participants will be able to… explain roles of teacher and student in an (inter)active classroom...
TRANSCRIPT
DFL Active Learning Model objectives for this session
Participants will be able to…explain roles of teacher and student in an
(inter)active classroomdescribe some active learning activitiesexplain the motivation for employing active-
learning principles
USMA expects our cadets to be able to...
think on their own take responsibility communicate demonstrate cross-cultural
awareness and sensitivity carry on life-long learning
Research shows that learners thrive when they...
are motivated intrinsically perceive an activity as useful are attentive & actively involved work in their own learning style use learning strategies to enhance learning learn language in context
Traditional Roles of the Teacher
Teachers as Passive Technicians
Teachers as Reflective Practitioners
Teachers as Transformative Intellectuals
Teachers as Passive TechniciansBehaviorist model of teaching
Content knowledge is broken down into discrete items for simple transmission to students.
Teacher is a conduit.
Teachers as Reflective PractitionersTeaching is a learning experience for the teacher
Emphasizes creativity, self-reflection, context sensitivity
Informed involvement in the principles, practices, and processes of classroom instruction bring about fruitful perspectives on how to enhance student learning.
Reflection-on-action: before, during, & after class
Teachers as Tranformative IntellectualsTeachers seek to enhance learning inside the classroom
while transforming learner habits and practices outside the classroom. Teacher is a role model Teaching continues outside the classroom.
Teachers provide knowledge that is socially contextualized
Teaching is student-centered, committed to interactive, consciousness-raising, problem-posing activities.
Promotes learner self-regulation & empowerment
Macrostrategies for teaching Maximize learning opportunities
Minimize perceptual mismatches
Facilitate negotiated interaction
Promote learner autonomy
Foster language awareness
Activate intuitive heuristics
Contextualize linguistic input
Integrate language skills
Ensure social relevance
DFL's active learning modelStudent-centered learning
Use macrostrategies to customize daily provided lesson plans to the individual needs of your cadets
Teacher-provided "interactive situations“ model co-construct create
Goals: communication & cultural literacy Situate learning opportunities in proper cultural context
Focus on cognitive & metacognitive learning in & out of the classroom Teach learners how to learn Promote self-regulation
http://bogglesworldesl.com/glossary.htm
Teachers’ and Learners’ Actions
“TO” “WITH” “BY”MODEL PRACTICE/CO-CONSTRUCT CREATE
assessment of learner success
Teacher action
Learner action
time
classtime
i. Before class... Articulate goals clearlyHave high but reasonable
expectationsPrepare opportunities for
critical thinkingPrepare to work 'in context '
ii. In class...
Teacher's actions
iii. All the while...
Awaken curiosityFoster interactionAddress learning
stylesWork on speaking,
listening, reading, writing
Replace English
Assess and provide feedback
Integrate learning and life
Teach students how to learn
Learner's actionsView teacher as guide and role modelWhen in doubt, clarify!Be engaged and take ownership of the learning
processRelate learning to lifeBecome aware of how best you learn Understand your learning style and take account of it as
you learn Develop new strategies for learning in the West Point
environment Understand what motivates you and work on maintaining
it.
In class, it's your call, as long as students...
• make progress and get opportunities for practice every day• Language items move into long-term memory only after 4 –
6 instances of focused attention and practice.• remain motivated
• Success motivates; set them up for success.• Teach them to love learning – regardless of where or when it
happens.• develop respect for the language and people they study
• Don’t make fun of the target culture; point out differences objectively but remain positive.
• retain their dignity• Mistakes are crucial learning opportunities. Let them make
them, correct them constructively and help them understand the source.
Active Learning Activities
Activity: Dictation on boards (10 min.)
Mode: Writing, Listening
Focus (Objective): Vocabulary, Grammar, Orthography
Teacher: calls cadets to boards, dictates one sentence at a
time containing 1-2 current grammar or vocabulary items;
assists with assessment/explanation/correction.
Cadets: write the sentence they hear with correct grammar
and spelling then read each other’s work and correct errors.
Active Learning Activities
Activity: Question & Answer Oral Practice (10-15 min.)Mode: Speaking, ListeningFocus (Objective): Vocabulary, GrammarTeacher: writes a list of 3 short questions based on textbook material on PPT slide. Asks Cs to interview each other (3 min.) to become acquainted with Qs & As. Initiates one-by-one questioning by asking 1st question to a C who must answer and then ask the same question to his/her neighbor; Assists with pronunciation and corrections as needed.Cadets: Interview each other aloud with assigned questions coming up with appropriate answers. Asks and answers questions to/from neighbors as directed.
Active Learning Activities
Activity: Sentence Building on boards (10 min.)Mode: Writing, ReadingFocus (Objective): Vocabulary, Grammar, OrthographyTeacher: separates class into two teams; teams select team name (in target language). On PPT slide, T prepares three columns of words: a column for the subject, a column for verbs, and a column for a direct object or prepositional phrase.Cadets: As quickly as possible and one by one, Cs build sentences using one word from each column using correct grammar, word order, and conjugations until all words are used. The team can help by correcting spelling and/or grammar errors as they occur. First team to build the appropriate number of sentences with 0 errors wins!