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05/09/2015

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THE CHALLENGE OF BRINGING

STUDENTS’ REAL LIFE

INTO THE CLASSROOMGUSTAVO GONZÁ[email protected]

Goya, Corrientes - September 5th - 2015

AIS O! T"IS TAL#

To $%a&e '%oug%'$ on '%e im(o&'an' &olein'&in$ic mo'i)a'ion an* com(ellingin(u' (la+ in language ac,ui$i'ion.

To e-(lo&e $ome i*ea$ '%a' ill ma/eou& $'u*en'$ &eal lie (la+ an ac'i)e(a&' in '%ei& lea&ning (&oce$$ in a

meaningul an* un a+ $o '%a' '%e+can eel 2"A3IONS u$ing '%e

language.

StephenKrashen

THE COMPELLING(NOT JUST INTERESTING)

INPUT HYPOTHESIS

THE COMPELLING

(NOT JUST INTERESTING)INPUT HYPOTHESIS

"Enjoyment appears at the boundary between

boredom and anxiety, when the challenges are justbalanced with the person's capacity to act."

(Csikszentmihalyi, 2002)

Csikszentmihalyi calls the experience of being inthis optimal boundary area 'flow', which hedescribes as "being utterly absorbed in something for its own sake because it's enjoyable and you feel effective ."Material which is intrinsically motivating, we couldsay, is material which induces the experience of 'flow'.

(Hancock, 2010)



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What kind of EFL material isintrinsically motivating and most

likely to induce flow ?

Some indications may be foundby looking outside the languageclassroom. What kinds of thingsdo people do spontaneously in

day-to-day life, without lookingfor extrinsic rewards?

A taxonomy of intrinsicallymotivating materials

IPEC(Hancock, 2010)

InterestPersonalizationEntertainment

Challenge(Hancock, 2010)

“The IPEC taxonomy is intended as a way of keeping

in mind all the possibilities when it comes to

preparing or choosing teaching material and activities

with intrinsic appeal. When we choose classroom

tets and tasks! we obvio"sly "se the criteria of how

well they s"it o"r teaching point and how appropriate

they are to the level of o"r st"dents! b"t intrinsic

appeal is often considered afterwards! as if it were an

optional etra. #owever! if yo" believe as $ do that

learning is more likely to be effective when learners

are to some etent intrinsically motivated! then it

makes sense to be more systematic in "sing intrinsic

appeal as a criterion in preparing or selecting

material.% &#ancock! 2010'

• What are the studentsdoing while the teacheris explaining?

• What do you think theteacher should do?



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Interest

Personalization

Entertainment

Challenge

How can we,teachers, helpour students

be in a state of

FLOW and feelCHAMPIONSusing English?

How can we, teachers, help our students be in

a state of !"# and feel CH$%PI"&S'

"ne of my ideas is that it is (ey to understandthat)

#hen students sense that the core of

the class does not lie on the

correctness of an expected answer

but on the learners* personalcontribution, they feel empowered by

the language as they experience

appropriateness+

Their comfort in the use of digitaltechnologies will be one of the factors

to help us engage them in releant

tas(s+

The inclusion of digital tools then

becomes paramount for an effectie

and meaningful learning process+

How can we, teachers, help our students be in

a state of !"# and feel CH$%PI"&S'$nother idea of mine is to establish a good relationship with

them, showing interest in what they are and what they do and

use that to design actiities to complement the courseboo(,

personali-ing the topics and ma(ing them more releant and

meaningful, thus ma(ing their learning %E%".$/!E0



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O LET’ R IN G O U R

TU DEN T '

RE AL LIFE IN TO TH E

CLA R OOM AN D H E LP

TH E M FLOW !

(Applyi g t IPEC T"#$ $%y&

4%+ *o ou '%in/ I %a)e c%o$en '%e ne-' TVa*5 $'a&&ing Lionel e$$i an* #o6e &+an'5 'o

$'a&' '%e (&ac'ical (a&'8

4%a' /in* o ac'i)i'ie$ can +ou '%in/ o 6a$e*on i'8 Le)el8 Age g&ou(8 In'e&e$'$8

FIND SOMEONE WHO…

TAKE A SELFIE WITHSOMEONE WHO…

What abo"t*

a&&en2&i$$

a''%eo&&i$on

What do some peoplethink abo"t+,-$,+/ Whats yo"r opinion/

+elfiesare here to stay and they play an importantpart in o"r

st"dents lives today.

We can p"t them to good and meaningf"l "se then.

"estions yo" can ask yo"r st"dents

Why do you usually make a duckface whenyou take a selfie?

Why would you photobomb somebody’sselfie?

What do you want to show?

What makes you unique?

What do you own that reflects who you are?

Which environment reflects your personality?



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Make questions that will make students use their HOTS

#igher order ranking "estions that re"ire learners to3

describe “What do yo" see/%

analy4e “What is going on/ What is this person

thinking/ What happened right before the

photograph was taken/%

compare “#ow is this self5portrait different from that

one/%

infer “Why did someone take that photograph/%

create “Write a news story that might be "sed with

this photograph.%6dapted from an idea by 7athilde58erilla"d

/loom*s Taxonomy and SE!IES What do you know aboutthis selfie?

Liza Minnelli also attended the Oscars Ceremony...

But she couldn’t make it to the selfie!!!

BelfiePhotobomb

PhubbingVaguebooking

Duckface

What do these words mean?



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IDEA #1

What is this?What does “Q.R.” stand for?

How does it work?How can you create one?

www+go1r+me

6 photograph that one has taken of oneself!

typically one taken with a smartphone or

webcam and shared via social media



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Ask students to download QR Scanner/Readerto their Smartphones for free

And create activities that involve its use in class!

2agueboo(

Phubbing

IDEA #2



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#hat other uses for

this tool can you

thin( of'

How do you thin(

students will feel

using this tool'

How li(ely is it that

you use it in your

classes'

www.iphonetextgenerator.com

IDEA #3



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www.simitator.com

IDEA #4

3a(eboo(3 allows teachers and students to create

imaginary profile pages for study purposes+

3a(eboo(3 can be used to chart the plot of a boo(,

the deelopment of a character, a series of historical

eents, the debates and relationships between

people, and so on0



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www+classtools+net4/4home5page IDEA #5

o +ou& $'u*en'$ u$e $mile+$5

emo'icon$5 emo:i an* ini'ial$ %enc%a''ing8

Emo6i are a potentially limitless set of pictorial

symbols "sed for vario"s p"rposes! incl"ding b"t not

limited to epressing emotions! s"bstit"ting for

words! and so on.

Emoticons come in two flavors3 tet and image. <et

emoticons are the original version. $mages are a more

recent version! and most tet emoticons have a

pictorial version. $mage emoticons are de facto emo=i.

+pecifically! they are the s"bset of emo=i "sed for

epressing emotions. <et emoticons may th"s be

considered prec"rsors of emo=i! which have

nonetheless developed in their own way and remain

relevant.



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4a'c% #a'+ 3e&&+$ )i*eo ;<OA<= an* &i'e '%e l+&ic$o '%e $ong5 &e(lacing '%e $mile+$5 emo'icon$ an*

emo:i 6+ '%e &ig%' o&*$. ."!!I&7 I&

THE 8EEP

$8E!E

Change the

emo6i and

guess the

words

#rite the lyrics of a song you li(e, using asmany emo6i, smileys and emoticons as you can+

.ewrite the first paragraph of the reading

comprehension text from this unit using emo6i,

emoticons and smileys whereer possible+

Tell a story through words and emoticons,

emo6i and smileys+

) 9ours'

Some more ideas)1

2

3

4

5

6

7

8

9

10

1. Titanic

2. The Devil Wears Prada

3. Water for Elephants

4. ET

5. 300

6. The Phantom of the Opera

7. Chicken Run

8. Finding Nemo

9. Fast and Furious

10.Lord of the Rings

$nswerKey



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FINALTHOUGHT

So… be the best teacheryou can be, become a

champion and celebrateteaching!!!

<E2A33ING

IPEC Taxonomy



05/09/2015

1(

AIS O! T"IS TAL#

To $%a&e '%oug%'$ on '%e im(o&'an' &olein'&in$ic mo'i)a'ion an* com(ellingin(u' (la+ in language ac,ui$i'ion.

To e-(lo&e $ome i*ea$ '%a' ill ma/eou& $'u*en'$ &eal lie (la+ an ac'i)e(a&' in '%ei& lea&ning (&oce$$ in a

meaningul an* un a+ $o '%a' '%e+can eel 2"A3IONS u$ing '%e

language.

Are you taking away some ideasto bring students’ real life into the

classroom?

Would you like to give some ofthem a try so as to engage yourstudents in a meaningful way?

THEN…

O LET’ R IN G

TU DEN T ' E AL

LIFE IN TO TH E

CLA R O OM U T

W ITH O U T

FO R GETTIN G

TH AT

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The Challenge of Bringing Sts Real Life Into the Classroom - PDF From Slides