Post on 09-Jul-2020
Projektband 2020/2021 Prof. K. Kersten, English Dpt.Effective Teaching Strategies
Projektband WiSe 2020/21:
Effective Teaching Strategies in the (Foreign Language) Classroom
Prof. Dr. Kristin KerstenEnglish Department, LN 122kristin.kersten@uni-hildesheim.de
Projektband 2020/2021 Prof. K. Kersten, English Dpt.Effective Teaching Strategies
Teachers' input
and choice of classroom activities
affect learning processes
Projektband 2020/2021 Prof. K. Kersten, English Dpt.Effective Teaching Strategies
Two examples from 4th grade
foreign language classrooms:
1. Reduced input, low scaffolding over two years, no meaningful context / communication
2. High-level intensive input, high amount ofscaffolding over four years, meaningful taskscontents / communication
Projektband 2020/2021 Prof. K. Kersten, English Dpt.Effective Teaching Strategies
Low-input, low-intensity, low stimulation
T stands in front of blackboard, holds up DIN-A4 sheet
T: (points to worksheet) What time is it? S1.
S1: It’s twelve o’clock.
T: That’s right. (points at the next task on the worksheet) What time is it? S2? (taps on the worksheet) Look here. What time is it?
S2: Ehm. Two o’clock.
T: (students are inattentive, teacher admonishes them) S3! What time is it? It’s…
S2: Two o’clock.
T: That’s right. It’s two o’clock. What time is it? (points and looks at the worksheet, looks at S) Ich möchte es jetzt nicht nochmal sagen. Wir vergleichen jetzt. S3.
S3: It’s two o’clock.
T: (points at her ear) It’s…
S3: (not comprehensible)
T: That’s not right. (turns away from S3 towards S4) S4. S4: It’s five o’clock.
T: It’s five o’clock.
Projektband 2020/2021 Prof. K. Kersten, English Dpt.Effective Teaching Strategies
High-input, high intensity, high stimulation
Bilingual classroom, General Studies in English
Child 1 (explains experiment): We are filling this measuring tube upwith seven millilitres of orange/ lemon juice, and then we are puttingit into a small tube # with a lid, and the acid of the lemon juice and thebaking powder procude gas, and then the tube explodes.
(The children carry out the experiment autonomously according tothe instruction sheet)
After the experiment:Child 1: Can somebody draw a conclusion?
Child 2: The baking powder and the lemonjuice produce gas, and in the box is toomuch pressure, that‘s why the lid blows/ # makes boom (shows explosion with a gesture, laughs)
Projektband 2020/2021 Prof. K. Kersten, English Dpt.Effective Teaching Strategies
In this class, we will investigate
how different types of teaching strategies
affect students' (language) learning processes.
To that end, we will carry out:
video-based classroom observation
language and content knowledge tests
teacher questionnaire studies
Projektband 2020/2021 Prof. K. Kersten, English Dpt.Effective Teaching Strategies
Types of Teacher Behavior Affect(Language) Learning Processes
(Language) Learning
ProcessesTeacher's
Verbal Input
Teacher's Nonverbal
Input
Support ofInteractions andStudents' Output
Feedback and Error
Correction
Types ofStimulating Tasks
and Activities
MeaningfulAuthenticContent
Projektband 2020/2021 Prof. K. Kersten, English Dpt.Effective Teaching Strategies
We will measureteachingstrategies usinga rating scheme:
TIOSTeacher Input Observation Scheme
https://www.researchgate.net/publication/340096869_Teacher_Input_Observation_Scheme_TIOS_and_Manual
Task Characteristics
Verbal Input
Non-VerbalInput
Support ofOutput
Projektband 2020/2021 Prof. K. Kersten, English Dpt.Effective Teaching Strategies
Research Questions
We will carry out projects with the following questions:
1. Which teaching strategies are the strongest
predictors for student outcomes?
2. Do teachers' self-reports of their teaching strategies
correlate with those of independent observers? (Videos)
3. Are foreign language teaching strategies also effective in
language-sensitive German classrooms?
E.g., do teachers who use these techniqes in their maths classesfoster better learning results?
Do these techniques especially help multilingual learners with a low command of German to better understand the content?
Projektband 2020/2021 Prof. K. Kersten, English Dpt.Effective Teaching Strategies
TIOS Scales and Categories (Items)
1. Cognitive Stimulating Activities within Learners' Realm of Experience
Task Characteristics
Projektband 2020/2021 Prof. K. Kersten, English Dpt.Effective Teaching Strategies
TIOS Scales and Categories (Items)
2. Verbal Input(phonological, lexical, morpho-syntact.)
Teacher Talk:Support of Comprehensible Input
Projektband 2020/2021 Prof. K. Kersten, English Dpt.Effective Teaching Strategies
TIOS Scales and Categories (Items)
3. Non-verbal Input(teacher-internal / -external)
Teacher Talk:Support of Comprehensible Input
Projektband 2020/2021 Prof. K. Kersten, English Dpt.Effective Teaching Strategies
TIOS Scales and Categories (Items)
4. Support of Learners' OutputTeacher Talk:
Support of Comprehensible Output
Projektband 2020/2021 Prof. K. Kersten, English Dpt.Effective Teaching Strategies
Testinstrumente"Three plus four is seven" "What duty is it?" "The program for today!"
TIOSTeacher Input Observation Scheme
Task Characteristics
Verbal Input
Non-VerbalInput
Support ofOutput