Art of Facilitating Language Learning Presentation

Please complete the first task as the attendance sheet is being passed around:

Answer the question “What is English?” on the small piece of paper in front of you.

Limit your answer to one sentence.

You are joining hundreds of teachers who have embarked on the exciting journey of

rediscovering “English Teaching”.

Your active participation will ensure we all take giant steps towards better

understanding this wonderful process.

Thank you for coming!

Course Goals and ObjectivesGoals – Think and Act

1. To encourage reflective practice and questioning in teaching.2. To work as a team.3. To provide some practical tools for classroom practice.

Objectives: Understanding Theory thru Practice1. To provide new insight into the nature of language

and how it is acquired through an examination of, why and how English is used.

2. To conduct model activities, i.e., Thinking and writing, Brainstorming, Categorizing, Small group work, & others

3. To demonstrate some teaching techniques

EnglishIsA

MeansOf

Communication!Nothing More and Nothing Less

The Approach:

PRIMEApproach developed by William M Tweedie © 1997-2012

Collins Cobuild Advanced Dictionary defines Communication as:

V If you communicate with someone, you share or exchange information with them, for example by speaking, writing, or using equipment. V If you communicate information, a feeling, or an idea to someone, you let them know about it. V If one person communicates with another, they successfully make each other aware of their feelings and ideas.

THE HUMAN BRAIN:

→ about three pounds → seven distinct sections

→ largest are the CEREBRUM, handles learning, communication, and voluntary movement

→ the CEREBELLUM, controls balance, posture, and movement

→ the MEDULLA OBLONGATA controls automatic actions such as breathing, heartbeat, and

swallowing. ...

Emotions can be overpowering, but they are also the driving force of life. It was

long thought that emotion and thought were separate processes. Brain science

has begun to realize that the brain is not an organ of thought, but that it is a

feeling organ that thinks.

Consider the implications for learning in general and language in particular.

http://neuroanthropology.net/2008/08/26/role-of-emotions-in-brain-function/

PRACTICALN-VAR The practicalities of a situation are the practical aspects of it, as opposed to its theoretical aspects.

DOING! DOABLE!

N-COUNT A practical is an examination or a lesson in which you make things or do experiments rather than simply writing answers to questions.

DOING DOABLE

Consider these concepts in terms of :

Preparation

Facilitating Learning – Class

Process of Learning (1 hour or a lifetime)

Assessment

Graduates’ lives

Non graduates’ lives

WHY DO WE COMMUNICATE?

1. Alone, with a Partner, or in a small Group of three (3) discuss why we use language, i.e., why we communicate. (Monitor, Recorder, Reporter)

2. Do your best to categorize the different types of language usages and record them.

3. Record at least three examples of each type of usage you can think of.

Models of Language Use

Model FunctionDescription of the Language

Instrumental“I want” “I need”

Satisfying material needs



Regulatory“Do as I tell you”

Regulating behaviour



Interactive

“You and me”

Establishing & defining

relationships



Personal“Here I

am”

Shaping & expressing

one’s identity


Model Function Description of the Language

“I’ve got to

tell you”

Expressing ideas,

explaining, describingReprese

ntational


Model FunctionDescription of the

Language

Heuristic“Tell me

why”

Investigating learning & acquiring



Imaginative“Let’s

pretend”

Creating imaginative

worlds

RELEVANTADJ Something that is relevant to a situation or person is important or significant in that situation or to that person.

ADJ The relevant thing of a particular kind is the one that is appropriate.

Models of Language Use - Recap

Model Function Description of the Language

Instrumental

Regulatory

Interactive

Personal

Heuristic

Imaginative

Representational

“I want” “I need”

“Do as I tell you”

“You and me”

“Here I am”

“Tell me why”

“Let’s pretend”

“I’ve got to tell you”

Satisfying material needs

Regulating behaviour

Establishing & defining relationshipsShaping and expressing one’s identityInvestigating, learning, & acquiringCreating imaginative worldsExpressing ideas, explaining/describing

Session 2 – The HOW of Communication

1. Warm – up - Echo Technique2. Review of Session 1.3. Discovery /Exploration of the Means of

Communication4. Break5. Practice in the Means of Communication6. Application of the Means of

Communication

1. Think and list the different aspects of oral communication.

2. Think of a common mistake many of your students make with each aspect. (Secondary?)(Primary?)

3. Demonstration and practice

Notes: Works most effectively when students are aware you are using it.

Remind them AS A CLASS (not individually & especially not when you have just used it).

ECHOING Language

Advantages:1. Avoids Embarrassment2. Avoids Direct Instruction3. Takes Minimal Class Time

Disadvantages:1.Must be used consistently2.Sometimes a challenge to be authentic.

Review of Session 1

1. What is English?2. What is the most significant distinction between human

communication (language) and communication between other species?

3. What is the Primary purpose of communication?4. What are the specific Models of Human Communication?5. Which of these is most particular to humans?6. How is Language Significantly different than any other

‘subject ‘ taught in schools.7. How might this knowledge affect your teaching?

Collect Homework.

HOW DO WE COMMUNICATE?

1. Alone, With a Partner, or in a small group of three (3) think of as many ways as possible that humans communicate.

2. Do your best to categorize the different means of communication and record them.

3. Record or demonstrate at least one example of each means of communication. (15 minutes)

1.Responding Speaking

Other Vocal

7. Pictographs8. MimeDrama

2. Understanding

ListeningObserving

3. ReadingWriting

4. GestureBody

language

5. The SensesSSSTT

6. RealiaExperience

VOCAL SOUND COMMUNICATION

1. GRUNT2. GROAN3. SIGH4. WHINE5. SCREAM6. HISS7. HMMM8. HUMMM9. HUM

10. SMACK11. T (TUT)12. TT (TUT TUT)13. KISS14. LICK15. POP16. AH HA17. OOPS18. OOOOO

NON WORD:

WORD COMMUNICATIONTypes of Discourse

SMALL TALKTALK

DISCUSSIONCONVERSATION

DEBATEDIALOGUE

SPEECHLECTURE

MONOLOGUEORATION

ARGUMENT

FIGHTSELF-TALKSHOUTING

YELLINGSCREAMINGCOMMANDQUESTION

(reply/no reply)SOLILOQUY

EULOGYSERMON

PRESENTATIONDEMOMASS

SERVICETOAST

RECITATIONREADING

CONFESSIONPRAYER

INVOCATION???????

NON-VERBAL COMMUNICATION

1.Facial Expression 2.Gestures3.Paralinguistic4.Body Language5.Posture

6.Proxemics7.Eye Gaze8.Haptics9.Appearance10. Others

INBORN, GENETIC, LEARNED AND CULTURAL SIGNALS

1.Territories/Zones

2.Palm Gestures

3.Hand and Arm

4.Hand-to-Face Gestures

5.Arm Barriers

6.Eye Gaze

7.Leg Barriers8.Eye Signals9.Others?

A Communication Challenge

Follow the Facilitator’s instructions for your table

group activity.

Have Fun!

Write theLevels of Engagement

introduced and discussed so far.Hint: The first questions I asked before beginning each session.

Active Learning

1. Warm – up - Echo Technique Review2. Review of Sessions 1 & 2.3. What is Active Learning?4. A Model of Active Learning

Application of the Model

Review1. What are the Practical Purposes of

Human Communication? (The WHY question?)

2. What are the general categories of HOW we communicate?

3. How can these concepts help in FEFLA?

What is

ACTIVE LEARNING?

A Model of Active Learning

By L. Dee Fink, Reprinted with permission of the University of Oklahoma Instructional Development Program, July 19, 1999

All learning activities involve: 1.some kind of dialogue or 2.some kind of experience

1.The two main kinds of dialogue are A. Dialogue with Self and

B. Dialogue with Others.

2. The two main kinds of experience are A. Observing and B. Doing.

Dialogue with Self: Learner thinks reflectively about a topic, Addresses a broader array of questions than

cognitive concerns only. Should be formally recorded.

what they are learning, how they are learning (Is it Practical?), what role this knowledge or learning

plays in their own life (Is it Relevant?), how this makes them feel, etc.

Dialogue with Others: • Can and does come in many forms. • In traditional teaching,

• students read a textbook or listen to a lecture, • no back-and-forth exchange

Is this Dialogue? What would be forms of real, active dialogue?With/Between/Among whom?

Be creative in thinking of ways to involve students in dialogue situations with people other than students (e.g., practitioners, experts), either in class or outside of class. Whoever the dialogue is with, it might be done live, in writing, or by email.

Observing:

When do students OBSERVE?The act of observing may be

"direct" / experiential or

"vicarious“ / second hand

Which do you think is best for FEFLA?

What kind of observing do your students do?

Doing:

When do students “do”?.

Again, "Doing" may be direct or vicarious.

Think of some examples.

Which do you think is best for FEFLA?What kind of doing do your students do in

other disciplines?

Implementing This Model of Active Learning

Implementing This Model of Active Learning

Do you think it possible to implement such a model for FEFLA or other

disciplines?

What constraints do you anticipate?

Expand the Kinds of Learning Experiences You Create.

What would be some more dynamic forms of

1. Dialogue with Others? 2. Dialogue with Self?

3. Observing?4. Doing?

Keep Practicality and Relevance in mind

Power of InteractionMore than additive or cumulative interactivity multiplies the impact.

Dialogue with self

Dialogue with

others

Observing

Doing

Dialogue with self

Dialogue with

others

Refinement of the Interaction Principle:

Create Dialectic Between Experience and Dialogue.

Creative Dialectic of Learning Activities

Students move back and forth between rich new experiences and

engaging in deep, meaningful dialogue = Learners experience significant and meaningful

learning.”

INTEGRATEDIntegrate the Model of Active Learning with the Following

Model of “Teaching”.

Planning

Delivering

Assessing

Evaluate

Implementing – Your FEFLA

MEANINGFUL

and in Language Teaching also

MEANING-CENTERED&

ENRICHING

to Self (all individuals in the process) and Society (Communities at all levels from Village to Globe)

Thank YOU!For your Practical, Relevant,

Integrated,Meaningful, And Enriching

Active ParticipationPlease contact me at:

[email protected] for more information.

mailto:[email protected]

Education

Art of Facilitating Language Learning Presentation