elt and accelerated learning

ELT and Accelerated Learning

For the money? The holidays?

Why do we do it?

Make a difference?

To gain respect? Career prospects? Because of the teachers we’ve had.

A fabulous grammar lesson

An exciting maths problem

Winning an award or prize

A performance or play

A sports event

Creating something

Having fun with the teacher

What is your fondest memory of school?

Most people remember those experiences of school which

were fun, dramatic and unusual, and which provided

them with a sense of achievement.

Religious instruction

3Rs

Preparation for the workplace

Knowledge

Learners today look like this!

Children have changedFamilies have changed

Leisure is more individualized

More children survive infancy

Far less healthy

Then

Children have varied schedules

Less obvious role models

Children are susceptible to penetrative and pervasive technologies

Information migrants

Now

There is much scientific research on how we learn languages, which now gives us greater understanding of the role of ‘acquiring language' in relation to learning language.

Older children and adults tend to be taught languages, usually in language learning classrooms.

Successful language learning can be achieved when people have the opportunity to receive instruction, and at the same time experience real-life situations in which they can acquire the language.

It is this naturalness which appears to be one of the major platforms for CLIL’s importance and success in relation to both language and other subject learning.

Content and Language Integrated Learning (CLIL)

“….. for many, the investment of time and effort in language classrooms may have had more disappointing outcomes. Even when they leave school, and later in their lives, they find it difficult to use the language actively, as a tool for real-life communication in everyday situations.”

Being Good at Languages: Natural talent or a matter of opportunity?

“So, are some people naturally gifted in learning languages? Undoubtedly, yes, just as some people are gifted in music, science, sports or the visual arts, we are all drawn in different ways towards differing forms of learning. But so much of this question of being gifted depends on how we have experienced the world around us; what has made us excited, enthusiastic, disappointed, or otherwise disinterested.”

Success in language learning requires:

2. Exposure to learning situations that best suit individual learning styles

3. That learning is made fun and exciting

1. The chance to use and consolidate language in real-life situations

4. That the learner feels able to take risks

5. That learning is memorable

1. Create real-life situations in which language

can be used

3. Use a range of interesting, exciting and fun activities

2. Employ multi-sensory approaches (VAK)

Visual Learners Auditory Learners Kinaesthetic Learners

4. Create a safe and structured learning environment in which the learner is prepared to take risks

5. Ensure learning is memorable through all the above

The successful language teacher endeavors to

do the following:

Accelerated Learning for Language Teaching

Kamikaze Banzai

Why

take

the

risk?

Why

take

the

risk?

All meaningful learning involves risk: Good teachers help learners negotiate risk.Anxiety paralyses performance: Good teachers provide structured challenges which take this anxiety into account.

Children are more likely to be engaged in activities they enjoy: Good teachers make learning FUN.

RISK

STRUCTURE

REAL SITUATIONS

FUN

A MULTI-SENSORY APPROACH

Effective teaching involves:Failure in England

According to Schachter & McCauley, children's most common fears are:

public speaking and reading making mistakes failure disapproval rejection angry people being alone darkness dentists injections hospitals taking tests open wounds, blood police dogs spiders deformed people ….

…and toilets

RISK:

FUN

REAL SITUATIONS

STRUCTURE

MULTI-SENSORY APPROACH

Children feel safe and secure in doing what is expected of them in a given activity

Progression, consolidation, assessment and planning is included in the process

Provide experiences in real-life situations in which children can acquire language

Memorable, enjoyable and exciting activities

VAK

Accelerated Learning involves all of the following:

1. Connection

Sell the benefits

Describe the outcomes

Show the big picture (CLIL)

2. Activity

Present the task

Organise environment

Engage all learners

3. Demonstration

Allow for reflection

Seek transfer (CLIL)

Review and preview

Use group feedback

Use Educative Feedback

Vary groupings

4. Consolidation

Four Stages

1. ConnectionThe content

The process

The children

Show the big picture

Connect to previous learning

Agree the learning outcomes

Cognitive dissonance

How we will know

How we will get there

Where we are going

Where we have been

Make learning personal

Making the connection fun, unusual or dramatic (children remember fun, dramatic and unusual events).

1. ConnectionBy the end of this lesson you will be able to describe where simple object are in the classroom .

We will learn prepositions of place.

I know all about this

I know nothing about this

I know something about this

Activity

Grabbing the children’s interest .

Prepare the children for the activity to come by:

Posing problems

Using multi-sensory approaches (VAK)

Ensuring structured language exchange

Providing opportunities to describe, pair share and reflect.

Varying groupings

Chunking lessons

Making the presentation fun, unusual or dramatic (children remember fun, dramatic and unusual events).

Punctuation Karate

Prepositions of place

Running Dictation

Drama

3. DemonstrationChildren have the opportunity to demonstrate their understanding through:

1.Generated products

2.Written exchange

Spoken exchange

Physical communicationBeat the examiner

Learning webs

Artists Easel

Storyboards/cartoons

“I can do it!”

Group presentation

Learning webs

Bullet point summery

Role playPeer reporter

Walk through

Freeze frame

Islands

Brain breaks

4. ConsolidationChildren have the opportunity to reflect on what has been learned and ask the following questions:

What did we now know and understand that we did not before?

How have we learned?

How can we apply our learning?

The answers can be arrived at through the following:

Module maps

3,2,1 block review

Question box

Team maps

I now know all about this

I know nothing about this

I need to know more

Module maps

In the Home


Household Routines

Vocabulary

Past continuous

bed

sink

couch carpet

cooker

chair

cupboard

Furniture Vocabulary

In On Under

Next to

near

Cook

Sleep

Eat

Iron

My brother is sitting in bed and watching

television

My sister was ironing in the kitchen

Present continuous

Brother

Sister

Mother

Relatives

Vocabulary

Mother Mother Mother

Mother

Possessive adjectives and apostrophe ‘s’

Module maps

In the Home


Household Routines

Vocabulary

Past continuous

bed

sink

couch carpet

cooker

chair

cupboard

Furniture Vocabulary

In On Under

Next to

near

Cook

Sleep

Eat

Iron

My brother is sitting in bed and watching

television

My sister was ironing in the kitchen

Present continuous

Brother

Sister

Mother

Relatives

Vocabulary

Dad’s Your My

Mother’s

Possessive adjectives and apostrophe ‘s’

Need to revisit Partially understand Understand

3,2,1 Block Review

One thing I already

know

One thing I want to

ask

One thing I want to

ask

Most important thing I’ve learned



Chunking LessonsChildren cannot sit with focused attention for long periods of time

Attention span = chronological age plus one.

Two breaks in a one hour lesson

Break times can be used in the following ways:

Stretches, class yoga, body sculpture

Brain breaks

Use of modeling and physical learning

Timed reviews

Drink water

Brain Breaks

Alleviate anxiety

Air writing Back Writing Finger Aerobics Heads thumbs

Brain breaks are moments to step outside of curriculum subject lessons and divert the mind into a new context allowing it to:breathe; relax; recharge; refocus.

Breaks energise, enthuse and re-ignite tired or busy minds. Regular brain breaks allow children to experience stress-free enjoyable activities.Use brain breaks to:alleviate anxiety; improve physical fitness; improve fine and large motor movement; develop co-ordination;

Punctuation Karate

Punctuation Karate

Don t call me names cried Joe

Punctuation Karate

Do you speak Slovak asked

Sarah

Prepositions of PlacePast Continuous Clothing

Running Dictation

EFL and Accelerated Learning

elt and accelerated learning

Documents