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Teaching English to advanced level teenagers is tough using the materials we have been given. Some ideas and projects to achieve success are presented here. For more info, contact: [email protected]
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Where is the Lymphatic System in the common snail?
Which section of Jordan is original to the country? What was Genghis Khan’s pet name for his second in command?
What is the average drying time of concrete? What song is never played on Pop radio stations?
How many senators have served more than five terms? Which famous educator is responsible for pair-work?
How many licks does it take to get to the center of a Tootsie Pop? What actor was known for having smelly feet?
Why does a 15-year-old care about Fung Shui?
work experience
confronting
adversity
superstition
s
life-changing
events
define intelligence
family relationship
s
work experience
confronting
adversity
superstition
s
life-changing
events
define intelligence
family relationship
s
consumer habits
animal conservation
urban problems
charitable giving
spending habits
financial goals
work experience
confronting
adversity
superstition
s
life-changing
events
define intelligence
family relationship
s
consumer habits
animal conservation
urban problems
charitable giving
spending habits
financial goals
SUMMIT SERIES SUBJECTS
E I E I O
PPPPractice, Presentation, Production
TBITask-Based Instruction
PBLProject-Based Learning
EVEN I’LL EVENTUALLY INVENT ACRONYMS
CLTCommunicative Language Teaching
CBICommunity-Based Instruction
CLLCommunity Language Learning
MSL Measures of Student Learning
E I E I O
PPPPractice, Presentation, Production
TBITask-Based Instruction
TTTTeacher Talking Time
EVEN I’LL EVENTUALLY INVENT ACRONYMS
CLTCommunicative Language Teaching
CBICommunity-Based Instruction
CLL Community Language Learning
MSL Measures of Student Learning
PUBLISHERS vs. REAL LIFE
Eliminating the Generation Gap
is the right person picking the subject?
What’s in it for them?
THE MINNESOTA LANGUAGE PROFICIENCY ASSESSMENTS
(MLPA)
“Students tend to perform best when they aremotivated by real reasons to use language—
reasons that would be plausiblein their lives outside of the classroom”.
MEANINGFUL
Minnesota Articulation Project membersand the Assessment Team at CARLA
ContextualizedAuthentic
Task basedLearner centered
MEANINGFUL
Education through work: a model for child centered learning
Cooperative learning: pupils were to co-operate in the production process.
MEANINGFUL
Education through work: a model for child centered learning
Cooperative learning: pupils were to co-operate in the production process.
Centers of interest: the children's interests and natural curiosity are starting points for a
learning process.
MEANINGFUL
Education through work: a model for child centered learning
Cooperative learning: pupils were to co-operate in the production process.
Centers of interest: the children's interests and natural curiosity are starting points for a
learning process.
Natural method: authentic learning by using real experiences of children.
.
MEANINGFUL
Education through work: a model for child centered learning
Cooperative learning: pupils were to co-operate in the production process.
Centers of interest: the children's interests and natural curiosity are starting points for a
learning process.
Natural method: authentic learning by using real experiences of children.
Democracy: children learn to take responsibility for their own work and for the whole community.
Social Not-working
are they REALLY participating?
are YOU really participating?
______________________________________________
Increasing Learning Time
Joan Saslow
Increasing Learning Time
60 classes x 1.25 hours = 75 hours
75 hours = 3.125 days per year
over 6 years = 18.75 days
Increasing Learning Time
what are they doing outside of class?
60 classes x 1.25 hours = 75 hours
75 hours = 3.125 days per year
over 6 years = 18.75 days
RAH based on IBEU Basic 1 to Advanced 4
Increasing Practice Time
Are they really practicing?
Are they practicing the right way?
Are they practicing the right thing?
Does music practice tell us anything about practicing language?
IDEAS
GROUP PROJECTSSTUDENT-MADE FILMS
PRESENTATIONSREADING PROJECTS
PLAYSPOETRY
FACEBOOK INTERACTIONLESSON PLANNING
IDEAS
Anabel Nowak - DüsseldorfCarla Arena - Brasilia
Rob Howard – Rio de Janeiro
Intercultural Project 2013 - Brasilia - Düsseldorf - Rio
T
This portion of the lecture is not the opinion of IBEU or it’s staff. It is
the mad rantings of one teacher who is currently doing a supervised
research project. It is strictly for advanced level adolescents, done
under controlled task-based conditions, only once and does not give
permission for the use of L1 in the classroom. Do not attempt this
without the help of Rob, or wait until Scott Thornbury, Jeremy Harmer,
Ken Wilson or another expert says it is ok. Do not try this at home.
Should symptons of success persist, notify Rob or your doctor.
WARNING: May cause more fluency in the classroom.
L1 in the Classroom
there is ample evidence that in a bilingual’s brain, both language systems are active even when he is using only one language…
Why Bilinguals Are Smarter
L1 in the Classroom
there is ample evidence that in a bilingual’s brain, both language systems are active even when he is using only one language…
suppressing one language system: … was thought (to) help train the bilingual mind… that explanation increasingly appears to be inadequate
Why Bilinguals Are Smarter
L1 in the Classroom
L2 users code-switch readily from L1 to L2
L2 processing cannot be cut off from L1
Evidence for Multi-Competence
L1 in the Classroom
Research also shows that immediate emotional reactions to emotively charged words are muted in non-native languages…
Thinking in a Foreign Language Makes Decisions More Rational
L1 in the Classroom
…students only draw on a limited range of language… it is communication without personal
involvement… like throwing them in the deep end of a swimming pool.
We have ways of making you talk
L1 in the Classroom
…students only draw on a limited range of language… it is communication without personal
involvement… like throwing them in the deep end of a swimming pool.
What is needed is a way of providing the students with language before they start...
We have ways of making you talk
Student as Teacher
…turning the students into teachers… increased dramatically their motivation. They not only spoke far more in each class, by working together they also overcame their inhibitions more quickly.
The Koblenz Model
Student as Teacher
…turning the students into teachers… increased dramatically their motivation. They not only spoke far more in each class, by working together they also overcame their inhibitions more quickly.
A feeling of solidarity developed…
The Koblenz Model
Student as Teacher
"Kids love to learn from other kids. First of all, it's often easier. The explanations are usually simpler, better. There's less pressure, less judgment.
SUDBURY SCHOOLS
Student as Teacher
"Kids love to learn from other kids. First of all, it's often easier. The explanations are usually simpler, better. There's less pressure, less judgment.
Kids also love to teach. It gives them a sense of value, of accomplishment”.
SUDBURY SCHOOLS
TODAY
“we need to start by understanding that we are preparing studentsfor the world that is their future,
- Ira SocolUniversal Design for Learning Technology Researcher at Michigan State University
TODAY
“we need to start by understanding that we are preparing studentsfor the world that is their future,
not the world that is our past”
- Ira SocolUniversal Design for Learning Technology Researcher at Michigan State University
AWAKENING ADVANCED ADOLESCENTS
giving a new voice
http://facebook.com/robinhohoward
RESOURCE LINKS
[email protected] www.rahstar.com
THE MINNESOTA LANGUAGE PROFICIENCY ASSESSMENTS (MLPA) http://www.carla.umn.edu/assessment/mlpa/pdfs/miniguide.pdf
Technology: The Wrong Questions and the Right Questions… by Ira Socol http://speedchange.blogspot.com.br/p/blog-page.html
Sudbury SchoolsDaniel Greenberg: Age Mixing, Free at Last - The Sudbury Valley School. 1987 ISBN 1888947004, (pg. 75-80) http://www.sudval.com/01_abou_01.html
LdL: Jean-Pol Martin, Guido Oebel (2007): Lernen durch Lehren: Paradigmenwechsel in der Didaktik?, 2007, ISBN 1342-6575)
The Koblenz Model within Anglo-American Cultural Studies at German Universities by Jody Skinnerhttp://www.developingteachers.com/articles_tchtraining/koblenz1_jody.htm
'Evidence for multi-competence', Cook, V.J. (1992). Language Learning, 42, 4, 557-591‘We have ways of making you speak', Cook, V.J. (1980). http://homepage.ntlworld.com/vivian.c/Writings/Papers/We%20have%20ways1980.htm
Why Bilinguals Are Smarter By Yudhijit Bhattacharjee, SCIENCE THE NEW YORK TIMES, March 17, 2012 http://www.nytimes.com/2012/03/18/opinion/sunday/the-benefits-of-bilingualism.html?_r=0
Thinking in a Foreign Language Makes Decisions More Rational, By Brandon Keim, WIRED, April 24, 2012http://www.wired.com/wiredscience/2012/04/language-and-bias/ Does music practice tell us anything about practicing language? - Jeremy Harmer, 2012-2013http://www.youtube.com/watch?v=5ux3Y-wvzuohttp://www.youtube.com/watch?v=JsWdz0dixgQhttp://jeremyharmer.wordpress.com/2013/01/09/is-there-any-connection-between-music-practice-and-language-practice/
Education through work: a model for child centered learning; Célestin Freinet, translated by John Sivell. Lewiston: Edwin Mellen Press, 1993.
Why aren’t they speaking?, Rob Howard, 2013 (awaiting publication)
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