LING 306 TEFL METHODOLOGY

1. LING 306TEFL METHODOLOGY COOPERATIVE LEARNING LEARNING STRATEGY TRAINING MULTIPLE INTELLIGENCES

2. LEARNING STRATEGY TRAINING • “good language learners are willing and accurate guessers who have a strong desire to communicate…They attend to both the meaning and the form of their message. They also practice and monitor their own speech as well as others.” (Larsen-Freeman, p159)

3. WHAT IS LEARNING STRATEGY TRAINING? • LEARNING STRATEGY – used to achieve learning strategies • - usually tied to the needs and interests of students to enhance learning and based on many types of learning styles • LEARNING STRATEGY TRAINING – learning will be facilitated by making students aware of the range from which they can choose during language learning and use (to improve learning effectiveness)

4. EXAMPLES OF LEARNING STRATEGY • SEMANTIC MAPPING • COPS STRATEGY • READING COMPREHENSION

5. GOALS OF STRATEGY TRAINING • Self diagnose their strengths and weaknesses in language learning • Become aware of what helps them to learn the target language most efficiently • Develop a broad range of problem solving skills • Experiment with familiar and unfamiliar learning strategies • Make decisions on how to approach a language task • Monitor and self-evaluate their performance • Transfer successful strategies to new learning contexts

6. SEQUENCE FOR FRAMEWORK • Initial modeling of the strategy by the teacher with direct explanation of the strategy’s use and importance • Guided practice • Consolidation – help students identify the strategy and decide when it might be used • Independent practice • Application of strategy to new tasks FRAMEWORK FOR LEARNING STRATEGY TRAINING AIMS AT RAISING STUDENT AWARENESS OF THE PURPOSE AND RATIONALE OF STRATEGY USE GIVES STUDENTS OPPORTUNITIES TO PRACTICE THE STRATEGIES THEY ARE BEING TAUGHT HELP THEM USE THE STRATEGIES IN NEW LEARNING CONTEXTS

7. COOPERATIVE LEARNING • “WHAT CHILDREN CAN DO TOGETHER TODAY, THEY CAN DO ALONE TOMORROW” – LEV VYGOTSKY, 1962 • “THERE IS POWER TO WORKING IN GROUPS” – DAVID AND ROGER JOHNSON • “IT’S MORE THAN 3 PEOPLE AND FORM A GROUP”

8. COOPERATIVE LEARNING – WHAT IS IT? • Is an approach to organizing classroom activities into academic and social learning experiences • An instructional method that allows students to work in small groups within the classroom, often with a division of assignment of several specific tasks or roles. Allows students to practice working in a group and taking leadership roles • Structured form of small group learning. Based on 2 key assumptions – positive independence and individual accountability

9. POSITIVE INTERDEPENDENCE & INDIVIDUAL ACCOUNTABILITY

10. PROMOTIVE INTERACTION & INTERPERSONAL SKILLS

11. GROUP PROCESSING • individual members of the team follow correct procedures to analyze how well their team is functioning and how well their team is using interpersonal skills

12. COOPERATIVE LEARNING - OBJECTIVES • Students learn from each other in groups • Students think in “positive interdependence” • Groups are mixed in gender and race • Individuals help each other • Teacher teach students social skills • Students communicate in L2 to achieve language acquisition • Students are tested individually • Students responsibility are distributed • Teacher teach L2 & cooperation • Cooperative learning teaches language for academic and social purposes

13. HOW TO IMPLEMENT COOPERATIVE LEARNING? • Big project – report writing based on findings, observations etc. • Jigsaw – divide the group to focus in special areas of the material to be learned • Peer review – learn how to provide and receive constructive feedback

14. COOPERATIVE LEARNING • Not random – involves intentional planning that focuses on goals and objectives • Based on students’ multiple intelligences, learning styles, interests, readiness vs ability • Fosters positive social and interpersonal skills demonstrated by members of the team • Assigns roles to members of the group • Individuals as well as group members responsible for learning • Encourages individual members to reflect upon their roles in the group and work

15. MULTIPLE INTELLIGENCES PHILOSOPHY • The ability to enhance and amplify our intelligence • Can be taught to others • A multiple reality that occurs in different parts of the brain/mind system • Intelligence – the ability to solve problems, create products that are valued in more than 1 cultural setting

16. MULTIPLE INTELLIGENCESPHILOSOPHY • Howard Gardner found we have 7 intelligences – we have all of them but not fully developed • “IT IS NOT HOW SMART YOU ARE, BUT HOW YOU ARE SMART!”

17. MULTIPLE INTELLIGENCES

18. BENEFITS OF IMPLEMENTING MULTIPLE INTELLIGENCES APPROACH • Better regard for intellectuality • Provide opportunities for authentic learning based on needs, interests and talents of students • Parents and community involvement may increase when students demonstrate work before panels and audiences • Students will be able to demonstrate their abilities and strengths – can help increase self esteem

19. BENEFITS OF IMPLEMENTING MULTIPLE INTELLIGENCES • When you teach for understanding students will accumulate positive educational experiences and the capability for creating solutions to problems in life

20. HOW CAN MI HELP STUDENTS LEARN BETTER? • Learning is both a social and psychological process. • When ss understand how they are intelligent – to manage own learning , to value individual strengths