammar translation method. This method is more common in public schools where teachers don’t domain the English language.


ACTIVITIES PREESCHOOL

ELEMENTARY

SECONDARY Teach students simple present by translating.

Teach students the fruits by saying the names in spanish. For example: Esta es una manzana, manzana se dice apple

Teach students actions words by saying the names in spanish. For example: Run significa correr, jump significa saltar.


DIRECT METHOD This method emphasizes on oral practice for everyone, so learners speak fluently.

This method advocates the uses of limited vocabulary daily-use words. The words must be from requirements or need of the learners.

There’s a prohibition on the use of the Mother Tongue. Therefore, learners’ main focus is on learning of the language.

This method doesn’t put emphasize on theorical grammar. The main stress is on functional grammar English. In this methodology is given completely in English.


P

POSITIVE • • • •

N I

It’s an oral-practice method; therefore, the pronunciation improves. In teaching vocabulary such as words and idioms. Students learn to speak complete sentences without hesitation. It helps learners having a good fluency.

NEGATIVE • •

Many students who have never studied English before can find it difficult. In the early stage of learning, this method is completely unsuccessful.

INTERESTING • •

No use of Mother Tongue. The direct method was developed as an antithesis to grammar-translation method.


ACTIVITIES PREESCHOOL Teach students the fruits by showing realia or flashcards.

ELEMENTARY

Teach students actions words by doing the actions, instead of translate them.

SECONDARY Teach students simple present by saying their daily routine.


Audio-lingual method ORIGIN:

STUDENT’S ROLE: • • •

Imitation Follow teacher’s directions. Responds accurately as rapidly as possible.

In the WWII the USA required linguistic to set up a special training program which would be emphasized on fast and easy foreign language acquisition.

TEACHER’S ROLE

• • •

Orchestra leader A good model to follow Directing and controlling the language behavior of students

TECHNIQUES

• • • • •

Dialog memorization Backward build-up drill Repetition drill Chain drill Question and answer drill


P N I

POSITIVE • • • •

Students practice a lot of pronunciation. So useful Active method. Interesting classes, students are focus on the class.

NEGATIVE • •

You are not practicing writing. Class can turn boring sometimes.

INTERESTING •

It was created for USA army with the intention of knowing what other countries’ armies were saying.


ACTIVITIES PREESCHOOL Teach simple conversations using puppets.

ELEMENTARY Take students to the technology laboratory to listen to certain vocabulary.

SECONDARY Conversation about what they did yesterday.


Silent way - The learner needs to discover or create

- Learning is made easier by the use of physical objects such as Cuisenaire rods


P N I

POSITIVE • • •

Students are the center of the method. Teacher speaks the less Is too kinesthetic and visual.

NEGATIVE • •

It is hard to memorize every single color and sound. For students who have sight difficulties it is impossible to do it.

INTERESTING •

Cuisenaire rods can be used in many different activities.


ACTIVITIES PREESCHOOL Build forms with cuisenaires rods.

ELEMENTARY Assing a color for each vowel and then, encourage students to guess which vowel is missing.

SECONDARY Assing a color to each part of a sentence for students to recognize them.


suggestopedia Suggestopedia is an unconventional teaching method developed in the 1970s by Bulgarian teacher and psychiatrist, Dr. Georgi Lozanov.

As the name implies, Suggestopedia relies on the power of suggestion for acquiring language According to the theory, if knowledge.

This helps make language acquisition easier and more effective.

students feel relaxed and comfortable, they’ll be more receptive to learning new information.

Numerous studies have found that using music in the classroom, either as background noise or as part of memorization exercises, improves learning outcomes. Music can reduce stress, assist in managing behavior and inspire creativity. It also enhances concentration, making it easier for students to focus on challenging activities.


P N I

POSITIVE • • •

Music can facilitate learning. The right classroom environment helps students relax. Reading out loud helps students learn.

NEGATIVE • • • •

The wrong music can be a distraction. Suggestopedia relies on infantilization. Suggestopedia lacks a clear structure. It’s not always feasible to use Suggestopedia.

INTERESTING •

The furniture, decoration and the arrangement of the classroom are essential in the classroom’s behavior.


ACTIVITIES PREESCHOOL

Acting what the song says

ELEMENTARY Having a relax break time.

SECONDARY Listening to music while they’re working


CLL The intention was that it would integrate translation so that the students would disassociate language learning with risk taking. It's a method that is based on English for communication and is extremely learner-focused. In a typical CLL lesson I have five stages:

5. REFLECTION:

4. RECORDED CONVERSATION

Start with students sitting in a circle around a tape recorder to create a community atmosphere.

Once they have chosen a subject the students tell me in their L1 what they'd like to say and I discreetly come up behind them and translate the language chunks into English.

3. DISCUSSION Next the students discuss how they think the conversation went. They can discuss how they felt about talking to a microphone and whether they felt more comfortable speaking aloud than they might do normally.

2. TRANSCRIPTION Next, they listen to the tape and transcribe their conversation. I only intervene when they ask for help.

1. LANGUAGE ANALYSIS sometimes get students to analyze the language the same lesson or sometimes in the next lesson. This involves looking at the form of tenses and vocabulary used and why certain ones were chosen, but it will depend on the language produced by the students.


P N I

POSITIVE • • •

Learners appreciate the autonomy CLL offers them and thrive on analyzing their own conversations. CLL works especially well with lower levels who are struggling to produce spoken English. The class often becomes a real community, not just when using CLL but all of the time. Students become much more aware of their peers, their strengths and weaknesses and want to work as a team.

NEGATIVE • • •

In the beginning some learners find it difficult to speak on tape while others might find that the conversation lacks spontaneity. We as teachers can find it strange to give our students so much freedom and tend to intervene too much. In your efforts to let your students become independent learners you can neglect their need for guidance.

INTERESTING •

Although CLL is primarily meant as a 'whole' approach to teaching I have found it equally useful for an occasional lesson, especially with teenagers.


ACTIVITIES PREESCHOOL Students form a small circle. A Student whispers a message or meaning he or she wants to express, the teacher translates it into (and may interpret it in) the target language, and the learner repeats the teach-er's translation.

ELEMENTARY Students record conversations in the target language.

SECONDARY Students record a video with conversations in the target language.


TPR

Total Physical Response (TPR) is a method of teaching language or vocabulary concepts by using physical movement to react to verbal input. The process mimics the way that infants learn their first language, and it reduces student inhibitions and lowers stress. The purpose of TPR is to create a brain link between speech and action to boost language and vocabulary learning.

3. PREPARE Select the vocabulary that you are going to teach. Gather any equipment, props or pictures you will need to illustrate the meaning of the words.

1. TEACHER MODELING Say the new vocabulary word for the students. As you do this, use gestures, facial expressions, props or body movement to illustrate the meaning of the word.

2. STUDENT MODELING Have student volunteers mimic the same gestures, facial expressions, use of props or body movement modeled as you say the word.

6. STUDENTS PARTICIPATION

5. WRITING

4. RECEPTION AND PRACTICE

Have all students mimic the same gestures, facial expressions, use of props or body movement modeled by the teacher and student volunteers. Ask them to say the word as they are making the movement. Vary this activity by then doing the action and while students say the word.

Write the word or phrase where all students can see it so that students can make the connection between oral and written words.

Teach the next word or phrase using the same method. Review and practice words with students’ multiple times to ensure learning. Recycle words regularly to make sure that students do not forget old words. Have student volunteers mimic the same gestures, facial expressions, use of props or body movement modeled as you say the word.

Total Physical Response (TPR) may be used to teach many types of vocabulary but works best when teaching vocabulary connected with action. It is an effective strategy to use with English Language Learners as well as with native speakers when learning new words.


P N I

POSITIVE • • • • • •

It is fun. It is easy to implement It reduces pressure and stress for students We can have active classes It is good for developing kinesthetic intelligence. It can be used in large and small classes.

NEGATIVE • • •

It is only for young teenager and children. It is only for imitated courses; drilling and repetitive. It is focused on listening comprehension and speaking.

INTERESTING • • •

Students are always active. Uses psycho-motor system to teach vocabulary & sentence form. Build gradually in complexity.


ACTIVITIES PREESCHOOL Simon says

ELEMENTARY Charades

SECONDARY Mime role play.


Communicative language teaching

According to CLT, the goal of language education is the ability to communicate in the target language.[2] This is in contrast to previous views in which grammatical competence was commonly given top

priority.

Communicative language teaching (CLT), or the communicative approach, is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study.

clt

This method also claims to encourage learners to incorporate their personal experiences into their language learning environment, and to focus on the learning experience in addition to the learning of the target language.

. Language learners in environments utilizing CLT techniques, learn and practice the target language through the interaction with one another and the instructor, the study of "authentic texts"

Learners converse about personal experiences with partners, and instructors teach topics outside of the realm of traditional grammar, in order to promote language skills in all types of situations.


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POSITIVE • • •

N I

CLT provides the opportunity for students to be aware of their abilities and exhibit them. The students in this way can learn the target language in an enjoyable way. It is and interactive relationship.

NEGATIVE •

The requirements are difficult. Not all classrooms can allow for group work activities and for teaching aids and materials. It is controversial whether it can be used in every level of students.

INTERESTING • •

This technique increases the teacher-student relationship. Students are active in the class.


ACTIVITIES PREESCHOOL Role-play

ELEMENTARY Interview

SECONDARY Scavenger hunt


CLIL APROACH

CLIL can work for students of any age, all the way from primary level to university and beyond. So long as the course content and language aims are designed with the students’ needs in mind, there is no limit as to who can benefit from this teaching approach.


P N I

POSITIVE •

CLIL classes add an extra dimension to the class and engage students, which is especially advantageous in situations where students are unenthusiastic about learning a language. It has the advantage that multiple subjects can be taught in English, so that students’ exposure to the language is increased, meaning their language acquisition is faster.

NEGATIVE •

As CLIL is subject-focused, language teachers may also have to develop their own knowledge of new subjects in order to teach effectively.

INTERESTING • •

Many teachers see CLIL as a more natural way to learn a language Students are active in the class.


ACTIVITIES PREESCHOOL

Name 10 different animals that live in the rainforest

ELEMENTARY Categorize animals into different classifications (mammal, reptile, fish etc.)

SECONDARY Create a new habitat for an endangered species of their choice


TASK-BASED LEARNING MAIN IDEA Task-based language teaching (TBLT), also known as taskbased instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words the appropriate completion of real-world tasks) rather than on accuracy of prescribed language forms.

DETAILS PRE-TASK In the pre-task, the teacher will present what will be expected from the students in the task phase.

TASK During the task phase, the students perform the task, typically in small groups, although this depends on the type of activity. Unless the teacher plays a particular role in the task, the teacher's role is typically limited to one of an observer or counselors.

REVIEW If learners have created tangible linguistic products, e.g. text, montage, presentation, audio or video recording, learners can review each other's work and offer constructive feedback.

CONCLUSION Task-based language learning has its origins in communicative language teaching, and is a subcategory of it. Educators adopted task-based language learning for a variety of reasons. Some moved to task-based syllabus in an attempt to develop learner capacity to express meaning.


P N I

POSITIVE • • •

Useful for moving the focus of the learning process from the teacher to the students. Give the students a different way of understanding language as a tool instead of as specific goal. Can bring teaching from abstract knowledge to real world application.

NEGATIVE • • •

There is no acquisition of new grammar or vocabulary features. Everything is left to the teacher. Not all students are or will be motivated by TBLT

INTERESTING •

It helps students develop solving problem skills.


ACTIVITIES PREESCHOOL

Visiting the doctor

ELEMENTARY Plan a road trip

SECONDARY Plan a class party


Cooperative learning

Students work through the assignment until all group members successfully understand and complete it.

Cooperative learning is the process of breaking a classroom of students into small groups so they can discover a new concept together and help each other learn.

Coop learning

Thus creating an atmosphere of achievements.

Each member of a team is responsible not only for learning what is taught but also for helping teammates learn.

The core element of cooperative learning is to showcase the positive effects of interdependence while underlining the importance of personal responsibility.

This happens naturally in cooperative learning since students work with one another, but they all have a different task to accomplish or concept to explain.


P N I

POSITIVE • • •

Helps foster mutual responsibility. Supported by research as an effective technique. Students learn to be patient, less critical and more compassionate.

NEGATIVE • • • •

Some students don’t work well this way. Loners find it hard to share answers. Aggressive students try to take over. Bright students tend to act superior.

INTERESTING • •

It was invented a long time ago. It is useful for business aspects.


ACTIVITIES PREESCHOOL

Find the fiction

ELEMENTARY Carousel feedback

SECONDARY All write round Robin


Multiple intelligences The theory of multiple intelligences differentiates human intelligence into specific 'modalities', rather than seeing intelligence as dominated by a single general ability. Howard Gardner proposed this model in his 1983 book Frames of Mind: The Theory of Multiple Intelligences.

VISUAL People who are strong in visual-spatial intelligence are good at visualizing things. These individuals are often good with directions as well as maps, charts, videos, and pictures.

LINGUISTIC

LOGICAL

People who are strong in linguistic-verbal intelligence are able to use words well, both when writing and speaking. These individuals are typically very good at writing stories, memorizing information, and reading.

People who are strong in logical-mathematical intelligence are good at reasoning, recognizing patterns, and logically analyzing problems. These individuals tend to think conceptually about numbers, relationships, and patterns.

MUSICAL

KINESTHETIC Those who have high bodily-kinesthetic intelligence are said to be good at body movement, performing actions, and physical control.

People who have strong musical intelligence are good at thinking in patterns, rhythms, and sounds. They have a strong appreciation for music and are often good at musical composition and performance.

INTRAPERSONAL Individuals who are strong in intrapersonal intelligence are good at being aware of their own emotional states, feelings, and motivations. They tend to enjoy self-reflection and analysis, including daydreaming, exploring relationships with others

INTERPERSONAL Those who have strong interpersonal intelligence are good at understanding and interacting with other people.

NATURALISTIC Naturalistic is the most recent addition to Gardner’s theory and has been met with more resistance than his original seven intelligences.


P N I

POSITIVE • • •

Students enjoy learning more. Learn faster using their strengths. Teachers more creative when planning.

NEGATIVE • •

Teacher will have to plan more. Many students can be frustrated to not have the intelligence they want.

INTERESTING •

We all have all the multiple intelligences, but we don’t have them developed in the same level.


ACTIVITIES PREESCHOOL

Having a pet class.

ELEMENTARY Change the lyrics of a song.

SECONDARY Journal


Flipped classroom A flipped classroom is an instructional strategy and a type of blended learning focused on student engagement and active learning, giving the instructor a better opportunity to deal with mixed levels, student difficulties, and differentiated learning preferences during in-class time.

It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home while engaging in concepts in the classroom with the guidance of a mentor.

In the traditional model of classroom instruction, the teacher is typically the central focus of a lesson and the primary disseminator of information during the class period. The teacher responds to questions while students defer directly to the teacher for guidance and feedback.


P N I

POSITIVE • • • • •

Students have more control. It promotes students centered learning and collaboration. Lesson and content are more accessible. Access=easier for parents to see what’s going on. It can be more efficient.

NEGATIVE • • • •

It can create or exacerbate a digital divide. It relies on preparation and trust. There is significant work on the front-end. Not naturally a test-prep form of learning.

INTERESTING • •

It was created in 1993 It was called From sage on the stage to guide on the side.


ACTIVITIES PREESCHOOL

Watch their favorite cartoon and share in class.

ELEMENTARY Read their favorite book and share in class.

SECONDARY Read and article and share in class.


article




edpuzzle


TASK-BASED LEARNING A task is any activity that learners engage in to process of learning a language. • TBL is a teaching approach which focuses on the student by asking to do meaningful activities or task. • These tasks can be daily routines like buying a cup of coffee, going to the doctor, or talking to someone on the phone.

EDPUZZLE LINK https://edpuzzle.com/media/5ebf725e2d88303ef6 d98f5b


conclusion This experience has shown how it is possible to design and apply competency-based and organized learning. Based on the currently available guidelines and resources, a group of welltrained, highly motivated teachers, working in a coordinated and collaborative manner, have been able to generate sufficient resources of their own to support each other and successfully carry out the project. It has also shown that the applications generated are useful and valuable to produce appreciable and significant improvements, both in teacher teaching and in student learning, contributing to the greater satisfaction and well-being of both by engaging in teaching and learning. However, the experience also highlights the degree of involvement, dedication and commitment that it takes for the teacher to advance and deepen an approach focused on student learning; Furthermore, they must be held accountable for their productivity and profitability to produce personally significant and socially valuable learning for students, in terms of solidly integrated skills as a person, as a professional and as a citizen.


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