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Building a relationship with teachers

Strategies and concepts To speak Another language. Building a relationship with teachers. Learning Goals:. To self reflect about different learning styles (Multiple Intelligences) and acknowledge and learn to monitor level of anxiety. (questionnaire)

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Building a relationship with teachers

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  1. Strategies and concepts To speak Another language Building a relationship with teachers

  2. Learning Goals: To self reflect about different learning styles (Multiple Intelligences) and acknowledge and learn to monitor level of anxiety. (questionnaire) To understand the three different communication modes and to access the online tools that support communicative activities. To gain some insights about the elements and principles of design. To put into practice a set of metacognitive strategies to be in charge of successful learning experiences. After this presentationstudents will be able to …

  3. Metacognition= thinking about thinking

  4. Multiple intelligences We are happiest and most successful when we learn, develop, and work in ways that make best use of our natural make-up. As such the ‘multiple intelligences’ indicator helps you to focus on the sorts of learning and work that will be most fulfilling and rewarding for you.

  5. Learn about neuroplasticity— the fact that the brain can grow new connections between neurons as we learn something by having new experiences. We can then strengthen these connections by remembering, practicing, visualizing, or using the new information. http://faculty.washington.edu/chudler/neurok.html

  6.                . Students need to envision their brain as a muscle that gains power over time as much as any other muscle does : by stretching. Learning is stretching their thinking muscle. • Human brains are as unique as faces. • All brains are not equal because context and ability influence learning. • The brain is changed by experience. • The brain is highly plastic. • The brain connects new information to old. Use it or lose it

  7. The brain is a muscle that can expand or retract according the activities it gets involved with.

  8. “WHEN WE ENCOUNTER NEW information, the brain quickly goes into pattern-recognition mode. If it reminds us of something we’ve encountered before, we know how to respond. But what happens when the new information doesn’t “fit” with existing understanding? “That’s when the brain really gets excited. The brain doesn’t just detect new information— it craves novelty.” Speaking another language is a novelty for the brain.

  9. Monitoring anxiety Foreign Language Classroom Anxiety Scale Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125‐132. 1. I never feel quite sure of myself when I am speaking in my foreign language class. Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree 2. I don't worry about making mistakes in language class. Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree 3. I tremble when I know that I'm going to be called on in language class. Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree

  10. Setting learning goals • Short-Term Goals: Help us feel a growing sense of accomplishment. Example: I want to write an e-mail to my Spanish penpal once a week. Long-Term Goals: Provide motivation for learning the language. Example: I want to be able to order food in a restaurant when I go to Paris this summer.

  11. Daily learning targets

  12. Wake-up latent childhood abilities our world is dominated by stories, pictures and imagination.

  13. Tolerate uncertainty • Be intuitive • Use body language • The way children acquire language

  14. retention Teachers and learners must be aware of the retention pyramid in order to develop an effective and relevant curriculum to activities.

  15. Communicative competence Knowing how, when and why to say what To whom

  16. Interpersonal communication

  17. Interpersonal Communication • Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

  18. What can students DO in the Interpretive Mode? ✦ mark words, phrases, ideas they understand ✦ determine the theme of a song from rhythm, chorus, visual clues in video ✦ identify the main idea ✦ infer meaning of words in context ✦ draw what is being described / follow a route on a map as it is described

  19. The Interpretive Mode refers to the ability to listen to music, look at visuals or read a text and interpret its meaning.

  20. Presentational Communication

  21. Types of Presentations • Descriptive =describe something or someone, experiences, feelings, objects, places, people or events. • Narrative = tell a story. • Demonstrations= demonstrate understanding of how something works or instructions on how to do something. • Explanatory=provide evidence to justify why something is that way • Transformative = persuade an audience to adopt the presenter’s point of view. [Note: this means convincing someone to change their way of thinking, i.e. breaking a stereotype.]

  22. Why learn another language? The top reason American High school students enrolled in a world language class is to fulfill college and university entrance. In California, two years are required, 3 years are recommended.

  23. Motivation • 1- Why do people learn a second or foreign language?2- What are the characteristics of good L2 learners?3- How would you define motivation?4- Which theories of Motivation do you know about?5- Who are the researchers in the field of motivation for language learning?6- How would you assess students' motivation?7- What should teachers do to motivate their students? http://www.nadasisland.com/motivation/#conc

  24. Self assess

  25. Active learning = visualization and making connections There is an mental imagery that can be visualized for most words. For example, the Latin roots of the words conspire literally mean Breathing together. Conspire calls up in our mind’s eye an image of two heads close together, one whispering into the other’s ear. The image conveys the meaning.

  26. The Power of visual communication

  27. Developing autonomy in language learners

  28. Before it is too late.

  29. References • modes of communication • http://www.actfl.org/i4a/pages/index.cfm?pageid=1 • Elements of design • http://artlady.janishenderson.com/?page_id=5 • Foreign Language Classroom Anxiety Scale • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125‐132. • The Power of communication • http://www.billiondollargraphics.com/infographics.html • Developing Autonomy for Language Learners • http://www.nclrc.org/guides/HED/

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