Juggling with language learning theories.pptx
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This is to help teachers with basic and fundamental teaching strategies so they can apply these theories to their classroom.
Juggling with language learning theories.pptx
- 1. Juggling with language learning theories Teachers Workshop 24th May 2018
- 2. Covered in this session: Krashens Hypotheses Vygotskys Sociocultural Theory - ZPD Blooms Taxonomy
- 3. Krashens Hypotheses Have you heard about Input Hypothesis / i+1? What do you know? Have you heard about Affective Filter Hypothesis? What do you know? Lets find out, https://www.youtube.com/watch?v=NiTsduRreug
- 4. Krashens Hypotheses Highlights Input Hypothesis / i+1? Understanding spoken and written language input is seen as the only mechanism that results in the increase of underlying linguistic competence. Affective Filter Hypothesis? (Affective Filter is an impediment to learning or acquisition caused by negative emotional ("affective") responses to one's environment.) learning is seen to be heavily dependent on the mood of the learner, with learning being impaired if the learner is under stress or does not want to learn the language.
- 6. Vygotskys Sociocultural Theory - ZPD Have you heard about this ZPD? What kind of food is that? ZPD stands for Zone of Proximal Development Now, lets find out, https://www.youtube.com/watch?v=7pQLWB3bhRU
- 7. Vygotskys Sociocultural Theory - ZPD According to Vygotsky we cant just look at what the students are capable of doing on their own, but we also have to look at what they are capable of doing with the help of an adult or a more competent peer. Teachers job is to move the childs mind forward step by step. Teachers cant teach all children equally, they must determine the readiness of the learners first.
- 8. Vygotskys Sociocultural Theory - ZPD So, whats the implication of this into lesson planning? Vygotskys theory does not mean that anything can be taught to any child (as they have different levels of ZPD). Only instructions and activities that fall within the zone can promote development. What can teachers do? - Provide scaffolding - Use differentiated teaching - Use cooperative learning techniques
- 9. To Be Continued..with Blooms Taxonomy
- 10. "Collaboratively Energizing my Imagination with You!"
- 11. Blooms Taxonomy Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is most often used when designing educational, training, and learning processes.
- 12. The Three Domains of Learning The committee identified three domains of educational activities or learning (Bloom, et al. 1956): Cognitive: mental skills (knowledge) Affective: growth in feelings or emotional areas (attitude or self) Psychomotor: manual or physical skills (skills) Blooms Taxonomy
- 13. The Three Domains of Learning The committee identified three domains of educational activities or learning (Bloom, et al. 1956): Cognitive: mental skills (knowledge) Affective: growth in feelings or emotional areas (attitude or self) Psychomotor: manual or physical skills (skills) Blooms Taxonomy
- 15. Lesson Objective: SWBAT write a narrative text about their holiday experiences using past tenses. Blooms Taxonomy
- 16. a. Brainstorm vocabulary about holiday activities b. Brainstorm vocabulary about adjectives to describe places and feelings c. Teach how to form and use simple past tense and past progressive tense d. Give Ss an exercise to use the verbs of the tenses learned and discuss e. Provide an example of a narrative text and highlight its features; the topic sentence, supporting details, conclusion, transitional markers, the use of the tenses and adjectives, etc. f. Give Ss a text with some mistakes in it for them to analyse and correct. Provide a checklist to examine if all the components have been included and used correctly. g. Get Ss to make a conclusion on how to create a good narrative text h. Get Ss to create a nnarative text on their own incorporating all the learned concepts Blooms Taxonomy
- 17. a. Brainstorm vocabulary about holiday activities b. Brainstorm vocabulary about adjectives to describe places and feelings c. Teach how to form and use simple past tense and past progressive tense d. Give Ss an exercise to use the verbs of the tenses learned and discuss e. Provide an example of a narrative text and highlight its features; the topic sentence, supporting details, conclusion, transitional markers, the use of the tenses and adjectives, etc. f. Give Ss a text with some mistakes in it for them to analyse and correct. Provide a checklist to examine if all the components have been included and used correctly. g. Get Ss to make a conclusion on how to create a good narrative text h. Get Ss to create a nnarative text on their own incorporating all the learned concepts Blooms Taxonomy
- 18. a. Brainstorm vocabulary about holiday activities b. Brainstorm vocabulary about adjectives to describe places and feelings c. Teach how to form and use simple past tense and past progressive tense d. Give Ss an exercise to use the verbs of the tenses learned and discuss e. Provide an example of a narrative text and highlight its features; the topic sentence, supporting details, conclusion, transitional markers, the use of the tenses and adjectives, etc. f. Give Ss a text with some mistakes in it for them to analyse and correct. Provide a checklist to examine if all the components have been included and used correctly. g. Get Ss to make a conclusion on how to create a good narrative text h. Get Ss to create a nnarative text on their own incorporating all the learned concepts Blooms Taxonomy
- 19. a. Brainstorm vocabulary about holiday activities b. Brainstorm vocabulary about adjectives to describe places and feelings c. Teach how to form and use simple past tense and past progressive tense d. Give Ss an exercise to use the verbs of the tenses learned and discuss e. Provide an example of a narrative text and highlight its features; the topic sentence, supporting details, conclusion, transitional markers, the use of the tenses and adjectives, etc. f. Give Ss a text with some mistakes in it for them to analyse and correct. Provide a checklist to examine if all the components have been included and used correctly. g. Get Ss to make a conclusion on how to create a good narrative text h. Get Ss to create a nnarative text on their own incorporating all the learned concepts Blooms Taxonomy
- 20. a. Brainstorm vocabulary about holiday activities b. Brainstorm vocabulary about adjectives to describe places and feelings c. Teach how to form and use simple past tense and past progressive tense d. Give Ss an exercise to use the verbs of the tenses learned and discuss e. Provide an example of a narrative text and highlight its features; the topic sentence, supporting details, conclusion, transitional markers, the use of the tenses and adjectives, etc. f. Give Ss a text with some mistakes in it for them to analyse and correct. Provide a checklist to examine if all the components have been included and used correctly. g. Get Ss to make a conclusion on how to create a good narrative text h. Get Ss to create a nnarative text on their own incorporating all the learned concepts Blooms Taxonomy
- 21. a. Brainstorm vocabulary about holiday activities b. Brainstorm vocabulary about adjectives to describe places and feelings c. Teach how to form and use simple past tense and past progressive tense d. Give Ss an exercise to use the verbs of the tenses learned and discuss e. Provide an example of a narrative text and highlight its features; the topic sentence, supporting details, conclusion, transitional markers, the use of the tenses and adjectives, etc. f. Give Ss a text with some mistakes in it for them to analyse and correct. Provide a checklist to examine if all the components have been included and used correctly g. Get Ss to make a conclusion on how to create a good narrative text h. Get Ss to create a nnarative text on their own incorporating all the learned concepts Blooms Taxonomy
- 22. a. Brainstorm vocabulary about holiday activities b. Brainstorm vocabulary about adjectives to describe places and feelings c. Teach how to form and use simple past tense and past progressive tense d. Give Ss an exercise to use the verbs of the tenses learned and discuss e. Provide an example of a narrative text and highlight its features; the topic sentence, supporting details, conclusion, transitional markers, the use of the tenses and adjectives, etc. f. Give Ss a text with some mistakes in it for them to analyse and correct. Provide a checklist to examine if all the components have been included and used correctly g. Get Ss to make a conclusion on how to create a good narrative text h. Get Ss to create a nnarative text on their own incorporating all the learned concepts Blooms Taxonomy
- 23. a. Brainstorm vocabulary about holiday activities b. Brainstorm vocabulary about adjectives to describe places and feelings c. Teach how to form and use simple past tense and past progressive tense d. Give Ss an exercise to use the verbs of the tenses learned and discuss e. Provide an example of a narrative text and highlight its features; the topic sentence, supporting details, conclusion, transitional markers, the use of the tenses and adjectives, etc. f. Give Ss a text with some mistakes in it for them to analyse and correct. Provide a checklist to examine if all the components have been included and used correctly g. Get Ss to make a conclusion on how to create a good narrative text h. Get Ss to create a nnarative text on their own incorporating all the learned concepts Blooms Taxonomy
- 24. Over to you, how will you apply these in your subjects?