how not to kill young geniuses

How not to kill young geniuses

Young geniuses

Divergent thinking

The ability…

• to see many different ways of interpreting things,

• to experiment,

• to try something new,

• to think laterally, imaginatively

On and on…by Roger McGough

“A word juggler who never misses a catch”Charles Causley

On and on…by Roger McGough

“A word juggler who never misses a catch”Charles Causley

Is a well-wisher

Someone

Who wishes at a well?

Is a bad speller

One

Who casts a wicked spell?

On and on…by Roger McGough

“A word juggler who never misses a catch”Charles Causley

Is a shop-lifter

A giant

Who goes around lifting shops?

Is a popsinger

Someone

Who sings and then pops?

On and on…

Is a fly fisherman

an angler

who fishes for flies?

Is an eye-opener

a gadget

for opening eyes

On and on…

Is a night nurse

a nurse

who looks after the night?

Who puts it to bed

and then

turns off the light?

On and on…

Is a rain hood

a gangster

who sings in the rain?

Will a pain-killer

kill you

in terrible pain?

On and on…

Is a tail-gunner

a gunner

with a big long tail?

Do shoppers buy

giants

in a giant sale?

On and on…

Is a sandpaper

used

for wrapping up sand?

If you lay down

your arms

can you still lend a hand?

On and on…

Is a bent copper

a policeman

who has gone round the bend?

Is the bottom line

the line

on your bottom?

On and on…

Study of Divergent thinking

• Percentage scoring Genius level as:

• 5 – 6 year olds?

• 10 year olds?

• 15 year olds?

Study of Divergent thinking

• Percentage scoring Genius level as:

• 5 – 6 year olds? (98%)

• 10 year olds? (32%)

• 15 year olds? (10%)

So, what happens to kids?

98%

32%EDUCATION

How can teachers change the situation to the best?

Keep in mind principles of teaching young learners.

• Important child development theories;

• Different stages of child development;

• Teaching techniques for different stages of development.

Jean Piaget. Some of the most influential theories

today.

• Stage 1 (sensorimotor) - from birth to two years old - learning takes place through the senses and manipulation of objects;

• Stage 2 (preoperational) – from 2 to 7 years old - learners use words and images to represent objects; use imagination, not logic, to explain events;

Jean Piaget. Some of the most influential theories

today.

• Stage 3 (concrete operational) – from 7 to 11 years old - learners think about concrete objects using thinking skills such as classification and basic reasoning skills;

• Stage 4 (formal operational) – from 11 and up - learners think in abstract terms and use inductive and deductive reasoning

General features of 6-to-10-year-olds

Learning to draw

Developing motor skills

Enjoy singing, chanting and

moving

Like games and physical activities

Learning to work in groups

Learning to read:-Recognise

sounds, spelling, multiple

meanings

Learning to write

Have short attention spans:-need activities

varied often

Prefer structure

Ask a lot of questions

Differentiate between fact and fiction

Piaget and the language classroom

• Children should only do tasks they are ready for.

• Children need a physical connection to learning.

• Lessons should not be too guided.

In order not to kill young geniuses we need to make learning…

motivating stimulating

challenging

rewardingenjoyableinspiring

creative

encouraging

interesting

absorbing

enthrallinggripping

compelling

fascinating

How?• Children develop receptive skills first.• Children are developing cognitively and

socially.• Children learn by doing.• The language syllabus must be relevant to

children’s age group to help them to express themselves.

• The grammar is embedded in meaningful and motivating contexts.

• Children need regular recycling and revision.

The principles of early language acquisition

• Principle 1: Listening comprehension has a priority;

• Principle 2: Learning has to be fun, so all senses are engaged;

• Principle 3: Tasks need to be action oriented.

The language syllabus must be relevant to children’s age group to help them to express

themselves.

Children learn by doing.

Children learn by doing.

The grammar is embedded in meaningful and motivating contexts.

The grammar is embedded in meaningful and motivating contexts. Children learn by doing. Children are developing cognitively

and socially.

Children learn by doing.

Children are developing cognitively and socially.

Children learn by doing.

Children learn by doing.

• Children need regular recycling and revision.

Thinking skills and self-assessment

Thinking skills and self-assessment

Thinking skills and self-assessment

More fun, elements of surprise and additional

language practice

Online world

www.islands.pearson.com

Islands

Starter + 6 levels (A1 – A2)

Components for pupils:

• Pupil’s Book with Online World

• Activity Book with stickers + Digital Activity Book

• Reading and Writing Booklet

• Grammar Booklet

Islands

Starter + 6 levels (A1 – A2)

Components for teachers:• Teacher’s Book with Access Code to Online

Resources• Test Booklet• Active Teach including video and photocopiables• Teacher’s Resource Pack containing

Flashcards, Wordcards, Story Cards, Posters and Audio CDs

To develop learners’ thinking skills

• Encourage Divergent thinking

Help learners see issues from different PERSPECTIVES,

• Use COLOURS, GRAPHICS,• Exploit the element of

SURPRISE,• Give permission to make

MISTAKES.

A thinker’s story

QUIZ time