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1 Sensorimotor

Aprox ages birth to 2 years

Major acomplishments Children use sensory motor

2Pre-operational

Age: 2 to 7 Years

Development of the ability to use symbols to represent objects in the world. Thinking remains

egocentric.

3 Concrete operational

7 to 11

Improvement in ability to think logically. Thinking is decentred and problem solving is less

restricted by egocentrism, Abstract thinking is not possible

4 Formal operational

11adulthood

They begin to think about thinking. Abstract and purely symbolic thinking is possible. Problems can

be solved through the use of systematic experimentation

Characteristics of 2-3 year old children

There are many milestones in physical, emotional and learning development during the ages two

and three.

Each child is individual, and developmental milestones should not be compared.

Children can reach milestones early to late.

- Jump with both feet together- To hold fat crayons and scribble on paper- Run and play chase- Ridea Trycicle- Dress him or herself

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Developing confidence to

express themselves

Students will have views on

what they want to and tal

about

Chance to state opinions

Developing knowledge of the

world around them

Know more than we often give

them credit for.

10-12 years old

Characteristics Implications Need

Longer attention spin

Knowledge of the world

growing

Talking more seriously Can be given responsibility Chance to be independent

Still children Have need for security and

pleasure

T sensitive to their needs

moods

More cooperative with peers Can do more group work Variety of growing in class

Intelectual motor and social

skills developing

Developing own learning

strategies

Children wontall read in the

same way to the same task or

topic

Strategy & Activity

Learning

STRATEGIES

Teaching

Cognitive

Communicative

Learning Strategies

When the learner consciously chooses strategies that fit his or her learning style and the languagetask at hand, these strate

Specific actions, behaviors, or techniques such as seeking out conversation partners, or giving

oneself encouragement to tackle a difficult language tast, used by student teaching to learn

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Learning Strategies

- Planning learning

- Setting learning objectives

- Selecting activities

- Organizing learning

- Reviewing learning

- Remembering language or information about language

- Using reference resources

- Developing hypotheses about language rules

- Comparing and contrasting

- Self-assessment

- Self-correction

- Sing reference

Before the task

What do I do before I start?

What am I looking at? Listening to? Why?

What I am I thinking about?

Am I Thinking about anything else?

What do I want to do for this task?

How I will I probably do it?

What may be difficult for me?

What will probably be easy for me?

During the task

I stopped . Why?

What am I thinking now?

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What can I do when (I see a word I dont know, I dont understand, im comfused)

After the ask

How well did I do?

What was difficult for me? Why?

What was easy for me?

How did I work through the difficult parts?

What strategies did I try to use?

Which strategies worked the best? When did they work the best?

which strategies didnt work very well? Whe did I try to use them?

Will use this strategies again?

What did I do really

To motivate SS to speak

- Create a story from pictures

- Do role- play

-See a Tv documentary

-Do group work

-Watch a video and discuss

- Do activities involving actions

WRITE

- Talk in pairs and write about it- Write role-plays- Draw and write comic strips- One person mimes and the others write what they understand- Read adverts and answer them- Write dialogues, postcards, etc.

READ

- Discuss the book cover

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- Read aloud- Describe pictures in the book- Make gestures and actions as you read- Act out the story- Describe settings for what you read- Draw pictures to illustrate the story

HOWARD GARDNER

Know as much as you can about the learners rather than make them pass through the

same eye of the needle

Cognitive strategies

What is critical thinking?

Reflection on the assumptions underlying our actions and considering new ways oflooking at the world and living in it engaging, productive process enabling people to be

more effective and innovative

Cognitive Skills

Tools that enable us to solve problems and face cognitive conflicts

They empower us from an intellectual point of view.

Predicting

How would you say it?

Situation You want to.. You say it

Your sister len you her ipad

you broke it

Apologize

Your boss invited you to

have lunch. His wife coo

Refuse eating it

Greet

Greet

Communicative Strategies

Can you open this can for me please?

Whats her name?

I really dont like soup

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Can you tell me how to get to the Cathedral?

Communicative strategies

-Asking for an object May I borrow your eraser?

- Asking for clarification or help.

- Asking for information What page teacher?

-Attracting someones attention.

- Clarifying

- Describing routines or states

- Describing a personal experience

- Describing an action Juanito is talking

- Describing appearance

- Narrating

- Offering something Offering something??

- Turn-talking

How to teach grammar or vocabulary?

A good class is like a cake

DenotationThe definition you find in a dictionary. The literal meaning of a word

Connotation- Implied meaning. Ideas you associate with a word

Word (sun)

Denotation (the star that is central body of the solar system)

Connotation (heat, Summer)

Vocabulary work

- Presentation- Practice- Consolidation

Should Be in context How? With - Visuals, mime, cognates,

definitions, lexicals sets, translation

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-BE meaningful , Have concept Checking

What to take into account

-YL aged 3-4 years old should learn a maximum of 3 words in a class

- They will need to reinforce those words within the same week, try not to include more than 5words a week

-Children need a conext/situation before they are presented with new words

- This provides the m with a purpose for learning and activates heir prior knowledge

-Choral and individual repetition is essential not only to help get students tongues round but to

provide them with confidence

- Visual aids are essential to motivate and check the concept

Concept Checking

- Making sure students understand the meaning of a word- Asking questions, incorrect statement, exemplify.

Grammar shoul be presented

- In context

Children learn word at a faster rate than they learn structures

Words

- Tangible- Immediate meanings- Related to clear images- Easier to relate to immediate/ meaningful context

Structures

- Seem to be less useful- Immediate meanings- Are to be learned Hollistically- Require lots of recycling- Lots of both controlled and freer practice is needed}

Practice and consolidation

In context

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Promote active use

Elicitation

In combination with other words

Vygotsky developmental theory an introduction (Davison films)

Zone of proximal development

Independent performance

Zone of proximal development

- Juggling with language learning theories sociocultural zonesPresentation Practice /Bridge Produce

Present Scaffolding Independent

A boy wrote a poem Nicholas Chapman

Scaffolding

All the help you can provide SS with So as to enable them/ empower them to learn

-Supporting language with gestures and actions( facial, expressions, making sounds, pointing ,

nodding)

- Correcting: Reformulating,

-Creating clear or familiar context for an activity

.Creating a clear purpose for an activity

-Demostrate example for act

EmotionalCognitive Social

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- Move from known to unknown

-Focus on visible obj or act

-Support meaning with visuals

-Relate activities to their experience

-Use word banks

1 c

2 a

3 b

4 c

5 a

6 c

7 b

A S S E S S E M E N T

How do you know when ss have learnt something?

Many authors agree to say that individual have learnt when they can transfer information.

According by Byrnes, Transfer is: The ability to extend what has been learnt in one context to

new contexts

EVIDENCE

If we state that learning has to do with doing, then one key role of the teacher is to look for

evidence that sows what ss can already do.

HOW

Before the lessonEstablish learning,

outcomes and observable evidence

During the lesson Observe and identify evidence.Observable behaviors.

After the lesson

Establish actions points,

Follow-up task,

Application,

Start Again

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Assessment has to do with

TESTING EVALUATING

Testing

Mainly product oriented

To pass or not to pass

Evaluating

Focus on process and product

Aimed at providing information

Assessment can be..

SUMMATIVE: retrospective

FORMATIVE: retrospective and prospective

SELFassessment or PEERassessment

TEST ITEMS /TASKS

-Objective tasks-They are easy to mark because they only have true or false. EG. Multiple choice,

true or false, gap-fill, etc

-Subjective Tasks- They depend on judgment. Eg. Compositions, portfolio, projects.

FEEDBACK:

-Providing learners with relevant information that will empower them and allow them to improve

-Teachers can provide learners feedback in teams of, language, behavior and learning strategies.

Dealing with error:

1ignoring error

2echocorrection:

3Reformulating

4Prompting

5Recasting

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