Presentation Template with Summary

It all comes down to techniques!

Lic. Mariana Porta

Objectives of this workshop

Review some basic notions: belief, approach, method, technique.

Reconsider the role of techniques in effective teaching.

Promote interaction and exchange of ideas among colleagues of different background and experience.

Increase teachers' repertoire of techniques.

What shows in our teaching? (1)

The visible or evident part of our teaching rests upon our conscious and uncouncious set of beliefs and convictions.

Our management

What can be observed

What shows in our teaching? (2)

The classroom setting : seating arrangement, resources, whiteboard use, etc.

Resources: time, equipment, space, etc.

Choice and use of activities

Procedures and techniques

Behavior in general

What lies behind our teaching?

The methodological choices we have consiously made.

The instruction and training we have gone through.

The models that have influenced us.

Our own experience as students and teachers.

Our cultural environment.

Our beliefs and principles in regard to:Our role in the classroom

The nature of effective learning and teaching

The difficulties learners face and how they can be addressed

Successful learning activities

The structure of an effective lesson

What is it that really matters for my students?

What I actually do!!

Basic notions

...An approach set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught.

...Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon , the selected approach. ... a method is procedural.

... A technique is implementational - that which actually takes place in a classroom. It is a particual trick, stratagem or contrivance used to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well. (Anthony. 1963: 63-67)

About techniques (1)

About techniques (2)

They are systematic: they follow steps in a specific order and manner.

They aim at effectiveness

They intend to save time, energy and resources.

They can be modified, adapted and re-invented.

They are not always associated to a particular method or approach.

They can become part of our repertoire.

Applying the right techniques could help us tackle the following situtions:

How can I correct mistakes without stopping the student's speech flow?

The Academic Coordinator told me I tend to look at and call upon the same students all the time. How can I change this and have all the class participate?

I wonder how my students feel about their own learning process. How could I get to know?

How could I introduce some variety into the teaching of new vocabulary?

Some examples. 1:

What would this technique be used for?

Can you trace any approach or method behind it?

Can you trace any teaching principle behind it?

Could you suggest any change or follow up to it?

What would your suggestions add to this class?

Use non-verbal cues. Facial expressions, hand gestures, and other non-verbal cues are a great way to overcome the language barrier. For example, when explaining the concept of tall, raise your hand high into the air. When explaining the concept of cold, shiver and chatter your teeth.

Answers

For teaching vocabulary.

The Direct Method

Introduce new vocabuary using mime, demonstrations and pictures. Avoid translation.

Suggestion: the following class sts play charades in pairs to review this vocabulary.

Recycle, engage sts in a multisensory experience. Ideal for children.

What would this technique be used for?

Can you trace any approach or method behind it?

Can you trace any teaching principle behind it?

Could you suggest any change or follow up to it?

What would your suggestions add to this class?

Some examples. 2

Sts are holding their pencils and paper. The teacher says ... 1. Draw a fence at the bottom of the paper.

2. Draw a cat on top of the fence.

3. Draw a pumpkin on the ground in front of the fence.

4. Draw a ghost above the fence.

S. Draw a moon at the top of the left side of the paper.

What is this technique being used for?

Can you trace any approach or method behind it?

Can you trace any teaching principle behind it?

Could you suggest any change or follow up to it?

What would your suggestion add to this class?

Some examples. 3

These phrases cannot be used in the discussionYes.

No.

I agree entirely.

I don't know.

Perhaps.

I am not sure.

He is right.

He said what I wanted to say.

These phrases have to be used in the discussion

No, because ...

I don't agree, because ...

I know and furthermore ...

Why? Who? When? How? Which? What?

That is a terrible thing to say!

It makes me angry when ...

I hate it when ...

You are wrong, because ...

Oh, I am not so sure about that, because I ...

The teacher has written these two lists below on the board before students engage in a discussion. What would this technique be used for?

Can you trace any approach or method behind it?

Can you trace any teaching principle behind it?

Could you suggest any change or follow up to it?

Some examples. 4

Classroom transcript:

S: I have to make an exam in the summer ...(Teacher indicates mistake by facial expresssion)

What is this technique being used for?

Can you trace any approach or method behind it?

Can you trace any teaching principle behind it?

Could you suggest any change or follow up to it?

What would your suggestion add to this class?

Travelling the opposite way

Consider the following principles. Select two of them and in groups jot down three different techniques that would respect these principles.

Make the learner, not the teacher, the focus of the lesson.

Engage all learners in the lesson

Provide maximum opportunity for student participation.

Develop learner's confidence.

Promote cooperation among learners.

Teach learning strategies

To reflect ...

In your experience as a teacher, have you changed any belief about teaching and learning?

Is there any belief about learning and teaching that your students bring to class that consistently interferes with our Alianza methodology?

How could you increase your repertoire of techniques?

Thank You!

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