ELT and Accelerated Learning

1. ELT and Accelerated Learning

2. Why do we do it? Make a difference? For the money? The holidays? Because of the teachers we’ve had. Career prospects? To gain respect?

3. What is your fondest memory of school? A fabulous grammar lesson An exciting maths problem Winning an award or prize A performance or play A sports event Creating something Having fun with the teacher

4. Most people remember those experiences of school which were fun, dramatic and unusual, and which provided them with a sense of achievement.

5. Religious instruction 3Rs Preparation for the workplace Knowledge

6. Learners today look like this!

7. Children have changed Now Then Families have changed Leisure is more individualized More children survive infancy Information migrants Far less healthy Children have varied schedules Less obvious role models Children are susceptible to penetrative and pervasive technologies

8. Content and Language Integrated Learning (CLIL) There is much scientific research on how we learn languages, which now gives us greater understanding of the role of ‘acquiring language' in relation to learning language. Older children and adults tend to be taught languages, usually in language learning classrooms. Successful language learning can be achieved when people have the opportunity to receive instruction, and at the same time experience real-life situations in which they can acquire the language. It is this naturalness which appears to be one of the major platforms for CLIL’s importance and success in relation to both language and other subject learning.

9. “….. for many, the investment of time and effort in language classrooms may have had more disappointing outcomes. Even when they leave school, and later in their lives, they find it difficult to use the language actively, as a tool for real-life communication in everyday situations.” Being Good at Languages: Natural talent or a matter of opportunity? “So, are some people naturally gifted in learning languages? Undoubtedly, yes, just as some people are gifted in music, science, sports or the visual arts, we are all drawn in different ways towards differing forms of learning. But so much of this question of being gifted depends on how we have experienced the world around us; what has made us excited, enthusiastic, disappointed, or otherwise disinterested.” Success in language learning requires: 1. The chance to use and consolidate language in real-life situations 2. Exposure to learning situations that best suit individual learning styles 3. That learning is made fun and exciting 4. That the learner feels able to take risks 5. That learning is memorable

10. The successful language teacher endeavors to do the following: • Create real-life situations in which language • can be used 2. Employ multi-sensory approaches (VAK) Visual Learners Auditory Learners Kinaesthetic Learners 3. Use a range of interesting, exciting and fun activities 4. Create a safe and structured learning environment in which the learner is prepared to take risks 5. Ensure learning is memorable through all the above Accelerated Learning for Language Teaching

11. Kamikaze Banzai Why take the risk?

12. All meaningful learning involves risk: Good teachers help learners negotiate risk. Anxiety paralyses performance: Good teachers provide structured challenges which take this anxiety into account. Effective teaching involves: Failure in England RISK STRUCTURE REAL SITUATIONS FUN A MULTI-SENSORY APPROACH Children are more likely to be engaged in activities they enjoy: Good teachers make learning FUN.

13. According to Schachter & McCauley, children's most common fears are: public speaking and reading making mistakes failure disapproval rejection angry people being alone darkness dentists injections hospitals taking tests open wounds, blood police dogs spiders deformed people …. …and toilets

14. Accelerated Learning involves all of the following: Children feel safe and secure in doing what is expected of them in a given activity RISK: Progression, consolidation, assessment and planning is included in the process STRUCTURE Provide experiences in real-life situations in which children can acquire language REAL SITUATIONS Memorable, enjoyable and exciting activities FUN MULTI-SENSORY APPROACH VAK

15. Four Stages 4. Consolidation 1. Connection Allow for reflection Show the big picture (CLIL) Seek transfer (CLIL) Describe the outcomes Review and preview Sell the benefits 3. Demonstration 2. Activity Use group feedback Present the task Organise environment Use Educative Feedback Vary groupings Engage all learners

16. 1. Connection The content The process The children Where we have been Show the big picture Where we are going Connect to previous learning How we will get there Agree the learning outcomes How we will know Make learning personal Cognitive dissonance Making the connection fun, unusual or dramatic (children remember fun, dramatic and unusual events).

18. 1. Connection By the end of this lesson you will be able to describe where simple object are in the classroom . We will learn prepositions of place. I know all about this I know nothing about this I know something about this

19. Activity Prepare the children for the activity to come by: Grabbing the children’s interest . Posing problems Using multi-sensory approaches (VAK) Ensuring structured language exchange Providing opportunities to describe, pair share and reflect. Chunking lessons Varying groupings Making the presentation fun, unusual or dramatic (children remember fun, dramatic and unusual events). Punctuation Karate Prepositions of place Running Dictation Drama

20. 3. Demonstration Children have the opportunity to demonstrate their understanding through: 1.Generated products Learning webs Artists Easel Storyboards/cartoons 2.Written exchange “I can do it!” Beat the examiner Physical communication Bullet point summery Learning webs Walk through Freeze frame Spoken exchange Islands Group presentation Role play Brain breaks Peer reporter

21. 4. Consolidation Children have the opportunity to reflect on what has been learned and ask the following questions: What did we now know and understand that we did not before? How have we learned? How can we apply our learning? The answers can be arrived at through the following: Module maps I now know all about this 3,2,1 block review I know nothing about this Question box I need to know more Team maps

22. Module maps bed couch carpet In On Under sink Next to cooker near Furniture Vocabulary chair Prepositions of place cupboard Cook In the Home Sleep Eat Brother Relatives Vocabulary Household Routines Vocabulary Iron Sister Mother Possessive adjectives and apostrophe ‘s’ Past continuous Present continuous Mother My brother is sitting in bed and watching television My sister was ironing in the kitchen Mother Mother Mother

23. Need to revisit Partially understand Understand bed couch carpet Module maps In On Under sink Next to cooker near Furniture Vocabulary chair Prepositions of place cupboard Cook In the Home Sleep Eat Brother Relatives Vocabulary Household Routines Vocabulary Iron Sister Mother Possessive adjectives and apostrophe ‘s’ Past continuous Present continuous Mother’s My brother is sitting in bed and watching television My sister was ironing in the kitchen My Your Dad’s

24. 3,2,1 Block Review One thing I already know One thing I want to ask One thing I want to ask Most important thing I’ve learned Most important thing I’ve learned Most important thing I’ve learned

25. Chunking Lessons Children cannot sit with focused attention for long periods of time Attention span = chronological age plus one. Two breaks in a one hour lesson Break times can be used in the following ways: Stretches, class yoga, body sculpture Brain breaks Use of modeling and physical learning Timed reviews Drink water

26. Brain Breaks • Brain breaks are moments to step outside of curriculum subject lessons and divert the mind into a new context allowing it to: • breathe; • relax; • recharge; • refocus. • Breaks energise, enthuse and re-ignite tired or busy minds. Regular brain breaks allow children to experience stress-free enjoyable activities. • Use brain breaks to: • alleviate anxiety; • improve physical fitness; • improve fine and large motor movement; • develop co-ordination; Alleviate anxiety Air writing Back Writing Finger Aerobics Heads thumbs

27. Punctuation Karate

28. Punctuation Karate Don t call me names cried Joe

29. Punctuation Karate Do you speak Slovak asked Sarah

30. Prepositions of Place Past Continuous Clothing

31. Running Dictation

32. Drama

33. EFL and Accelerated Learning