Get Them Talking - Dramatically Mitzi Geffen

1. Get Them Talking - DramaticallyMitzi Geffen

2. General learning theories which support using drama to facilitate learning: 1. Howard Gardner – Multiple Intelligences * Using methods that involve all of the intelligences ensures that more students will learn and retain material learned. * movement* music* cooperative learning * visualization

3. One can strengthen a weaker intelligence by working through a stronger intelligence.

4. We have two types of memory – spatial and rote. We understand best when facts are embedded in natural, spatial memory.

5. Total Physical Response: * A significant pathway for memory retrieval is through the physical body – We often recall what we wanted to do by simply getting up and moving.*An optimal learning environment is rich with multi-sensory, comprehensibly contextualized input.

6. Reading fluency and language retention: Research shows repeated reading of the same text contributes greatly to reading fluency in general – not only fluency in the practiced text. (L.Ranger 1995)

7. Studies of long-term memory in general and language acquisition in particular show that the most important factor is repetition.( R. Gairns and S. Redman 1986)

8. Aristotle - “The more I want to get something done, the less I call it work.”Motivation is a key factor in learning

9. Alfred Hitchcock: Drama is life –with the dull bits left out.

10. The students’ reactions: The things I liked most from what we did was the readings together and the recreation of the crime, although that one I wish more acting was done. I also liked when we read the play aloud. It made the play to be more lively and to the characters more real, and I also liked the little recreation of the murder we did. It was fun and even a little funny.

11. 6ideas for using drama in the classroom

12. 1. The “What” “Oh!” Game A game adaptable for every level – • "What?! Oh" -Objectives: • Getting even the most reluctant, least confident students to speak. • Practicing a single basic sentence structure.

13. How To Play: • Students work in pairs • Prepare and practice a less-than-a minute -long dialogue • Presentation: for the class for another pair for the teacher

14. The Dialogue A: I have a pen. (no emotion ) B: What? (= I didn't hear you) A: I have a pen. (louder) B: What?!!!! (stunned) A: I have a pen! B: Oh.

15. Adapting for different levels • Choose the type of sentence you want them to practice • Examples: "I have a _______" "I went to the ___________ last week" "I think that________________") “ If I had a _______... • More advanced students think of a suitable reaction instead of “Oh”

16. Students are given a situation and asked to make up a conversation depicting the situation. 2.Role-plays and original skits

17. Advantages • Incorporates vocabulary learned in previous lessons. • Incorporates grammar structure learned in previous lessons. • Opportunity to practice speaking and listening

18. Challenges • Vocabulary is limited to words that the students know. • Success depends on creativity – not only English knowledge. • Presentations accentuate different levels in the group, which may make weaker students feel bad.

19. 3. Dramatic Book Reports • 4 students in each group • Each student tells the other 3 (briefly) about the book he/she read. • The group decides which book to present.

20. The reader tells about a good scene in detail. • Using the book, the group “scripts” the scene and practices. • Presentations in front of the class

21. Advantages • Expands vocabulary • Provides models for grammatically correct sentences • Text provided – less creativity needed • Motivation for repeated reading

22. Challenges • Time may be wasted arguing about which book to choose • There may be too many or too few charactersin the scene • The “audience” is not familiar with the text and may not understand

23. 4. Practiced dramatic reading • Students each choose one paragraph from a library book, textbook, magazine, etc. • Each student practices reading his paragraph aloud with expression. • Student may choose to read as a character, in a certain mood, or type of person.

24. Students are given class time to practice so the teacher can provide feedback. • Each student presents to the class. • Members of the audience have a listening task – a. answer a general question about each passage b. list 3-4 words from each passage

25. Advantages • Motivation for repeated reading • Increases reading fluency • Expands vocabulary • Reinforces grammar

26. Challenges • The “audience” is not familiar with the text and may not understand • Presentations are time consuming • Vocabulary is not necessarily re-entered after activity

27. 5. Dramatic test • Students are told to study unit of the textbook for a test. • Students bring textbooks on the day of the test. • The teacher directs them to re-read one of the passages. • Students are given directions to make up a skit based on the passage (pairs or small groups)

28. Students are required to include a certain number of words from the unit in their skit. • Directions are such that students will have to use the grammar structures learned in the unit. • Audience is given a listening task. • Students are graded according to pre-announced criteria

29. Advantages • Great motivation to review vocabulary and grammar structures • Motivation for repeated reading • Practices oral fluency • No papers for you to mark!! • Easier for some students to show mastery of the material in this way

30. Challenges • Takes more time than a written test • Harder for some students to show mastery of the material in this way • Student’s grade depends partly on the success of his teammates.

31. 6. After reading a play • The class reads a play as part of the literature program. • The class discusses theme, mood, plot, climax, characterization, etc.

32. In pairs or small groups, students choose an excerpt to memorize, practice and present • Students are given class time to practice so the teacher can provide feedback. • Each group presents excerpt to class. • Students are encouraged to bring bits of costumes and props

33. Advantages • Students have all read the same text, so the audience understands the presentation • Enhances fluency • Reinforces grammar • Expands vocabulary

34. Challenges • Some kids have stage fright and forget their lines. • Some students don’t like to perform. • Presentations are time consuming

35. Summing it all up Dramatic activities are: Motivating – Most kids find these activities very engaging and are happy to practice reading and talking in English. Effective – For most kids the learning is long lasting and has a positive affect on the way students approach subsequent challenges. Fun! – There’s nothing like sharing a laugh with a group of kids to improve the learning atmosphere!