how not to kill young geniuses
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Presentation for teachersTRANSCRIPT
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
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