Cooperative learning

Cooperative learning is a teaching method where students of mixed levels of ability are arranged into groups and rewarded according to the group's success, rather than the success of an individual member. Cooperative learning structures was created in the early 1900s, when they were introduced by the American education reformer John Dewey.

Richards and Rodgers (2001: 193) premise 5 principles that underlie the interactive and cooperative nature of language and language learning:

"Humans are born to talk and communication is generally considered to be the primary purpose of language."

“Most talk/speech is organized as conversation."

"Conversation operates according to a certain agreed upon set of cooperative rules or 'maxims'."

“One learns how these cooperative maxims are realized in one's native language through casual, everyday conversational interaction."

"One learns how the maxims are realized in a second language through participation in cooperatively structured interactional activities."

Face-to-Face Interaction:

Students are promoting each other’s' learning through face-to-face activities where they discuss and explain assignment topics with each other’s.

Cooperation is working together to accomplish shared goals. Within cooperative situations, individuals seek outcomes beneficial to themselves and all other group members. Cooperative learning is the instructional use of small groups through which students work together to maximize their own and each other’s learning.

Advantages for students:

• Increasing their auto esteem
• Facilities when you work with other people
• Tolerance
• Respect
• Equality

If you want to know about, you should watch  this video:

 https://www.youtube.com/watch?v=rWEwv_qobpU

Communicative Language Teaching

Communicative Language Teaching:

Communicative language teaching (CLT) is an approach to the teaching of second language emphasizing interaction as both the means and the ultimate goal of learning a language.

With the emphasis on communication, there is also the implication that spoken exchanges should be authentic and meaningful; detractors claim that the artificial nature of classroom–based (i.e. teacher - created)

Advantages:

1. Language is a system for the expression of meaning.

2. The primary function of language is for interaction and communication.

3. The structure of language reflects its functional and communicative uses.

4. The primary units of language are not merely its grammatical and struc­tural features, but categories of functional and communicative meaning as exemplified in discourse.

Taken from: http://www2.vobs.at/ludescher/alternative%20methods/communicative_language_teaching.htm 

As can be seen, in the next comparison, Audiolingual mthod has some similarities:

Audiolingual	Communicative
Attends to structure and form more than meaning.	Meaning is paramount.
Demands memorization of structure-based dialogues.	Dialogues, if used, centre around communicative functions and are not normally memorized.
Language items are not necessarily contextualized.	Contextualization is a basic premise.
Language learning is learning structures, sounds, or words.	Language learning is learning to communicate.
Mastery, or “over-learning,” is sought.	Effective communication is sought.

Finally, if you want learn more abour this method, you may visit this web page: https://www.youtube.com/watch?v=AazPkAD-65w

According to the previous video, the purpose of the method is to be really good at speaking, and communication.

                                                                                                                                               

Whole language approach

Whole language:

This method was created in the 1980’s by a groups of U.S educators concerned with the teaching of language arts, that is, reading and writing in the native language. (Page. 108)

The whole language method emphasizes learning to read and write naturally with a focus on real communication and reading and writing for pleasure.

The major principles underlying the design of Whole Language instruction are as follows:

– The use of authentic literature rather than artificial, specially prepared

Texts and exercises designed to practice individual reading skills

– A focus on real and natural events rather than on specially written stories that do not relate to the students’ experience

– The reading of real texts of high interest, particularly literature

– Reading for the sake of comprehension and for a real purpose

– Writing for a real audience and not simply to practice writing skills

– Writing as a process through which learners explore and discover meaning

– The use of student-produced texts rather than teacher-generated or other-generated texts

– Integration of reading, writing, and other skills

– Student-centred learning: students have choice over what they read and write, giving them power and understanding of their world

– Reading and writing in partnership with other learners

– Encouragement of risk taking and exploration and the acceptance of errors as signs of learning rather than of failure.

Purpose: To learn applying the language in a real context.

Activities: Reading authentic texts, writing to a real audience, using texts produced by the students and always interact “writing”, “reading” and other skills.

Multiple intelligences method

Multiple Intelligences is an approach to teaching, introduced by Howard Gardner in 1983, that focuses on his belief the learners' intelligence is not a single structure like IQ but a conglomerate of different types of "intelligences".

Theory of learning: Students learn quickly when they use their ability to learn a new language:

Step1: You should find a way to awake the intelligence in your students: Students would be comfortable with their environment.

Step2: Amplify the intelligence: When you discovered a kind of intelligence, it is important to choose events, objects, resources that increase it.

Step3: Teach with the intelligence: The intelligence is linked to some aspect of language learning.

Step4: Transfer of the intelligence: Students reflect what they learned in the previous stages and try to use their knowledge outside of the class room.

Types of intelligences:

Linguistic: When you use words, understanding will increase.

Visual: When you use pictures to study, you will find easier.

Body: When you use your body to express your ideas, you feel more comfortable.

Interpersonal: When you work with others, you feel more comfortable doing the tasks.

Mathematical:  when you use logic to solve daily problems.

Musical: When you learn with a variety of melodies or rhythms or harmonies.

Intrapersonal: When you learn by you own.

Environmental: When you identify elements of the natural world around you. You will probably learn from them.

Now, if you want to know what is your intelligence, you should visit this web site in which you have to take a test :
: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

The silent Method

Silent way 

Silent way

The Silent Way is the name of a method of language teaching devised by Caleb Gattegno. It is based on the premise that the teacher should be silent as much as possible in the classroom but the learner should be encouraged to produce as much language as possible. (Page.81)                 

The structural patterns of the target language are presented by the teacher and the grammar "rules" of the language are learnt inductively by the learners:

Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned.

 Learning is facilitated by accompanying (mediating) physical objects.

 Learning is facilitated by problem solving involving the material to be learned.

Watch this video, please:

https://www.youtube.com/watch?v=6YHRG_zbO4U

According to this video the teacher explained what the students have to do; however, in this method teachers should be quiet and silent as they can. Besides, The Silent Way adopts a basically structural syllabus, with lessons planned around grammatical items and related vocabulary.

Purpose: Students need to acquire independence, autonomy and responsibility.

Advantages:

• Students acquire inner criteria because of lacking of correction and repetition
• Students make generalization and conclusions
• Students make their own rules for learning

Disadvantages:

• At this kind of class there would not be corrections and answers, because everything is inferential. Besides, students can confuse due to absence of explanations.

Total Physical Response

TOTAL PSHYSICAL RESPONSE:
What is it?

‘’it is a method built around the coordination of speech and action’’ this method is used in order to reduce stress at classroom.

James Asher, professor at San Jose State University, California created several traditions in which second language learners such as adults may have progress on verbal responses.

A typical TPR activity might contain instructions such as "Walk to the door", "Open the door", "Sit down" and " jump''. The students are required to carry out the instructions by physically performing the activities. Given a supportive classroom environment, there is little doubt that such activities can be both motivating and fun, and it is also likely that with even a fairly limited amount of repetition basic instructions such as these could be assimilated by the learners, even if they were unable to reproduce them accurately themselves.

Advantages:

• Students don not get bored easily.
• It is fun
• It does not require a lot of preparation
• There is no age, national, genre, racial barrier.
• It is a good tool for learning vocabulary

Disadvantages:

• It is difficult to the students to communicate by giving their point of view.
• Vocabulary Saturation

THE CHARACTERISTICS OF TPR: The coordination of speech and action:

·         Learner’s roles of listener and performer.

·          Listening skills improves

·          Learners monitor and evaluate their own progress.

·         Reading and writing is taught after grammar and vocabulary. Imitate.

·         Grammar is taught inductively. Grammar and vocabulary selected according to the situation.

·         Learning language by gesture (body movements).

·         The teacher and the students are the actors.

·          Students should be more active and talkative. Motorist student

Students: 
Students have to answer teacher’s instruction in order to follow the class. 

Teacher: 
 He or she explains all the activities
 He or she present materials and select contents. 
 He or she supervise interaction between students.
 He or she correct mistakes          

Language teaching

According to Approaches and methods in language teaching written by Jack C. Richards:

Alternative approaches and methods:

The period from the 1970’s through the 1980’s were a variety of prototypes in language teaching. In fact, it were an alternative to methods based on grammar: language learning, for first time, was no focused on grammar.

Communicative movement: In the class- room, teachers were trying to create conversations, it means, interaction between students. The innovative methods were among others: Total physical Response, Silent way, Counselling Learning, sugetiopedia, multiple intelligences.

Advises:

1. Design- the level of method analysis (p.33)
2. Objectives of a method: Vocabulary, grammar, speaking, reading, listening
3. Remember do a syllabus model the method that you are trying to use
4. Types of learning and teaching activities
5. Do not forget about the time
6. Learner roles
7. Teacher roles
8. Materials, do no forget to bring your own materials. 

Hello

 Hello there,

I’m coming back for your entertainment. I want to share with you my final metodología and didactica lessons.

#46 - Join ASOLCOPI and ASOLPROF.

#47 - Share your intellectual work in a creative way.

#48 - Do not assume your students understand you.

#49 - Do not be a methods teacher.

#50 - Adapt your teaching style to the multiple intelligences you may encounter in a class.

#51 - Plan whole class activities to become inclusive (cognitively speaking)

#52 - Use suggestopedia activities to introduce readings

#53 - Always review contents taught previously.

#54 - A good strategy to teach a song is fragmenting it.

#55 - Allow your students to use cell phones in class for academic purposes.

#56 - Select topics appropriate to your students ages and contexts.

#57 - Appropriate a personal and effective teaching style.

#58 - Create transitions between activities.

#59 - Read along with your students.

#60 - Provide your students with input little by little.

#61 - Warm up your students

#62 - Request output from your students so you can check if they are learning.

#63 - Assess your students and accept different answers.

#64 - Use new technologies for enhancing classroom interaction.

Approches and methods in language teaching

LINK: https://www.academia.edu/5666615/Approaches_and_Methods_in_Language_Teaching_-_Jack_C._Richards_and_Theodore_S._Rodgers 

 In order to read this  wonderful book, you just have to download using your gmail.

IMPORTANT

learning Objective Hierarchy

References: http://osfm.fire.ca.gov/training/pdf/Curriculum/MasterInstructorTLO-ELO.memo.pdf

Lesson plan

Definition: A Terminal Learning Objective (TLO) states the instructor's expectations of student performance at the end of a specific lesson or unit. Each TLO includes a condition, task, and a standard.

Purpose The TLO provides direction for lesson content. It forces the instructor to think through three questions:

Under what conditions (setting, supplies, equipment, etc.) will the student be required to perform the task? (condition)

What will the student be able to do as a result of completing this lesson? (task) How well must the student perform the task to pass? (standard)  

Guidance:  TLOs are written from the perspective of what the student will do, not what the instructor will do.

TLOs target the performance required when students are evaluated, Not what they will do as part of the lesson.

TLOs are precise, observable, and measurable.

TLOs are stated in active terms.

TLOs may represent a fairly large block of instruction, but would rarely range beyond a single lesson. 

Terminal Learning Objective (TLO): At the end of this topic, a student given a company training evolution and policies and procedures will direct unit members during a training evolution so that the evolution is performed in accordance with a safety plan, efficiently and as directed. 

Definition An Enabling Learning Objective (ELO) states the instructor's expectations of student performance and the steps in accomplishing the TLO.

The ELOs specify a detailed sequence of student activities. The ELOs usually generate the outline for the instructional phase of a lesson plan. Enabling objectives cover all of the cognitive, affective, and psychomotor skills students need to master to meet the TLO.

Enabling learning objectives may require:

 · Recall or recognition of facts

 · Explanations or descriptions of procedures

 · Paraphrasing of principles, theories, rules, concepts, or standards of conduct

 · Demonstration of psychomotor skills

 · Any other performance required to support the TLO Guidance

 · ELOs are written from the perspective of the student and what he/she must do to accomplish the TLO.

 · ELOs are concise. State the requirement in clear, direct language. Keep the objective as short as possible without sacrificing clarity.

 · ELOs are unambiguous: State the learning objective precisely and clearly.

If an ELO is “open to interpretation” it has not met the requirement for a good learning objective.

Teacher’s name: Harold	Grade: Intermediate students		Term: Second term	Date: 14/09/15	Allocated time:
Unit in the syllabus:
Relevant recent work:
Topic of the lesson:		Modal verbs (through grammar translation)
Standards to work on
Goals: ·         At the end of the module, students will be able to use and identify modal verbs.		Terminal objectives: ·         To recognize modal verbs depending on the context.		Enabling objectives: ·         To give a piece of paper in which students will write a famous person’s name. ·         To play who wants to be millionaire. ·         To translate a short text about weather. ·         To explain grammar rules.
Key words: Controlling, dominant, obsessive, laid back, relaxed, submissive, may, might , could, synonyms, antonyms, fine, gorgeous, pretty, cute, ugly, awful , bad, I’m the best, I’m a mess, I’m perfect, I’m awful, and disgusting.
Materials/equipment: Video beam, markers, pieces of paper, slides, chair in front of the class, map, text, grammar chart, board.

INSTRUCTIONAL PROCEDURES:
Lesson stages	Interaction	Skills involved	Time
A focusing event / lead-in /warm-up activity: the description of the activity to get students’ attention, which has to be based on the terminal objective of the lesson. §  To play a role game - Students are supposed to select the name of a celebrity in order to play a role in the game (Who wants to be a millionaire). - Students respond some questions designed by their classmates - Students also participate actively in the game through some examples of synonyms/antonyms. -- Students have to answer questions about vocabulary that they will use in the next activity.	e.g. Students between teacher Students between students	e.g. Speaking and reading	e.g. 45 min.

---

Teaching procedures (lesson core): the activities to be done during the class, described in detail and in sequence.
- Students are given a short text; they have to translate with their own words (with the help of a dictionary if is necessary). - Students have to find the correct sense to each modal, in order to do an accuracy translation.
Students have to interpret a grammar char given by the teacher on the video beam. Students are required to give some examples according to the teacher’s explanation. Students ask questions about modal verbs ( context, uses, grammar rules and negation)

Assessment: formal or informal assessment done by the teacher to check whether the objectives have been accomplished or not. During the activity, the teacher corrects grammar or vocabulary mistakes. At the end, teacher emphasizes grammar rules, then the teacher gives some examples of common mistakes that students should avoid to do it.

Closure: Write five sentences (affirmative) using ‘’futuro de posibilidad’’. Then, write five negative sentences using ‘’futuro de posibilidad’’. Finally, students have to write each sentence translation.