motivating students abigail bruhlmann english language fellow june 2014
TRANSCRIPT
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Motivating Students
Abigail BruhlmannEnglish Language Fellow
June 2014
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Warm-up Discussion
Why are your students learning English?
What role does English play in their present lives?
What role might English play in their future lives?
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“Three Questions to Ask in Any Classroom”
• What am I learning?
• Why am I learning it?
• How do I know I have learned it?
Adapted from:Drummond, S. (2014, May 27). The 3 Questions to Ask in Any Classroom. NPR. Retrieved from: http://www.npr.org/blogs/ed/2014/05/27/315294389/the-3-questions-to-ask-in-any-classroom
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Classroom setup
• Rows vs. Semi-circle
• Turn-n-talk to your partner vs. stare straight ahead
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Classroom community
• Students feel comfortable
• Students feel like they belong
• Students connected to each other and the teacher
• Students know the teacher and know each other
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Classroom interaction
• Individual work
• Pair work
• Small group work
• Whole class work
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Classroom management
• Clear rules and expectations
• Routines
• Smooth transitions between activities
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Formative Assessment
• Checking in with students along the way
• Informal
• Prepares students for summative assessment
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Examples of Formative Assessment
Exit/entrance papers (KWL)
Peer/individual assessment
Individual white boards
Response journals/logs
Kinesthetic assessments
Discussions
Think, Pair, Share
Graphic organizers
Numbered Heads TogetherAdapted from: http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html
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Summative Assessment
• Cummulative assessment at end of unit
• Final assessment of how much was learned
• Formal (tests, quizzes, projects, presentations)
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Authentic materials
• Materials that students see and use in their daily lives
• Songs, comics, cereal boxes…anything!
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Dialogue Journals
• An individualized, private “conversation” between student and teacher
• Worked on all throughout the term
• Fluency > Accuracy
Denne-Bolton, S. (2013). The Dialogue Journal: A Tool for Building Better Writers. English Teaching Forum 51(2), pp.
2-11.
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Dialogue JournalsMay 31I think is very interesting the book “Charlotte’s Web” because I like the animals, but is sad because Fern’s father wants to kill Wilbur.
June 7Yes I think I would take care of the pig because is not his fault that he is small, so I would help him.
June 4I am happy to hear that you are enjoying “Charlotte’s Web”! I agree that the story is interesting. I think it is heartwarming too, because Fern shows so much love for Wilbur. Do you think that you would take care of a little pig to save its life?
June 10I think I would help him too, though it would be a big sacrifice for me.
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Personalized post-it notes
• When monitoring small group work
• Put post-it note on student desk(vocabulary, pronunciation, grammar)
• Optional: follow-up with student later
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Error Correction
• How effective/necessary is oral error correction?
• How do you practice it?
• How often do you practice it?
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An error is not an emergency
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Error Correction Basics:
• Error vs. Mistake
• Look for patterns (systematic)
• Self correction > Teacher correction
• Balance fluency and accuracy
• Affective filter
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Types of Error Correction
Indirect
Recast
Clarification request
Elicitation
Repetition
Direct
Grammar explanation
Explicit
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RecastStudent:–I go to the store yesterday.
Teacher:–Oh, you went to the store yesterday. That’s cool. What did you buy?
-Teacher restates Ss’ utterance correctly, but without drawing attention to the correction-Indirect correction, best used for mistakes-Most often used by teachers-Often understood by Ss as an alternative to their utterance rather than a correction-Source: http://journal.tc-library.org/index.php/tesol/article/viewFile/160/158
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Clarification request
Student:-I go to the store yesterday.
Teacher:-I go to the store? Wait, what did you do yesterday?
-Teacher pretends not to understand Ss, causing them to self-correct-Indirect correction, best used for mistakes-Ss are expected to correct their own mistakes by following the T’s clues
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Elicitation
Student:
–I go to the store yesterday.
Teacher:
–Ah ok, yesterday I…
www.youtube.com/watch?v=tm5dqn08TME
-Teacher uses rising intonation to repeat the S’s sentence up until the error-Indirect correction, best used for mistakes-S is subtly made aware of the error and has to complete T’s sentence
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Grammar ExplanationStudent:-I go the store yesterday.
Teacher:-Ah, you said “yesterday,” which means this action happened in the past, so we need a simple past tense verb, not the simple present. So…
www.youtube.com/watch?v=JsMA44kclME
-Teacher highlights and explains the grammar rule being violated-Could be direct or indirect (depends if it´s a mistake or error)-Ss can use the grammatical clues to correct their own mistakes, or teacher uses the grammar explanation to correct the mistake for the student
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ExplicitStudent:- I go to the store yesterday.
Teacher:- No, it´s not “I go.” I went to the store yesterday.
www.youtube.com/watch?v=rvSXqVzr5Mg
Teacher explicitly tells the Ss that the utterance is incorrectDirect correction, best used for errorsVery clear that there was a mistakeSs do not get an opportunity to correct their own mistakes
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RepetitionStudent:-I go to the store yesterday.
Teacher:-I go?
https://www.youtube.com/watch?v=kkusnsacpsQ
Teacher repeats the error (using question intonation)Indirect correction, best used for mistakesClear that there is some confusionStudents get an opportunity to correct their own mistakes
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Assessment #1!
Can you identify the different types of error correction?
http://www.youtube.com/watch?v=VFVSQTNUxtc
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Which type to choose?
•Use a variety/use them in combination
•Mistake or error? –Is the student able to self-correct? –Explicit correction for Ss who have no idea how to correct the error or don’t understand that an error occurred
•Know your Ss and their learning styles –Ss who are good at grammar might benefit from metalinguistic correction –Highly observant Ss might recognize recasts as error correction
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No matter which one you choose...
• Give concise explanations• Don’t correct above the Ss’ level• Don’t interrupt the student• Don’t correct every single error
Stick to a theme• Remember the goal of the activity
Does correcting this error help achieve the goal?
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Assessment #2!
•Match the name of the error correction technique together with its definition and an example for the error. “I go the store yesterday.”
•Then, write your own example for each technique for the error, “I am agree.”
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Peer Feedback
Active listening during presentations
Listeners write:
Something I learned: ____________________Question: ____________________Comment: _____________________
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Feedback from Students
“Ticket out the door”
• I learned…• I liked…• I didn’t really like…• I’m still confused about…• Questions/comments/suggestions...
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For more information:
http://www.teachingenglish.org.uk/blogs/alexenoamen/ways-motivating-efl-esl-students-classroom
http://fel.uqroo.mx/adminfile/files/memorias/hernandez_mendez_edith_et_al.pdf