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Best Classroom Practice Teaching Young Learners ©Eaquals 06/08/2014 Kyiie Malinowska, IHWO 1

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Page 1: Teaching Young Learners

Best Classroom Practice

Teaching Young Learners

©Eaquals 06/08/2014 Kyiie Malinowska, IHWO 1

Page 2: Teaching Young Learners

Best Classroom Practice

Teaching Young Learners

Is teaching YL really that different to teaching adults?

What happens in a YL Classroom?

Is it the same as what should happen? What we’d like to happen?

Is there a gap between our (and our teachers’) vision of a YL

classroom and reality?

Is there a gap between theory and practice?

Is there potential for more learning to happen in the YL classroom?

How can we help support our YL teachers to be the best they can be?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 2

Page 3: Teaching Young Learners

Welcome

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 3

Image from :http://olivetorun.com/abc-123-get-to-know-me/

Teacher

Trainer

Advisor

Writer

Coordinator

Mentor

Page 4: Teaching Young Learners

Who are you?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 4

Image from :http://olivetorun.com/abc-123-get-to-know-me/

?

Page 5: Teaching Young Learners

Who are you?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 5

Image courtesy of :http://olivetorun.com/abc-123-get-to-know-me/

?

Obviously the body game is great for revising body parts, but it‟s also great for team building and creating a feeling of

trust, especially with teens.

TOP TIP: Great for study abroad and summer programmes when students often don‟t know each other and also come

from different backgrounds so missing that group dynamic.

WARNING: It‟s not suitable for all cultural backgrounds.

Page 6: Teaching Young Learners

Who are you?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 6

?

Page 7: Teaching Young Learners

Who are you?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 7

1.Ferocious

2.Fluffy

3.Cuddly

Page 8: Teaching Young Learners

Who are you?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 8

1.Ferocious

2.Fluffy

3.Cuddly

The silly adjectives activity can be a great ice-breaker for teens and

normally gets a giggle. You can change it to reveal the answers as

„this is the kind of student you think you are‟ and use it as a

springboard for a conversation about reflecting on their own

learning or learner training etc.

Page 9: Teaching Young Learners

Who are you?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 9

Public Relations Manager

• It’s up to you to report back on your group’s

discussion.

Secretary

• It’s up to you to take notes and write things down

when/if necessary.

General Manager

• It’s up to you to make sure everyone gets a

chance/is encouraged to speak and is listened to.

Project Manager

• It’s up to you to make sure your group stays on

task and finishes within the time limit.

Page 10: Teaching Young Learners

Who are you?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 10

Public Relations Manager

• It’s up to you to report back on your group’s

discussion.

Secretary

• It’s up to you to take notes and write things down

when/if necessary.

General Manager

• It’s up to you to make sure everyone gets a

chance/is encouraged to speak and is listened to.

Project Manager

• It’s up to you to make sure your group stays on

task and finishes within the time limit.

„Cooperative learning‟ is great for project work.

With YL though, be sure to break everything down into

simple stages

Page 11: Teaching Young Learners

Open wide, come inside…

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 11

Page 12: Teaching Young Learners

Open wide, come inside…

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 12

Using Mental Imagery

Page 13: Teaching Young Learners

Open wide, come inside…

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 13

Page 14: Teaching Young Learners

Open wide, come inside…

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 14

Page 15: Teaching Young Learners

Open wide, come inside…

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 15

We‟ve all heard of schema and semantic network theory and that YL need to connect

new language to their own world etc., but….

did you know that some cognitive theorists have done studies showing that mental

imagery is not just great for comprehension and memory, but it can also lead to greater

grammatical awareness and understanding and that the cognitive act of mental imagery

is connected to the verbal processes!

Page 16: Teaching Young Learners

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 16

Time for a group task

Page 17: Teaching Young Learners

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 17

Step 1

Brainstorm some of the types

of activities and tasks you are

likely to see in an adult

classroom

e.g. An open close activity

Image from: http://www.semrush.com/blog/publications/things-you-should-check-before-hiring-a-

website-content-writer/

Are YLs really that different to Adults?

Page 18: Teaching Young Learners

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 18

Step 1

Brainstorm some of the types

of activities and tasks you are

likely to see in an adult

classroom

e.g. An open close activity

We all know that an ICQ here and there never goes astray in any classroom,.

YLs not only have trouble listening and paying attention, they also sometimes need reassurance that they heard

correctly (and it‟s confidence boosting when an ICQ tells them they did).

Are YLs really that different to Adults?

Page 19: Teaching Young Learners

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 19

Step 2

Brainstorm some

developmental characteristics

or key issues with

implications in the classroom

specific to YL

e.g. „they have shorter

attention spans than adults‟

Are YLs really that different to Adults?

Page 20: Teaching Young Learners

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 20

Step 2

Brainstorm some

developmental characteristics

or key issues with

implications in the classroom

specific to YL

e.g. „they have shorter

attention spans than adults‟

When given the opportunity and the right tools, YL are can be

very creative and full of ideas. They are also easily

distracted. Giving them time limits helps to keep them on task.

Are YLs really that different to Adults?

Page 21: Teaching Young Learners

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 21

Step 3

Together in your group decide

on 4 typically „adult‟ tasks and

4 „YL characteristics/key

considerations for teaching‟

and write them down on the

small pieces of paper I gave

you during the last step.

Be sure to keep the adult and

YL piles separate.

Are YLs really that different to Adults?

Page 22: Teaching Young Learners

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 22

Step 3

Together in your group decide

on 4 typically „adult‟ tasks and

4 „YL characteristics/key

considerations for teaching‟

and write them down on the

small pieces of paper I gave

you during the last step.

Be sure to keep the adult and

YL piles separate

When doing project work, it‟s a nice idea to have the

instructions written somewhere for groups to see and refer

back to or discuss.

Are YLs really that different to Adults?

Page 23: Teaching Young Learners

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 23

Step 4

Time to play!

Are YLs really that different to Adults?

Page 24: Teaching Young Learners

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 24

Step 4

Time to play!

Kids love playing „matching‟ games, but it seems like such a waste

to use the cards the teacher has made only once. I like to recycle

the cards and use them for as many activities as I can. I also like to

encourage learners to try and connect them in more creative ways.

Are YLs really that different to Adults?

Page 25: Teaching Young Learners

Are YLs really that different to Adults?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 25

To discuss with your group now:

What are the advantages to Cooperative

Learning when doing group/project work

(allocating roles)?

What other classroom management ideas

might help a teacher who is used to teaching

adults keep YL engaged and on task?

To think about for later:

How do you help the teachers at your school transfer skills (from

teaching adults to YL)?

How many of your teachers do you think know why memory games

are played in the YL classroom?

What do you think most of your teachers do with the pieces of

paper after the game is done?

Page 26: Teaching Young Learners

What happens (or should happen) in YL Classrooms? What activities or tasks do YLs do?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 26

• Project work

• Pellmanism/ memory games

• Picture dictation

• …

• …

• …

Page 27: Teaching Young Learners

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 27

What happens (or should happen) in YL Classrooms? What activities or tasks do YLs do?

Page 28: Teaching Young Learners

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 28

What happens (or should happen) in YL Classrooms? What activities or tasks do YLs do?

Page 29: Teaching Young Learners

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 29

Younger YL need to be actively involved in the language. Body, mind and soul. Actions aren‟t just fun and

silly to watch, they provide visual clues and help students connect to and remember the language.

Don‟t be afraid to hand some of the control over the learners and let them create the actions too.

What happens (or should happen) in YL Classrooms? What activities or tasks do YLs do?

Page 30: Teaching Young Learners

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 30

To discuss with your group now:

Actions can help with remembering and internalising

new vocabulary, but why else might you use actions or

mime in a YL classroom?

Action stories are fun, but why is fun important in a YL

class? And why is it good to get them moving around?

Do you get the feeling I threw the elephant story in

mostly because I like it a lot? Why would I do that?

To think about for later:

Teachers are great scavengers. They love to get new ideas for activities

and build up a bank of „fun‟ things to do in the classroom, but how often

do they get caught up in the superficial (the game or task itself, the

materials, the technology) and forget about the actual learning?

What happens (or should happen) in YL Classrooms? What activities or tasks do YLs do?

Page 31: Teaching Young Learners

What does a YL Classroom look like?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 31

Image from: http://www.activityvillage.co.uk/classroom-resources

Page 32: Teaching Young Learners

What does a YL Classroom look like?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 32

Image courtesy of: http://www.activityvillage.co.uk/classroom-resources

In my experience, half the class want to draw, because they love drawing, and the other half don‟t want to draw

because either they don‟t like it, they don‟t have the skills or confidence, or they are mini perfectionists who freak

out when the teacher tells them to stop or use a certain colour. And let‟s not forget the class clown who likes to add

a dragon, robot, shark or penis. To EVERYTHING :(

Page 33: Teaching Young Learners

What does a YL Classroom look like?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 33

To discuss with your group now:

Why did I ask you to put the paper on your

heads?

Is your picture perfect? Does it matter?

To think about for later:

How many photocopies does your school go through?

Could your YL teachers use 1 scrap piece of paper for 3

or more different (meaningful) activities?

Many teachers know that a picture dictation is „good for

YL‟. I mean, they have it in the Cambridge YLE, so it

must be good, right? But how many are able to tell you

why it‟s used for YL ?

Page 34: Teaching Young Learners

3 or more activities with 1 piece of scrap paper?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 34

Image from: http://indulgy.com/post/RrpwaD2WO1/shut-the-front-door

Page 35: Teaching Young Learners

3 or more activities with 1 piece of scrap paper?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 35

Image from: http://indulgy.com/post/RrpwaD2WO1/shut-the-front-door

Page 36: Teaching Young Learners

3 or more activities with 1 piece of scrap paper?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 36

Image from: http://indulgy.com/post/RrpwaD2WO1/shut-the-front-door

Kylie

Page 37: Teaching Young Learners

3 or more activities with 1 piece of scrap paper?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 37

Image from: http://indulgy.com/post/RrpwaD2WO1/shut-the-front-door

Kylie √ √

Page 38: Teaching Young Learners

3 or more activities with 1 piece of scrap paper?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 38

Image from: http://indulgy.com/post/RrpwaD2WO1/shut-the-front-door

Kylie √ X √ X

√ √

Page 39: Teaching Young Learners

3 or more activities with 1 piece of scrap paper?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 39

Image from: http://indulgy.com/post/RrpwaD2WO1/shut-the-front-door

Are Have Need Like Can Can’t Learn

VYL

YL

TEENS

Page 40: Teaching Young Learners

3 or more activities with 1 piece of scrap paper?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 40

Image from: http://indulgy.com/post/RrpwaD2WO1/shut-the-front-door

Are Have Need Like Can Can’t Learn

VYL

2-7

YL

8-12

TEENS

13-17

Page 41: Teaching Young Learners

3 or more activities with 1 piece of scrap paper?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 41

Image from: http://indulgy.com/post/RrpwaD2WO1/shut-the-front-door

Are Have Need Like Can Can’t Learn

VYL

YL

X

TEENS

Kids love battleships and it can be adapted to almost any piece of language. Even non-readers and writers can play

if you use pictures. Just make sure it‟s set up well and that they have a model of the language they need. And don‟t

forget some feedback and praise of good language afterwards so that they are reminded why they did the activity.

Page 42: Teaching Young Learners

What does a YL Classroom look like?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 42

To discuss with your group now:

Why didn‟t I ask you to draw lines?

Why did I tell you to guess the classroom

objects before you asked each other?

How could each of these activities be

exploited further?

To think about for later:

In the early years of teaching YL teachers work hard on

giving instructions and classroom management and

setting up activities, but what happens after activities?

YL teachers often give praise, but sometimes forget to

make it clear to YLs exactly why they did an activity.

Page 43: Teaching Young Learners

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 43

Mother duck said,

“Quack, quack, quack,

quack!”

But only 4 little ducks

came back…

Page 44: Teaching Young Learners

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 44

To discuss with your group now:

Why sing a song while YLs are

drawing?

When should you not use a song or

chant as a timer?

What kinds of things can these books

be used for?

To think about for later:

If you had to choose just one, what is the most

important thing for a YL teacher to have?

Skills? Knowledge? Resources? School support?

Page 45: Teaching Young Learners

Who are the teachers?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 45

Page 46: Teaching Young Learners

Who are the teachers?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 46

Page 47: Teaching Young Learners

Who are the teachers?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 47

Page 48: Teaching Young Learners

Who are the teachers?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 48

• One CP has a group of 14-15 year olds who speak entirely in L1 throughout the lesson. What would you suggest during feedback?

• One group of CPs have a class of 8-9 year old boys, who are fairly riotous. What advice can you give them?

Page 49: Teaching Young Learners

Who are the teachers?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 49

• One CP has a group of 14-15 year olds who speak entirely in L1 throughout the lesson. What would you suggest during feedback?

Together they could draw up a plan / classroom rules determining when and how English will be used in class. It’ll take time, and it may never work as well as the teacher may imagine. On the other hand, at this age students change a lot, and so it may well be a matter of surviving until the next summer holiday. In September the teacher may find herself facing a completely different group of students.

• One group of CPs have a class of 8-9 year old boys, who are fairly riotous. What advice can you give them?

Page 50: Teaching Young Learners

Who are the teachers?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 50

Page 51: Teaching Young Learners

Who are the teachers?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 51

Is there an

“over-attention to

mechanics of task and

material and to the pursuit

of “fun” and an under-

attention to the moment-by-

moment learning that our

practices might or might not

lead to”

in the YL classroom?

Taken from Scrivener and Underhill, 2012

Page 52: Teaching Young Learners

Who are the teachers?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 52

To discuss with your groups AND think about

for later:

Are our learners capable of more, much more?

Have the tasks and techniques we use in class

become rituals and ends in themselves?

How can we stop “covering material” and start

focusing on the potential for deep learning?

What small tweaks and adjustments can we

make to shift the whole focus of our teaching

towards getting that engine of learning going?

Scrivener and Underhill, 2012

Page 53: Teaching Young Learners

Who are the teachers?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 53

Skills

Knowledge

Resources

School Support

Page 54: Teaching Young Learners

Who are the teachers?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 54

Skills

• Teaching Skills

• Communication Skills

• Language Skills

• Pedagogical reasoning skills and decision making

Knowledge

• Subject matter

• Contextual Knowledge

• Theoretical knowledge

• Task bank

Resources

• Classroom Equipment

• Materials

• Stationary

• Books

• YL Managers/ peers

• Training

School support

• Disciplinary procedures and protocols

Page 55: Teaching Young Learners

What do the teachers need?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 55

Skills

• Teaching Skills

• Communication Skills

• Language Skills

• Pedagogical reasoning skills and decision making

Knowledge

• Subject matter

• Contextual Knowledge

• Theoretical knowledge

• Task Bank

Resources

• Classroom Equipment

• Materials

• Stationary

• Books

• YL Managers/ peers

• Training

School support

• Disciplinary procedures and protocols

Adult Education should

have as one of its main

tasks to invite people to

believe in themselves. It

should invite people to

believe that they have the

knowledge.

Freire, 1973, cited in Freeman and Richards, 1996

Page 56: Teaching Young Learners

How can we bridge the gap?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 56

Skills

• Teaching Skills

• Communication Skills

• Language Skills

• Pedagogical reasoning skills and decision making

Knowledge

• Subject matter

• Contextual Knowledge

• Theoretical knowledge

• Task bank

Resources

• Classroom Equipment

• Materials

• Stationary

• Books

• YL Managers/ peers

• Training

School support

• Disciplinary procedures and protocols

What areas are falling

short?

What can be done to help

fill the gaps?

What type of teacher

development and support

best fits the gaps?

Who will decide who needs

what?

How will it be given?

How will you ensure the

tacit is explicit?

Page 57: Teaching Young Learners

How can we bridge the gap?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 57

Skills

• Teaching Skills

• Communication Skills

• Language Skills

• Pedagogical reasoning skills and decision making

Knowledge

• Subject matter

• Contextual Knowledge

• Theoretical knowledge

• Task bank

Resources

• Classroom Equipment

• Materials

• Stationary

• Books

• YL Managers/ peers

• Training

School support

• Disciplinary procedures and protocols

• Teacher Training Courses

• Teacher Development Sessions

• Conferences

• Workshops

• Swap shops

• Observations

• Peer observations

• Articles

• Action Research

• ……

Page 58: Teaching Young Learners

What about those activities we did?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 58

What is the aim of the activity?

What are the underlying principles?

What is the learner doing?

What is the learner learning?

Is it meaningful?

Is it challenging?

How can it be adapted?

Page 59: Teaching Young Learners

What about all those questions for ‘later’?

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 59

• How do you help the teachers at your school transfer skills (from teaching adults to YL)?

• How many of your teachers do you think know why memory games are played in the YL classroom?

• What do you think most of your teachers do with the pieces of paper after the game is done?

• Teachers are great scavengers. They love to get new ideas for activities and build up a bank of „fun‟ things

to do in the classroom, but how often do they get caught up in the superficial (the game or task itself, the

materials, the technology) and forget about the actual learning?

• How many photocopies does your school go through?

• Could your YL teachers use 1 scrap piece of paper for 3 or more different (meaningful) activities?

• Many teachers know that a picture dictation is „good for YL‟. But how many are able to tell you why ?

• In the early years of teaching YL teachers work hard on giving instructions and classroom management and

setting up activities, but what happens after activities? YL teachers often give praise, but sometimes forget

to make it clear to YLs exactly why they did an activity.

• If you had to choose just one, what is the most important thing for a YL teacher to have?

• Skills? Knowledge? Resources? School support?

Page 60: Teaching Young Learners

©Eaquals 06/08/2014 Teaching Young Learners by Kylie Malinowska, IHWO 60

Thanks for listening

Kylie Malinowska

IH World Organisation YL Advisor & YLC

web: www.ihworld.com

email: [email protected]

twitter: IHWO_YL_Ts

blog: klokanomil.wordpress.com