TOPIC 25

1. TOPIC 25 EL PROCESO DE ENSEÑANZA SY APRENDIZAJE EN LA LENGUA EXTRANJERA CENTRADO EN EL ALUMNO.

2. INDEX • 1. Thelearner-centredforeingteaching and learning: 1.1.Definition, reasons and premises of thelearner-centredcurriculum 1.2.Advantages 1.3.Psychological principles 1.4. Methodology 1.5. Assessment and evaluation • 2. Theidentification of motivations and attitudestowardssEnglish 2.1.Learning principles and collaborativeactions 2.2. Suggestionsforidentifyingstudents´motivations and attitudes.

3. 1. Thelearner-centredteaching • 1.1.1 Definition • Theperspectivethatcouples a focuson individual learnerswith a focusonlearning. • 1.1.2 Reasons (Combs, Whisler, 1997): • Motivation, learning and achievement are enhanced • The benefits extend to students, teachers, parents, etc.

4. 1.1.3. Premises: • Learners are distinct and unique • Differences include: learners rates, styles, stages of development, abilities, talents, etc. • Learning is a constructive process that occurs best when context is relevant and meaningful and learners are actively engaged • Learning occurs best in positive environment • Learners are naturally curious.

5. 1.2. Advantages (Campbell, 1992): • The potential of the learner: they bring their own ideas in the classroom • Constant needs analysis: analysis is a continually developing process • Topicality: allows to introduce those issues our pupils are interested in • Previous learning experience: open-ended experience – we give them a framework they have to complete. • Learners as authors: students are involved into material preparation. • The pace increases. • The element of surprise: students do not have the materials in advance • Peer teaching and correction. • Group solidarity.

6. 1.3. Learner-centredphychological principles

7. 1.3.1. Cognitive and metacognitive factors. • Nature of the learning process • Learning is most effective when it is an intentional process of constructing meaning from information and experience. • Goals of the learning process • Goal directed learning. Students must peruse personally relevant goals. • Construction of knowledge • Students link new information with the old one in a meaningful way. • Strategic thinking • A variety of strategies are used to help students to reach their goals. • Thinking about thinking • Students should be able to reflect on how they learn. • Context of learning • Learning is influenced by environmental factors: culture, technology, etc.

8. 1.3.2. Motivational and affective factors • Motivational and emotional influences on learning • Learning is influenced by the learner’s motivation • Motivation is influenced by the motional states, beliefs, goals, etc. • Intrinsic motivation to learn • Intrinsic motivation is stimulated by task of optimal novelty and difficulty. • Effects of motivation on effort • Facilitating motivation by strategies that enhance learner effort and commitment to learning (positive emotions, interesting and personally relevant tasks).

9. 1.3.3. Developmental and social factors • Developmental influence on learning • Learning is more effective when differential development is taken into account. • Social influences on learning • Learning is enhanced when the learner has got the opportunity to interact.

10. 1.3.4. Individual differences factors • Individual differences in learning • Different strategies, approaches, capabilities. • Learning and diversity • Language, ethnicity, race, beliefs, socio-economic status, • Standard and assessment • Assessments provides important information to both teacher and learner. The learner should feel challenged towards appropriately high goals.

11. 1.4. Methodology in a learner-centred curriculum. • Communicative approach + Learner-centred approach = difficulties • Some pupils favour more traditional learning activities rather that communicative type of activities. • We have to take into consideration different type of learners: • Concrete learners (games, pictures, videos, etc) • Analytical learners (grammar, books, own mistakes) • Communicative learners (observing native speakers, watching TV) • Authority learners (teachers' explanation)

12. If our pupils do not believe in the learning value of communicative tasks we can begin by setting traditional learning activities, and gradually try to move towards more communicative activities.

13. 1.4.1 The role of the teacher and the role of the learner • The teacher: • Does learning tasks • Does less telling, students do m ore discovering • Does more design work • Students: • Actively participate • Analyze new information and contrast • Ask questions • Think critically • Active listening, thinks and responds • Interact.

14. 1.4.2. The materials design • “The materials should reflect the outside world” (Nunan) • Authenticity of material • Learner authenticity (should have real purpose for learners)

15. 1.4.3. Specificsuggestionsforconnectingcontent and learning (Weimer, 2002) • Thinkdevelopmentally: • sequenceactivitiesinanorderthatfacilitategrowth. • Teach reading skills developmentally • Teach students how to read • Make short activities routine: • Have students to provide examples, not the teacher. • Target skill and awareness development: • Use matrices and conceptual mapping. • Partner positively with learning center professional • Use supplementary material

16. Let students learn how to summarize • Learn about learning from each other • Use class discussions. • Focus on – how do you learn • Allow time for students to describe their experiences while they are in the midst of the task • Focus on – what can you learn form exam results • Allow time for students to describe their experiences and give their suggestions. • Focus on – how can I make group work better • Make your students think about successful and unsuccessful groups of which they have been members. • Getting feedback – from students and peers • Devise you own feedback mechanisms. Solicit feedback early and often.

17. 1.4.4. Learning principles and collaborative action (Weimer, 2002): • Learning is fundamentally about making and maintaining connections. • Learning is enhanced by taking place in the context of a compelling situation. • Learning is an active search for learner. • Learning is developmental process, involving the whole person. • Learning is done by individuals who are intrinsically tied to others as social beings. • Learning is strongly affected by educational climate. • Learning requires frequent feedback. • Much learning takes place informally and incidentally. • Learning is grounded in particular contexts and individual experiences. • Learning involves the ability of individuals to monitor their own learning.

18. 1.5. Assessment and evaluation in a learner-centredcurriculum. • Evaluation changes when teaching is learner-centred (Wiemer, 2002). • Learner-center teaching abandons tacit assumptions about automatic learning. • Assessment must incorporate genuine feedback: it must reveal to learners an understanding of their work and help them to improve it. • Students learn how to access their own work and participate in peer evaluation. • Huba and Feed (2000): Learning is the focus and ultimate goal of thee learner-centred paradigm. Assessment plays a key role ion shifting to a learner-centred approach.

19. Five elements of evaluation that promote learning: • Focus on learning process. • Students become mindful of what they are doing. • Reduce the stress and anxiety of evaluation experiences. • Experiences that prepare students for what is to come help them manage stress. • Do not evaluate to accomplish hidden agendas. • Students should have a chance to work on skills in class or as homework first. • Incorporate more effective mechanisms. • Include feedback to improve learning potential. • Peer assessment.

20. 2. 2. The identification of motivations and attitudestowards English • 2.1.Learning principles and collaborativeactions • Motivation is the force that draws human beings to move towards something. • It can be intrinsic (individual force) or extrinsic (external force) • Garden (1985): Motivation in SLL context refers to the extent to which the individual works or strives to learn the language because of a desire to do so and the satisfaction in this activity. • To identify students’ motivation: • Questionnaire • Interest inventory

21. Some suggestions to adapt language teaching to students’ interests: • Select and organize topics that are relevant, meaningful, and motivating for students. • Design individual or group activities depending on students’ interests. • Give students praise and encouragement for their successful performance. Allow students to sit with their friends. • Establish inter-curricular connections with other areas of students’ interest. • Provide students with a variety of task that are appropriate for their level. • Create a friendly, open and respectful atmosphere in the classroom. • Help students feel that they are valued members of the classroom.