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MINI COURSE 2013. Teaching Young Learners. Very young learners ?. Young learners ?. VERY YOUNG LEARNERS. According to Piaget: Preoperational Stage of development . The two words most frequently used are: Why and How . They are doers who live in the here and now .
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MINI COURSE 2013 Teaching Young Learners
Veryyounglearners? Young learners?
VERY YOUNG LEARNERS • Accordingto Piaget: PreoperationalStageofdevelopment. • The twowordsmostfrequentlyused are: WhyandHow. • They are doerswholive in thehereandnow. • Learntogetalongwithothersandtaketurns. • Start tolearnaboutpersonalspace ( wheretheirbodiesendandtheothers start).
VERY YOUNG LEARNERS • Askmillionsofquestionsandtaketheanswerstoexaggerateextremes. • They are beginningtounderstandright, wrong, acceptableandunacceptablebehavior. • Egocentric: theyconsiderthingsfromtheirown point ofviewand imagine thateveryonesharesthesameview. • They are abletofocusononeaspectofthesituation, atone time. • Respectandinsistonobedienceofrulesatall times, andthey are notabletotakeanythingsuch as motives intoaccount.
YOUNG LEARNERS • Accordingto Piaget: Concrete OperationalStagesofdevelopment. • Tendencytobedisorganizedandforgetful. • Friendshipsoftenwiththesame-genderpeers, usuallybasedonproximity, common interestsand hobbies. Girls havefewer, butemotionallycloser, than boys. • Test thelimits. • Senseof justice.
YOUNG LEARNERS • Person hygienesometimes a problem. • Hasdifficultytaking a jokeonhimself/herself. • Trytoavoidguilty feelings andpunishmentbyfollowingtherules. • Chartsmay help withmotivation. • They are ableto imagine differentscenariosor ‘whatif’ somethingtohappen.
Piaget and Vygotsky Theories
Piaget and Vygotsky: • Jean Piaget andLev Vygotsky proposedtheclassicalconstructivismtheoriesofcognitivedevelopment.
Vygotsky: “ Childrenlearnthrough social interaction.” Childrenconstructknowledgethroughotherpeople, throughinteractingwithadults.
Piaget: “Children are activelearnersandthinkers.” Childrenconstructknowledgefromactivelyinteractingwiththephysicalenvironment in developmentalstages.
Piaget’sstagesofdevelopment: • Sensorimotor (0-2 yearsold) • Preoperational (2-7 yearsold) • Concrete Operational (7-11 yearsold) • Formal Operational ( +11 yearsold)
NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image. Very Young Learners:
ROUTINE • Is it importanttoestablishroutines? Why? • How do you do it? • Is it thesame in allclassrooms? Why? Whynot?
Divide yourclassintotwoareas: one for circle time andtheother for table time.
Play a songsotheyknowtheclassisaboutto start andtheyshouldmake a circle.
DuringCircle Time theteachercan: introduce new content, review, play games, workwith TPR, singsongs, etc.
CIRCLE TIME Make a circle big, big, big Small, small, small, big, big, big Make a circle small, small, small Hello, hello, hello Make a circle round and round (3x) Make a circle round and round Hello, hello, hello Make a circleup,up,up Down, down, down, up, up, up Make a circledown, down, down Let´s sitdown.
Come on, let's sing. Okay! Hello! [Wave your right hand.] Hello! [Wave your left hand.]Hello, how are you? [Wave your right hand, then gesture towards someone else, placing your arms in front of you in an "And you?" kind of gesture.](Repeat) I'm good! [One thumb up!] I'm great! [Two thumbs up!]I'm wonderful! [Jump in the air!](Repeat) Hello! Hello! Hello, how are you?(Repeat) I'm tired. [Slouch your shoulders and sigh.]I'm hungry. [Rub your tummy.]I'm not so good. [One thumb down!](Repeat) Hello! Hello! Hello, how are you?(Repeat 3x) ♫ HELLO
Who tookthecookiefromthecookiejar? _________tookthecookiefromthecookiejar. Who me? Yes, you! Not me! Thenwho? __________ OK,OK. I tookthecookie. I tookthecookiefromthecookiejar. Theyummy, yummycookiefromthecookiejar. Are youhungy? Uh-uh. Let´s share. OK. WHO TOOK THE COOKIE FROM THE COOKIE JAR?
IF YOU´RE HAPPY... • Ifyou´rehappyandyouknow it clapyourhands • Ifyou´rehappyandyouknow it clapyourhands • Ifyou´rehappyandyouknowandyoureallywant to show it • Ifyou´rehappyandyouknow it clapyourhands • Stompyourfeet • ShoutHooray!
HEAD, SHOULDERS, KNEES AND TOES Head, shoulders, kneesand toes Kneesand toes Head, shoulders, kneesand toes Kneesand toes Eyesandearsandmouthandnose Head, shoulders, kneesand toes Kneesand toes
Tryto use a rattleor a signaltochangefromCIRCLE TIME toTABLE TIME ratherthanraisingyourvoicetoattractattention.
Activities: Suggestions to vary activities about COLORS and NUMBERS: http://teachingyounglearnersctj.pbworks.com/w/page/61642967/Activity%20suggestions
Activities: Presentation: - Present or Review Colors and number during Circle Time
Activities: • 3. Production: • Table time
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AttentionSpan: • A kid’s normal attentionspanisthreetofive minutes for everyyearof age. In otherwords a 2-year-old shouldbeabletoconcentrate for atleast 6 minutes and 5-year-old shouldbeabletofocus for 15 minutes.
HELPER: • Choosedifferentstudentsto help youduringclass time.
ROUTINE: • Do notexpectthingstochangefromoneclasstoanother. Toestablish a routinetakes time.
CONSISTENCY: • Be consistent. Adapt.
SURPRISE ACTIVITIES: • Surpriseactivitiescan help settle a class in case thechildrenget too excited. Tryto use TPR andactivities.
ROUTINE X VARIETY: • It’simportanttoestablish a routine, sothechildrenfeel safe. Butinsidetheroutinetheactivities, songsandchantsshouldvarytogivekidstheopportunitytopracticethesamecontent in manydifferentwaysanddon’tfeelboredabout it.
MATERIALS: • Be attentivetothelistofmaterialsthat are asked in thebeginningofthesemester. Theynotonlyprovidestudentswith a greatvarietyofactivitiesbutalsoparentsfeelgladthatthematerialssent are beingused.
TIMING: • It’simportantto time theactivitiessostudentsfeelawareabouthowmuch time theyhavelefttofinishsomething. • Some digital suggestions: http://www.online-stopwatch.com/
TIMING: Suggestions: • Draw stars ontheboardanderasethemsostudentscankeeptrackofthe minutes theyhaveleft. • Use a chartwithinterestingcharacters. • Use a kitchen timer. • Use songs.
NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image. Young Learners:
DIFFERENCES FROM VYL: • They usually carry their materials instead of leaving them with the teacher in the classroom. • The teacher needs to be organized, but she also needs to teach the students to organize their desks.
DIFFERENCES FROM VYL: • Many of them don’t like Circle Time anymore, they think it’s too childish. • They still like songs but they prefer the ones from their favorite TV show or the ones they listen to on the radio.
DIFFERENCES FROM VYL: • They like games, but need to learn how to be cooperative. • Like very young learners, it’s important to consider: attention span, timing, consistency, routine + variety and surprise activities.
ACTIVITIES: Suggestions to vary activities about ANIMALS: http://teachingyounglearnersctj.pbworks.com/w/page/61642967/Activity%20suggestions
ACTIVITIES: Presentation Practice (PPT) Practice (Realia) Practice or Production (Mobile - cel phones and Ipads)
ACTIVITIES: Presentation: - Present the vocabulary using the book or flashcards: lion, zebra, giraffe, hippo, bear, shark, tiger and fish
ACTIVITIES: • 2. Practice: • PPT • Flashcards • Realia (shoe box and feely box) • Mobile: apps: eFlash English and Cute baby flashcards Lite
ACTIVITIES: • 3. Production: • Cell Phones (pictures, e-mail the teacher....) • Ipads: Educreations ad Skitch
NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image. Tips for talking to parents:
Tips for talking to parents: • Ifa parent comes totheclassroomdoor, introduceyourself. • Highlight some ofthechild’sstrengths, lettingtheparentknowwhatthechild does well.
Tips for talking to parents: • Write everything down on your Grade Sheet and use the information while talking to parents. Thiswill help theparentknowthatyou are basingyourcommentsonfactsandnotjust feelings. • It’simportanttoknowwhatkids are ableto do accordingtotheir age tojustifyparentswhenthey are doingwellornotsowell. Especiallyifthechildistheoldest in thefamily, theparentmightnothaveexperiencetoknowwhatthechildisabletoreachornot.