Pedagogy skills in supporting language learning

Robin TrangmarPennaeth Raglen - Addysg a

HyfforddiantHead of Education and Training

Smartphone / Tablet users Look for the Wifi: Go to the following website:

m.socrative.com In Room Number type 546546 Click ‘join room’

Socrative Quiz

Demographics• Q 1, 2, 3 – answer alone

Aims and Outcomes Learning Intentions

To explore the pedagogical skills used to support language learning

Success Criteria Revisit the way we teach by exploring how we

learn Investigate teaching as a “Design Science”

Explore pedagogical models of learning associated with practice

Question how we can promote non-formal learning

"Teaching is more like a design science because it uses what is known about teaching to attain the goal of student learning , and uses the implementation of its designs to keep improving them”(Laurillard 2012; 1) (my emphasis)

Socrative Quiz

Internet use• Turn around to the person sat

behind you and discuss Q4, Q5 and Q6 before you answer

Active mobile broadband subscriptions by region in 2010 and 2011(2011 figures are estimates)

 Global

Developednations

Developingnations

AfricaArabStates

Asia & Pacific

CISEurope

The Americas

Active mobile broadband subscriptions 2011 (millions)

1,093

635 458 27 42 422 87 226 279

Per 100 people 2011

15.7%

51.3% 8.0%3.3%

11.7%

10.7%

31.3%

36.5%

29.7%

Active mobile broadband subscriptions 2010 (millions)

773 516 256 14 26 281 63 174 206

Per 100 people 2010

11.2%

41.8% 4.5%1.8%

7.4%

7.3%

22.5%

28.2%

22.1%

Source: International Telecommunication Union (June 2012)  via: mobiThinking

What it takes to learn

Behaviourism

Conceptual Learning

Social Constructivis

m

Experiential Learning

Cognitive Learning

Associative Learning

Collaborative

Learning

Construction-ism

A comprehensive account of what it takes to learn?

TeachingBehaviourismAssociative learningCognitive learning

Self – directed LearningExperiential learningSocial constructivismConceptual learningConstructionismCollaborative

learning

The Teacher – Learner partnership Behaviourism

Learner learns to exhibit certain behaviours “operant conditioning” Reinforcement after a behaviour is demonstrated

Associative learning “Connectionism” (ie connecting events) – more

useful than “operant conditioning” Important that teacher optimally sequences tasks

required for learning (eg) literacy (Frith 2007) Cognitive Learning

Importance of meaningfulness of learning activities to the learner

Technology + Learning Teaching Teaching is supported through ‘technology’ Historically

Books, blackboard, chalk Currently

Internet supported, computer mediated

A comprehensive account of what it takes to learn?

TeachingBehaviourismAssociative learningCognitive learning

Self – directed LearningExperiential learningSocial constructivismConceptual learningConstructionismCollaborative

learning

Experiential Learning Dewey (1938) – learning through experience

Learner’s own organisation of the problem situation is what enables them to develop new knowledge within a curriculum, just as they do in their untaught, informal learning

Learner will continually develop their knowledge through attempting to work through realistic, experiential problems

Ideas are formed, the resulting conditions observed, facts and ideas created for future use

Collaborative Learning Experiential learning that requires the learner

to produce an output by acting on the world in some way More than discussion, argument, question or

answer Demands group consensus on producing an

output Output may be represented in different ways –

essay, report, presentation, performance, proposal …

Group collaboration creates output as a ‘shared understanding’ (agreed output) and requires each learner to reflect on the others’ ideas in order to critique of extend them

Social Constructivism Learning happens automatically in the brain for our

evolved capabilities Skills and knowledge developed by other individuals

must be learned through imitation, discovery or communication Communication is enhanced through the use of language

which can express complex ideas Dewey & Vygotsky emphasised the role of language

and social interaction Through discussion between learner, teacher &

each other, they develop ideas in ways that are different from the learning they do through practice & experience

See also Frith 2007, 2011

Conceptual Learning Deep and Surface level processing (Marton & Säljö,

1976) Deep approach

Seek meaning Looking at the broad picture Relating ideas to previous knowledge & experience Looking for patterns & underlying principles Checking evidence & relating it to conclusions Examining logic & argument cautiously & critically Monitoring understanding as a learning process Engaging with ideas & enjoying intellectual challenge

(Entwhistle & Peterson, 2004)

“teaching is about moving minds”

(Laurillard 2012; 5)

Non-formal learning

Slide 19

Subject – specialist pedagogy[It is] ‘a fact that different ways of knowing and understanding demand different ways of learning and teaching. Mathematical, linguistic, literary, historical, scientific, artistic, technological, economic, religious and civic understanding are not all the same. Some demand much more than others by way of a grounding in skill and propositional knowledge, and all advance the faster on the basis of engagement with existing knowledge, understanding and insight’.

(Alexander (2000, 561) in Coffield et al, 2004, 144)

Non-formal language learning “People are constantly learning

everywhere and at all times. Not a single day goes by that does not lead to additional skills, knowledge and/or competences for all individuals. For people outside the initial education and training system, adults in particular, it is very likely that this learning, taking place at home, at the workplace or elsewhere, is a lot more important, relevant and significant than the kind of learning that occurs in formal settings”

(OECD)

Socrative Quiz

Language• Q 7, 8 – answer alone

Technology + Teaching Learning “Knowledge technology” shapes what is

learned by changing how it is learned

Constructionism Laurillard (2012; 54) summarises this as:

Learning through experience Learning through practice Learning by doing Learning by constructing Situated learning

Learning through a practice environment (Papert 1980) learners learn more deeply because the actions

they take to produce something elicits results that feed back information about how to produce their next action (similar to situated learning)

How could we use the internet to support non-formal second language

learning?

Disruptive Technologies Smartphones and Tablets

Apps Engage with authentic language speakers

Networking, Video conferencing Hear authentic language spoken

Podcasting YouTube

We can customise information to come to us Widgets RSS feeds News aggregators

Networking Services Google +

Social Networking Small group communications

Skype 1:1 conferencing

Socrative Quiz

Demographics• Q 9, 10 – discuss with the person

sat next to you

Translation Apps Google Translate

Example

Online Services The BBC

http://www.bbc.co.uk/podcasts/series/tae http://www.bbc.co.uk/worldservice/learningenglis

h/

Minds on Fire …  “The places that are globally competitive are

those that have robust local ecosystems of resources supporting innovation and

productiveness … these ecosystems must … provide support for continuous learning … Nor is it likely that the current methods of teaching and learning will suffice to prepare students for the lives that they will lead in the twenty-first century”

(Seeley Brown & Adler, 2008; 16)

Contact details Robin Trangmar FHEA, FIfL, FRGS, M.Ed.,

CharteredMCIPD

@yrathrohttp://yrathro.wordpress.com

Head of Education and Training, Coleg Llandrillo , Colwyn Bay LL28 4HZ

01492-546666 x427 r.trangmar@gllm.ac.uk

Presentation at http://goo.gl/nOsqy

References Coffield, F., Moseley, D., Hall, E., & Ecclestone,

K., (2004) Learning styles and pedagogy in post-16 learning: A systematic and critical review. LSDA, London

DeJong, T., & Ferguson-Hessler, M., 1996. Types and Qualities of Knowledge. Educational Psychologist, 31(2), 105-113.

Dewey, J. (1938) Experience and Education, New York: Collier Books (see http://www.infed.org/thinkers/et-dewey.htm)

References Entwistle, N. and Peterson, E. (2004). Conceptions

of learning and knowledge in higher education: relationships with study behaviour and influences of learning environments. International Journal of Educational Research. 41 (6), p.407-428

Frith, C., (2007) Making up the mind: How the brain creates our mental world. Oxford, Blackwell Publishing

Frith, U., (2011) Brain Waves 2: Neuroscience: implications for education and lifelong learning, London, The Royal Society available at http://royalsociety.org/policy/projects/brain-waves/education-lifelong-learning/ accessed 15 October 2012

References Laurillard, D., (2012) Teaching as a Design

Science: Building Pedagogical Patterns for Learning and Technology. London, Routledge

Marton, F & Säljö, (1976) On Qualitative Differences in Learning: I—Outcome and Process British Journal of Educational Psychology, Volume 46, Issue 1, pages 4–11, February 1976

References OECD. Recognition of Non-formal and Informal

Learning. downloaded from http://www.oecd.org/document/25/0,3343,en_2649_39263238_37136921_1_1_1_37455,00.html 28 February 2013

Papert, S., (1980) Mindstorms: Children, Computers, and Powerful Ideas. Brighton, The Harvester Press

Seeley Brown, J., & Adler, R., EDUCAUSE Review, vol. 43, no. 1 (January/February 2008): 16–32

Wertheimer, M., (1959) Productive Thinking. Michigan, Harper