Learner VariablesPractical Aspects of English INatalia Guevara&Stephany Fernández

Lesson Activities for children

Observation

Coordination

LearnersVariables

Syllabus

Learner Variables

* Teaching across age levels

* Learning Styles vs. Teaching Strategies

*Multiple Intelligences

Learning Strategies

Teaching Strategies

Learning Strategies…

Are techniques that facilitate the process of understanding, retaining, and applying knowledge.

Teaching Strategies…

are techniques, approaches, activities and assignments that teachers use to help students understand and learn information.

But, which are the Things we have toTake into account

when Teaching?

Who are your students?

Where are they Learning?

DIFFERENCES BETWEEN…

*Age 5 to 12 approx.*Number of students*Only one teacher (direct contact)*Just one break a day (15-30 min)*Four hours a day*Few subjects*Wear of uniform*Target language is new for most students*Didactic aids*Literacy

By Paula, Fito, Mariana & Pia.

*Age 12 onMany teachers, subjects, different partners*Many short breaks*Uniform or not*More freedom (attendance to lessons, leaving before time, etc)*Abstract thinking*Ss are familiar with target language*Intellectual and affective autonomy

Primary School Secondary School

To have in mind when…Teaching Children

o Intellectual Development: Children are centered on the here and now. We can not teach linguistic concepts because they have little notion of “correctness”.

o Attention Span:Make lesson interesting, lively and fun. Activities should be designed to capture their immediate interest.

o Sensory input:Children need to have all five senses stimulated. Pepper your lessons with physical activities.

o Affective Factors:Children are extremely sensitive, especially to peers. Their egos are still being shaped. Teachers need to help them to overcome potential barriers.

o Authentic, meaningful language.Children are focused on what this new language can actually be used for.

o Multiple Intelligences

To have in mind when…

Teaching Adults • Adults are more able to handle abstract rules and concepts.

• Adults have longer attention spans for material that may not be intrinsically interesting to them. Keep activities short.

• Sensory input need not always be quite as varied with adults.

• We shouls never underestimate the emotional factors that may be attendant to adult second language learning.

• Adults, with their more developed abstract thinking ability, are better able to understand a context-reduced segment of language.

Multiple Intelligences• Verbal-Linguistic: well-developed verbal skills and sensitivity

to the sounds, meanings and rhythms of words• Mathematical-Logical: ability to think conceptually and

abstractly, and capacity to discern logical or numerical patterns • Musical: ability to produce and appreciate rhythm, pitch and

timber • Visual-Spatial: capacity to think in images and pictures, to

visualize accurately and abstractly• Kinesthetic: ability to control one's body movements and to

handle objects skillfully • Interpersonal: capacity to detect and respond appropriately to

the moods, motivations and desires of others • Intrapersonal: capacity to be self-aware and in tune with inner

feelings, values, beliefs and thinking processes• Naturalist: ability to recognize and categorize plants, animals

and other objects in nature • Existential: sensitivity and capacity to tackle deep questions

about human existence, such as the meaning of life, why do we die, and how did we get here.

Songs/Rhymes/Chants•Provide the possibility to play

•Give confidence•Arouse interest•Movement and gesture help illustrate

meaning•Practise stress,rhythm,pronunciation•Make language easy to remember•Appeal to the whole class trough

visual,aural and kinaesthetic channels.

Drama•Advantages:

Create a social contextSs actively involved in

learning Identification and

distancingCompliments any

syllabusWords related to

physical actionsLearning language

becomes a creative process

•Drama…

Needs hardwork and commitment

Do not be put off by failure: learn from it

Process based not product based

•Children:

Builds confidenceHolistic approach¨Failsafe¨ climateParalinguistic

featuresEqual participation in

learningProduces productive

environmentFun and exciting way

to learn

Drama •Role of the

teacher:

Function/attitude

Carefully planned Guide Check pace Allow mistakes Patient Enthusiastic Committed

Guided Imagery

Guided Imagery can be used effectively to stimulate students’ problem solving. It is

used to help students to explore their feelings and attitudes. The students’ prior experience and knowledge about the topic

must be considered.

Bibliography Teaching by Principles by Douglas Brown

Teaching Content to English Language learners by Jodi Reiss.

Classroom Teacher’s Survival Guide by Ronald L. Partin

Drama with children by  Sarah Phillips. Oxford

Drama by  Charlyn Wessels. Oxford

 Planes y programas anep: primer año