TEACHING ACROSS AGE LEVELS.pptx

5/27/2018 TEACHING ACROSS AGE LEVELS.pptx

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TEACHING ACROSS AGE LEVELS

UNIVERSIDAD NACIONAL

EXPERIMENTALFRANCISCO DE MIRANDAALDEA UNIVERSITARIA TOCOPERO

PROGRAMA: EDUC. EN LENGUAEXTRANJERA MENCIN INGLS

U.C: LINGSTICA APLICADA

PROF: LICDA

.JOSMELY

COLINA

TOCOPERO; NOVIEMBRE DE2013


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Children are superior to adults when itcomes learning a language succesfully.

Why is this a myth?


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TEACHING CHILDREN

What factors must be considered when we teach to

children?


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1- INTELLECTUAL DEVELOPMENT

Children: Concrete Operational Stage

from:7 To: 11 years old(Piaget, 1972)

Children have difficulty using deductive

logic, at this age (from general to specific)

Example: All oranges are fruitsAll fruits grow on trees

Therefore, all oranges grow on

trees.

TEACHING CHILDREN


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INTELLECTUAL DEVELOPMENT

Children are centered in:

the here and now.

The functional purposes of language.

Children cannot understand the use of

metalanguage used to explain linguisticconcepts. (grammar, structures)

TEACHING CHILDREN


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IN THE CLASSROOM

Don't use metalanguage to explaingrammar

Avoid rules stated in abstract terms

(grammar activities). Some grammaticalconcepts specially at the upper levels of

childhood, can be called to learnerss

attention by showing certain patterns

TEACHING CHILDREN



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IN THE CLASSROOM

Certain patterns require more repetitionthan adults need.

Children must understand the meaning

and relevance of repetitions.

TEACHING CHILDREN



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2- ATTENTION SPAN

Children have shorter attention span than

adults.

Why is this not entirely true?

TEACHING CHILDREN


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ATTENTION SPAN

Children have short attention span for material

that is:

Boring Useless

Difficult

In the classroom, Lessons have to be

interesting.

What do teachers need to do?

TEACHING CHILDREN


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IN THE CLASSROOM

Design activities that capture the

studentsimmediate interest (here and

now)

Provide variety of activities

The teacher needs to be animated, lively

and enthusiastic.

The teacher needs to have a sense of

humor.

TEACHING CHILDREN

ATTENTION SPAN


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TEACHING CHILDREN

Children need to have all five sensesstimulated:

Hearing

Seeing

Smelling

Tasting

Touching

What do teachers need to do in theclassroom?

3- SENSORY INPUT


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IN THE CLASSROOM

Complement your lessons with physical

activities (role play, games) Projects in activities (words,structures,

practice meaningful language)

Nonverbal language (gestures and body

language)

SENSORY INPUT

TEACHING CHILDREN


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4- AFFECTIVE FACTORS

Children are not affected by the inhibitions

that block adults in their learning.

Why is this a myth?

TEACHING CHILDREN


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AFFECTIVE FACTORS

Children have many inhibitions and are

more fragile than adults:

Extremely sensitive to classmates Their egos are on the process of being

shaped

What do teachers need to do in theclassroom?

TEACHING CHILDREN


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IN THE CLASSROOM

Have students laugh at each others errors

Be patient and supportive but firm in your

expectations

Encourage oral participation as much as

possible (even from the quiet ones)

TEACHING CHILDREN

AFFECTIVE FACTORS


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5- AUTHENTIC, MEANINGFUL LEARNING

Children will be interested in learning a

language if they can use it for HERE and Now.

Children are good at sensing language that is

not authentic.

Language needs to be firmly context embedded

(familiar situations and characters, real life

conversations).

TEACHING CHILDREN


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IN THE CLASSROOM

o Avoid stilted language (not common)o Use in the context of the language

activities such as: dialogues, stories,

familiar situations)

o Use the whole language approach(Language as a way for communication)

TEACHING CHILDREN

AUTHENTIC, MEANINGFUL LEARNING


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TEACHING CHILDREN

STEPS FOR TEACHING TO CHILDRENA NEW LANGUAGE

1- Learn to be patient with the children. The first

thing in teaching a child: how to learn something

is lowering yourself down to the child's age.

2- Start with the basic stuff: Alphabet, colors,

animals, objects, things you might call someone

else (Ex:dad, mom, sister, brother, uncle, auntetc...). A good thing to do is buy little toy animals

or show pictures of animals to help teach the

child what they are called


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TEACHING CHILDREN


3- At this point it may become a little frustrating

because when you ask to children something, they

may not remember it. The youngest children will

forget what you taught them yesterday. So, this

stage of the childen's learning is all about

repetition. You do not have to do a lot of it. Once

the child can repeat the object's name or canretrieve the item you might have ask them to bring,

then you are good to go on to the next stage.


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TEACHING CHILDREN


4- Playing word games is a good way to help the

child to memorize the vocabulary. One fun game

is to hide the toy animals or pick random objects

around the room you are teaching them, ask

them to bring it to you.


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TEACHING CHILDREN


5- Once the children have built their vocabulary,

you can teach them phrases. At this point you caneither do both teaching them how to read (can do

this also in beginning) and speak or just speak.

Start out with small phrases then go up to step by

step.


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TEACHING CHILDREN


6- By this point, the child will be able to hold

small conversations. It will be best if the children

are taught to talk to you in the language only

versus just using the language when it is needed.

This way they will not forget it, even if they only

talk to you.


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TEACHING CHILDREN


7- Help them learn new words they might not

know, and teach them little poems or puns tohelp them enjoy knowing the language.

8- Be social. One way children learn a

language is by being social with people whoalso know the language. This way, it helps

promote good conversation skills.


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TEACHING CHILDREN

TIPS FOR TEACHING TO CHILDRENA NEW LANGUAGE

Be positive, enthusiastic, supportive,

encouraging and creative - the latter is one

thing children respond the best.

Try to play games with the children to help

them to learn.

Always be patient with them. The children are

more likely having a harder time learning then

you are teaching.


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TEACHING CHILDREN

TIPS FOR TEACHING TO CHILDRENA NEW LANGUAGE

Use everyday objects to teach the kids: cups,

spoons, etc...

Teach the children the formal way to speak. It

looks bad when the child is talking to an adult

informally. It also gives the other personrespect. And It is cute.


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TEACHING IN BETWEEN

We can call Young Adults Teens orhigh school.

Ages range are between 12 and 18 yearsold.

They are in an age of transition,

confusion, self consciousness, growing,and changing bodies and minds.


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TEACHING IN BETWEEN

1- INTELLECTUAL DEVELOPMENT:

Complex problems can be solved with logical

thinking.This means that linguistics metalanguage can now

having some impact but the sucess of any

intellectual

endeavour will be a factor of the attention.

They have some complex problems refered to: To

being

accepted, to sexual thoughts.


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TEACHING IN BETWEEN

2- ATTENTION SPAN:

They are lengthening as a result of intellectual

maduration. But with many diversions present in a

tennagers life. Those potential attention spans

can easily be shortened.

3- SENSORY INPUT: Varieties of sensory input are still important, but

again increasing capacities for abstraction lessenthe essential nature of appealing all five senses.


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TEACHING IN BETWEEN

4- FACTORS SURROUNDING EGO:

Tenns are ultrasensitive to how others perceive their

language physical and emotional selves along with

their mental capabilities.

One of the most important concerns of the

secundary school teacher is:

Avoing embarrasment of students at all costs.

Afirming each persons talent.

Allowing mistakes and other errors to be accepted .


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TEACHING IN BETWEEN

5- Secundary school students are becomingincreasingly adult- like in their abilities to make those

occasional diversions from the here and now natureof inmediate communicative contexts to dwell on a

grammatical point or vocabulary item. But even in

teaching adults, care must not be given to insult them

with stilted language or to bore them with overanalysis.


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TEACHING ADULTS

o Many rules to teaching children may apply

to teaching adults.

o

Adults have superior cognitive abilitiesthan children

There are five variables that apply tochildren, keep in mind specifically somesuggestions:


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TEACHING ADULTS

oAdults have longer attention spans for

material that may not be intrinsically

interesting to them. But the rule of

keeping your activities short and sweet

still applies to adult age teaching.

o

They can create mental images.oAdults have the self confidence that

children lack.

There are five variables that apply tochildren , keep in mind specificallysome suggestions:


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TEACHING ADULTS

IN THE CLASSRROM

Remember that even though adults can not

express complex thinking in a new language .

Dont treat adults in your class like children

by:

Calling them kids.

Give your students as many opportunities as

posible to make choices (cooperative

learning)


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TEACHING ADULTS

IN THE CLASSROOM

About what they will do in and out of the

classroom.

Dont discipline adults in the same way as

children. If discipline problems will occur

(disrespect, laughing, disrupting class). First

assume that your students are adults who

can be reasoned as adults.


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IN CLASS ASSIGNMENT

Prepare a comparison chart of things to do

and things to avoid when teaching children,

teenagers and adults.

What to do? What to avoid?

Children

Teenagers

Adults


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INTRINSIC AND EXTRINSIC MOTIVATION INTHE CLASSROOM

Internal and external factors that stimulate desire andenergy in people to be continually interested and committed

to a job, role or subject, or to make an effort to attain a goal.

Motivation results from the interaction of both consciousand unconscious factors such as the (1) intensity of desire orneed, (2) incentive or reward value of the goal, and (3)

expectations of the individual and of his or her peers. These

factors are the reasons one has for behaving a certain way.

An exampleis a student that spends extra time studying for

a test because he or she wants a better grade in the class.


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INTRINSIC AND EXTRINSICMOTIVATION

Extrinsic and intrinsic motivation are two opposing ways tomotivate people. Extrinsic motivation deals with motivations

that are outside of your passions, and personal self-esteem.

Intrinsic motivation: You get paid for doing what you trulyenjoy doing, nice cars and houses dontmotivate you as much

as your joy in work, learning, and the things that truly motivateyou internally. If we could all get paid for what we love to do

then why is it not the norm? Well, there is a reason for that we

are conditioned to act, feel, and be motivated primarily by

extrinsic motivation.

Extrinsic motivation is anything outside of yourself that youneed to obtain or acquire to increase motivation. For example:

to be money, nice cars, expensive houses, high grades in

school, gold stars for athletics, etc.


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INTRINSIC MOTIVATION IN THE SECONDLANGUAGE CLASSROOM

Activities for intrinsic motivation in secondlanguage classroom:

Teaching writing as a thinking process in which

learners develop their own ideas freely and openly.

Showing learners strategies of reading.

Language experience aproaches in which students

create their own reading material for others in the

class to read.


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Oral fluency exercises in which learners talk about

what interests them and not about a teacher

assigned topic.

Listening to an academic lecture in ones own field

of study for specific information that will fill a gap

for the learner.

Communicative language teaching in whichlanguage is taught to enable learners to

accomplish certain specific functions.


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INTRINSICALLY MOTIVATION TECHNIQUES: A CHECK LIST.

1- Does the technique appeal to the genuine interests of your

students? Is it relevant to their life?

2- Do you present the technique in a positive, enthusiastic

manner?

3- Are students clearly aware of the purpose of the technique?

4- Does it encourage students in some way to develop or useeffective strategies of learning and communication?


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INTRINSICALLY MOTIVATION TECHNIQUES: A CHECK LIST.

5- Does it contribute at least to some extent to students ultimate

autonomy and independence?

6- Does the technique present a reasonable challenge?

7- Do students receive sufficiennt feedback on their performance

(from each other, or from you)?

The answers to which shou ld tel l you whether someth ing

you are doing in the classroom is contr ibut ing to you rs

st ud ent s in trin sic dr ives.


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MULTIPLEINTELLIGENCES


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WHAT IS INTELLIGENCE?

It is the ability to solve problems or to crateproducts that are valued within one or more

cultural settings.

MULTIPLE INTELLIGENCES


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VERBAL/LINGUISTIC INTELLIGENCE Listens and responds to the spoken word.

Enjoys reading, writing, and discussing.

Remembers what has been said.

Remembers what has been read.

Speaks and writes effectively.

Can learn other languages.


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LOGICAL/MATHEMATICAL INTELLIGENCE

MULTIPLE

INTELLIGENCES

It is familiar with the concepts of quantity,

time, and cause and effect.

Uses abstract symbols to represent concrete

objects and concepts.


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Likes math and using technology to solve

complex problems.

Expresses interest in careers such as

accounting, computer technology, and law

LOGICAL/MATHEMATICALINTELLIGENCE

MULTIPLE

INTELLIGENCES


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VISUAL/SPATIAL INTELLIGENCE


Learns by seeing and observing. Recognizes

faces, objects, shapes, colors, details, and

scenes.

Thinks in pictures and visualizes detail.

Enjoys drawing, painting, sculpting, or

otherwise reproducing objects in visible form.


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KINESTHETIC INTELLIGENCE

Prefers to touch, handle, or

manipulate what is to be learned.

Develops coordination and a sense of timing.

Learns best by direct involvement and

participation.

Remembers most clearly what was done,rather than what was said or observed.



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Enjoys concrete learning experiences such

as field trips, model building, or

participating in role play, games,

assembling objects, or physical exercise.

Demonstrates skill in acting, athletics,

dancing, sewing, carving, or keyboarding.

KINESTHETIC INTELLIGENCE


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MULTIPLE

INTELLIGENCESMUSICAL INTELLIGENCE

Listens and responds with interest to a

variety of sounds including the human voice,

environmental sounds, and music, andorganizes such sounds into meaningful

patterns.

It is eager to be around and learn from

music and musicians.

Develops the ability to sing and/or play an

instrument.


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Recognizes and can name many different

types of trees, flowers, and plants.

Has an interest in and good knowledge of

how the body works and keeps abreast ofhealth issues.

Has an understanding of, and interest in, the

main global environmental issues.

NATURALIST INTELLIGENCE


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Bonds with parents and interacts with others.

Forms and maintains social relationships.

Perceives the feelings, thoughts, motivations,

behaviors, and lifestyles of others.

Expresses an interest in interpersonally-orientedcareers such as teaching, social work,

counseling, management, or politics.


INTERPERSONAL INTELLIGENCE


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INTRAPERSONAL INTELLIGENCE

It is aware of his range of emotions.

It is motivated to identify and pursue goals.

Works independently.

Establishes and lives by an ethical valuesystem.

Strives for self-actualization.


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The Effects of Teachers Learning

Styles on Teaching

Learning Style Effect on Teaching

The Verbal/Linguistic Learner

This teacher stresses a curriculum based

on languagereading, writing, and

speaking.

The Logical/Mathematical Learner This teacher tends to concentrate on

concepts that are both logical andabstract.

The Visual/Spatial Learner This teacher will provide a great learning

environment for visual learners. The

artistic students will do well in this

classroom

The Bodily/Kinesthetic Learner This teacher will encourageexperiential learning and have lots

of movement in class. It may be a

challenge to both the logical learner

and the intrapersonal learner.


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The Effects of Teachers Learning

Styles on Teaching

Learning Style Effect on Teaching

The Musical/Rhythmic Learner This teacher will tend to have a relaxed

classroom but may find it harder to relate

to those students who are not in tune

withmusic.

The Interpersonal Learner This teacher generally uses cooperative

learning in the classroom. Students will

feel free to interact and are expected to

do so; perfect for the extrovert.

The Intrapersonal Learner This teacher will be a great support forthe student who has trouble functioning

in groups.


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Visual/SpatialHow can I usevisualization, art,

colors, ormetaphors?

Intrapersonal How can Iprovidechoices orinvolvepersonalmemories orfeelings?

Musical - Howcan I use music,

rhythm, songs,raps, chants, orinstruments?

NaturalistHowcan I get studentsto collect data orobserve nature?

Bodily/Kinesthetic

How can Iusemovementor hands-onactivities?

Interpersonal - How

can I usepartners orcooperative groupactivities?

Verbal/LinguisticHow can I

uselanguage(stories,poems,readers

theater)?

Logical/Mathematical

Howcan Iusenumbers, lists,classifications,logic,scientificinquiry?


TEACHING ACROSS AGE LEVELS.pptx

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