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Maximal input: language accompanying action in the P.E. lesson (& professional development) Dr Gail...
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![Page 1: Maximal input: language accompanying action in the P.E. lesson (& professional development) Dr Gail Forey Department of English Hong Kong Polytechnic University.](https://reader036.fdocuments.in/reader036/viewer/2022082711/56649eff5503460f94c1457e/html5/thumbnails/1.jpg)
Maximal input: language accompanying action in the P.E.
lesson (& professional development)
Dr Gail ForeyDepartment of English
Hong Kong Polytechnic University
![Page 2: Maximal input: language accompanying action in the P.E. lesson (& professional development) Dr Gail Forey Department of English Hong Kong Polytechnic University.](https://reader036.fdocuments.in/reader036/viewer/2022082711/56649eff5503460f94c1457e/html5/thumbnails/2.jpg)
The value of PD
What should the focus be for PD courses?
Focus on language or focus on pedagogy – what’s the benefit?
![Page 3: Maximal input: language accompanying action in the P.E. lesson (& professional development) Dr Gail Forey Department of English Hong Kong Polytechnic University.](https://reader036.fdocuments.in/reader036/viewer/2022082711/56649eff5503460f94c1457e/html5/thumbnails/3.jpg)
Educational Change
Authority
Persuasive Communication
Acceptance
Figure 1. Top down management style (Adapted from Kerber & Buono, 2005)
![Page 4: Maximal input: language accompanying action in the P.E. lesson (& professional development) Dr Gail Forey Department of English Hong Kong Polytechnic University.](https://reader036.fdocuments.in/reader036/viewer/2022082711/56649eff5503460f94c1457e/html5/thumbnails/4.jpg)
Top down change
Teachers feel uninvolved & resistant
Difficult to implement
![Page 5: Maximal input: language accompanying action in the P.E. lesson (& professional development) Dr Gail Forey Department of English Hong Kong Polytechnic University.](https://reader036.fdocuments.in/reader036/viewer/2022082711/56649eff5503460f94c1457e/html5/thumbnails/5.jpg)
5
Professional Development: Teaching and Learning Cycle
© John Polias 2013
Independentconstruction
Setting the context
Guidedconstructio
n
Modelling and
deconstruction
Ongoing development
of the knowledge
![Page 6: Maximal input: language accompanying action in the P.E. lesson (& professional development) Dr Gail Forey Department of English Hong Kong Polytechnic University.](https://reader036.fdocuments.in/reader036/viewer/2022082711/56649eff5503460f94c1457e/html5/thumbnails/6.jpg)
Scaffolding and handing over
Modelling & Deconstruction
Guidedconstruction
Independent construction
MD •Workshop
GC •Planning & observations
IC •Teacher responsibility
![Page 7: Maximal input: language accompanying action in the P.E. lesson (& professional development) Dr Gail Forey Department of English Hong Kong Polytechnic University.](https://reader036.fdocuments.in/reader036/viewer/2022082711/56649eff5503460f94c1457e/html5/thumbnails/7.jpg)
Classroom interaction
• Need to look at classroom interaction:‘interactions should be examined both for their effectiveness in fostering language development and also for the impact these interactions have on how students view themselves.’
(Gibbons 2007: 702)
![Page 8: Maximal input: language accompanying action in the P.E. lesson (& professional development) Dr Gail Forey Department of English Hong Kong Polytechnic University.](https://reader036.fdocuments.in/reader036/viewer/2022082711/56649eff5503460f94c1457e/html5/thumbnails/8.jpg)
Talk in the classroom
Subject knowledge (curriculum genre)
Management & Interpersonal (regulative genre)
macro genreseducational knowledge
Setting goalsManagementInterpersonal
![Page 9: Maximal input: language accompanying action in the P.E. lesson (& professional development) Dr Gail Forey Department of English Hong Kong Polytechnic University.](https://reader036.fdocuments.in/reader036/viewer/2022082711/56649eff5503460f94c1457e/html5/thumbnails/9.jpg)
Talk in the PE Classroom
• Curriculum genres – very efficient– Technical talk very good– Demonstrations excellent– Technical language available in text books
One PE Teacher in a tennis lesson…‘I’ve already looked up all the language I needed in a resource book, I knew how to say chopper grip’
![Page 10: Maximal input: language accompanying action in the P.E. lesson (& professional development) Dr Gail Forey Department of English Hong Kong Polytechnic University.](https://reader036.fdocuments.in/reader036/viewer/2022082711/56649eff5503460f94c1457e/html5/thumbnails/10.jpg)
Regulative genres
• Teachers observed have an excellent relationship with their students
• Caring, thoughtful & respectful• English sometimes seems overly formal• Technically correct, but uncommon use at
times• Best opportunity to model more informal,
commonsense language
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11
How language varies along the register continuum
EverydayCommonsense
Personal Familiar people
(action with some language)Spoken
TechnicalAbstract
Impersonal Unfamiliar people
(language as reflection)Written
The language for expressing ideas:what the subject matter is and how
abstract or technical it is
The language for interaction: what roles, relationships, status and attitude the
people communicating have
The language for structure of the message and organisation: the
mode of communication—spoken or written
What
Who
How
Education
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Simple commands
come close to me come in [simple signal with hands]
rotate your head to look at me look eye’s this way
do not play with the leaves on the ground stop that stop fiddling
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Importance of language in PE
Time – need appropriate language at the right time
Space – language needs to accompany action
Amount – small, sound bites which are memorable and recyclable
Knowledge of language, teaching through languageessential
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Relevance of PD…
Modelling good practice: videos & sample
PD - Scaffolded scaffolding handing over to the teacher
Teacher becomes the change agent
Knowing about language construing knowledge
Providing maximal input: multimodality
Knowing about pedagogy