theory to practice catesol 2010
DESCRIPTION
The Presentation for CATESOL 2010. Video is not inserted so that slides and notes are matched.TRANSCRIPT
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From Theory to Practice & Back in TESOL
Marie Takai, M.A.Rebekah Sidman-Taveau, PhD
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Workshop Overview• Goals
– Share innovative and fun lessons – Connect practice to theory
• Constructivist learning theory • Socio-constructivist theory • Comprehensible Output Hypothesis• Multiple Intelligence Theory• Motivation • Affective Filter Hypothesis
– Key Point– Theory can be utilized pre-during-post lesson and in
conscious and unconscious ways
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The class at the adult education
Beginner High
Multi Ethnicity
(Chinese, Korean, Mexican, Indian, Peruvian, Vietnamese, Iranian & Japanese)
20 – 30 students / Female dominant / Age 20 – 75
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Imposter syndrome
• Less experienced
• Non-native speaker dilemma
• Unsuccessful Language Learning
• Trauma from Behaviorist based teaching
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Recipe Book
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The final day of my practicum
Potluck Party
Recipe Presentations
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Final Presentation
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Practicum Schedule
February March 2009
Breakthrough
Observations
Instructor observation
Teaching
Pot luck& Presentation
Recipe Writing Recipe Items
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Transformation Observations
Teaching
Post Lesson ReflectionSelf-transformationImposter Syndrome
Post observations
I was not so bad after all.
I’m not qualified to
teach…
Let’s see what I can do.
Collaborative Review
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Philosophical Shift
Constructivist FacilitatorStudent autonomyMeaningful activity A error is a source of
learning
Behaviorist Authoritarian teacher Passive StudentsMechanical drillsError corrections
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Behaviorist Learning Theory
Associated Methods• Grammar Translation• Academic Style
Techniques• Audio-lingual Method
(1960’s-)
Theory• Learning is the
acquisition of new behavior through conditioning
Principles• Concepts need to be
broken down into discreet points
• Learners need repetition and reinforcement
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Constructivist Learning Theory
[Fosnot, 1996 & Reagan, 1999][Fosnot, 1996 & Reagan, 1999]
Theory Some Related Principles
Learners actively construct their own knowledge.
• Student interests should drive learning
• Students learn through participation and doing
New knowledge is built from prior knowledge. • Connecting new knowledge to
background knowledge facilitates learning
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Another Constructivist Notion
Disequilibrium• When learners encounter new knowledge
that does not fit within their pre-existing framework it causes disequilibrium. This condition leads to deeper learning because the learner schema must be expanded or reorganized in order to alleviate it (Piaget, 1977)
Fosnot, 1996 & Reagan, 1999Fosnot, 1996 & Reagan, 1999
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Constructivist Notions: Errors
Errors• Should not be avoided entirely • Are learning opportunities that need to be
explored and discussed• Are natural part of the learning process • Show us students’ working conceptionsA Related Principle• Teachers can model how to learn from errors
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Philosophical Shift
Constructivist FacilitatorStudent autonomyMeaningful
communicative activities
A error is a source of learning
Behaviorist Authoritarian teacher Passive StudentsMechanical drillsError corrections
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My Lesson PlanProcedure: 60 min.
Introduction Confirm a Goal : To Publish a recipe book for GilbertoCorrect HW – Cooking Verb Quiz
10 min.10:45-
Review:the cooking verbs
How can we memorize verbs? – Body Language & Gesture Group Activity: Guess the Verb!
15 min. 10:55-
Recipe Writing
Divide SS into 6 ethic groups <3 min>Decide on a dish (pick up a simple one!) <5min> List ingredients <5 min>Write instructions <15 min> Collect the recipes
30 min.11:10-
HW & Summary
The Cooking Verb Crossword 5 min.11:40-
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Video of the opening
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Presentation of Cooking Verbs
Picture Dictionary. 31 Kitchen Verbs
Presentation
visual aid
kitchen utensils
gestures
verbal description
with examples
+reinforcement
Bodily-kinesthetic activity Recipe Writing
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Some Socio-Constructivist Theory
•Knowledge is first
constructed in a social
context and later
internalized individually
•Language is a mediational
means.
Lev Semenovich Vygotsky Lev Semenovich Vygotsky (1896-1934)(1896-1934)
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Gesture Game
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Comprehensible Output Hypothesis
• Language acquisition depends on comprehensible output; learners need communicative opportunities for meaningful negotiated interaction (Swain, 1995).
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Multiple Intelligence Theory
Gardner’s Eight Intelligences Linguistic IntelligenceMusical IntelligenceLogical-Mathematical IntelligenceSpatial IntelligenceBodily-Kinesthetic Intelligence Interpersonal Intelligences Intrapersonal IntelligenceNaturalist Intelligence
☆ Intelligences interactively contribute to a successful learning.
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Work Sheet for writing project
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Theoretical Connections
Learner Variables:–Motivation
–Anxiety
–Learning styles
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Types of Motivation
• Instrumental
• Intrinsic
Ellis, 1994Ellis, 1994
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AnxietyAffective Filter Hypothesis (1981):H Anxiety + L Motivation + L Confidence = H affective filter mental block
Lowering affective filter making it fun and social using familiar contexts providing positive feedback honoring students’ culture modeled risk taking and perception of errors as
learning opportunities
[Krashen, 1981Krashen, 1981]
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Zones of Proximal Development
The distance between actual development and potential development with the guidance of another . The optimal place for instruction and level at which learning can take place.
[Lantolf & Appel, 1998; Vygotsky, 1978][Lantolf & Appel, 1998; Vygotsky, 1978]
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Scaffolding
Providing just enough help to enable the learner to improve his or her skills or knowledge.
[Wood, Bruner, & Ross (1976)][Wood, Bruner, & Ross (1976)]
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Sources ACADEMIC ProfessorsLearned knowledgeTextbooks Books / Journals
OCCUPATIONAL Teaching ENG/JPNOther teachers Textbooks PERSONALNonnative SpeakerTheater experiencesMiddle aged woman
EDUCATION in JP/USA Successful LearningUnsuccessful Learning
MultipleIntelligences
Social constructivist
Resources
Theories &Philosophies
Constructivist theory
Practice
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Theory Application
• Not always linear
• Conscious or unconscious
• To guide future teaching
• To reflect upon past teaching
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The last message
“Could I have your autograph on the recipe book.” I don’t want to forget you.”