Theoretical Framework (Unit 1 Part 1)

Perspectiva Pedagógico Didáctica IIProf. Lic. Gabriela A. Llaneza

Let’s remember….. Que es la “Triada Didáctica”?

Por qué el aprendizaje escolar es diferente a otros tipos de aprendizaje no escolarizado?

En que son similares?

Cual es la diferencia entre un “agrupamiento” y un “grupo”?

Por que el trabajo con un grupo puede ser mas rico?

Discuss your ideas with your partners and then share them with the group….

Do you all agree?

Teaching English in Schools

Student

ContentTeacher

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Content: Language

What is language? What is learning a language? How do people learn languages? What should we teach? How can teachers facilitate language

learning?5

Where can we find the answers?

Linguistics

Applied Linguistics

Psychology of Learning

Curriculum

Teaching Methodology

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Traditional classrooms

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Traditional classroomsDiferenciated roles

Teacher VS Student

“jug and mug” phylosophy “Knower vs unknower”

Kowledge is perceived as a commodityDecisions are made by the teacherLecturing mode

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Possible problems The students feel uninvolved Responsibility is not shared Passive students Little participation Little interaction Teachers feel frustrated as students

don’t “learn” what they “teach”

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Behaviorism Language is learnt behavior Learners are organisms that can be

conditioned to produce a response.

Pavlov: Stimulus-response Skinner: Operant conditioning.

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Cognitivism “A theory that regards learning as an

active process in which learners construct and internalize new concepts,ideas and knowledge based on their present and past knowledge and experiences”

Knowledge is constructed

Humanistic Education (Nunan)

Schools should create the conditions for learners to generate their own skills and knowledge

Students are at the centre of the learning process

Self-discovery Humans are both looking inwards and

operating outwards

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Roger’s theory Humanisim emphasized the inclusion of feelings and emotions in

education Learning that leads to personal growth and development, as was

Maslow. Experiential Learning (1983)

He believed that the highest levels of significant learning included personal involvement at both the affective and cognitive levels, were self-initiated, were so pervasive they could change attitudes, behavior, and in some cases, even the personality of the learner.

Learnings needed to be evaluated by the learner and take on meaning as part of the total experience.

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Cognitivism

Conginitve Constructivism: Piaget

Social constructivism: Vogotsky

Conginitve Constructivism: Piaget

Learning is a serch for meaning Learning is active and takes time Learning involves language and higher

thinking

Conginitve Constructivism: Piaget

Learners organize, reorganize and structure and restructure new experinces to fit them to existing schemata, knowledge and conceptual stucture through an adaptation process.

Learning is an individual and social activity

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Social constructivism: Vogotsky

Differentiated by reference to social basis of higher order cognition

Learning is a social, collaborative and interactional activity.

Teachers must provide “scaffolding” in developing and acceleration sts’s ability to think themselves and take responsibility.

Learning should stretch sts’s capabilities

Actual developmen

t

Zone of proximal

development

Level of potential

develpment

Constructivist classroom Learner centered: more interaction Teacher a s collaborator and guide Emphasis on relationships, inquiry and

invention Knowledge conceived as transformation of

facts Assessment of knowledge application.

Performance of tasks to demonstrate understanding.

Learners are intelligent

“Tell me and I’ll forget; show me and I may remember;

involve me and I’ll understand”

'learning from experience'

What is learning?

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Gagne’s theory Types of learning vary according to the subject matter

› Signal Learning: A general response to a signal. Like a dog responding to a command.

› Stimulus-Response Learning: A precise response to a distinct stimulus.

› Chaining: A chain of two or more stimulus-response connections is acquired.

› Verbal Association: The learning of chains that are verbal.› Discrimination Learning: The ability to make different

responses to similar-appearing stimuli.› Concept Learning: A common response to a class of stimuli.› Rule Learning. Learning a chain of two or more concepts.› Problem Solving. A kind of learning that requires higher order

of thinking.

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Bloom’s Taxonomy

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http://www.redwoods.edu/Departments/Distance/Tutorials/BloomsTaxonomy/bloomstaxonomy_print.html

Bloom and technology

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Experiential Learning Immediate personal experiences are a

point of departure It facilitates personal growth by helping

learners to adapt to social change.(Kohonen, 1992)

Takes into account differences in learning ability

It offers an atmosphere of shared partnership with a common purpose

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Experiential Learning

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Conditions for language learning (J. Willis)

Essential motivation exposure use Desirable instruction

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Essential conditions: Motivation

Personal interest Tailor-made courses

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Essential conditions: Exposure

Rich comprehensible imput (listening and reading)

Meaningful content It allows a conscious/unconscious

process through which st. Learn to grasp meaning, observe how to express their ideas, noticing “chunks” in particular contexts.

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Essential conditions: Use There may be a “silent period” Using the language for real purposes in

class (supportive atmosphere) Practice Different kinds of interaction Teacher Student Student Student Student Whole group Teacher Whole group

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Essential conditions: Use II Through interaction sts learn discourse

skills: Opening and closing conversations Interacting and turn-taking Organizing discourse Reaching an agreement

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Desirable conditions Instruction It cannot alter the order of acquisition It can help sts to notice patterns and

features in L2. New examples of the L. Will lead to the

restructuring of the current system. Activities promoting awarenes are more

useful in the long run than form-focused activities.

Teachers should foster learning opportunities

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From L1 to L2

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DEDUCTIVE LEARNING

ADDING TO OUR KNOWLEDGE BY WORKING FROM PRINCIPLES TO EXAMPLES

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RULE: Present Simple adds –es to the 3rd person singular

EXAMPLES: He watches TV. She washes the dishes. We go to school. Tom goes to the beach.

INDUCTIVE LEARNING

WORKING FROM EXAMPLES TO PRINCIPLES, RULES AND GENERALIZATIONS

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RULE: Present Simple adds –es to the 3rd person singular

EXAMPLES: He watches TV. She washes the dishes. We go to school. Tom goes to the beach.

Useful considerations It’s important to give people

opportunities to do things themselves Mistakes are part of the learning

process Provide students with enabling

techniques: learning strategies

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“If a child can't learn the way we teach, maybe we should teach the way they learn.”  

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The LearnerAffective filter

MotivationLearning styles

IntelligenceLearning strategies

NegotiationInvolvement

Maslow: Learners’ needs

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Self-actualizers (Maslow) 1. They perceive reality efficiently

and can tolerate uncertainty;

2. Accept themselves and others for what they are;

3. Spontaneous in thought and action;

4. Problem-centered (not self-centered);

5. Unusual sense of humor;

6. Able to look at life objectively;

7. Highly creative;

8. Resistant to enculturation, but not purposely unconventional;

9. Concerned for the welfare of humanity;

10. Capable of deep appreciation of basic life-experience;

11. Establish deep satisfying interpersonal relationships with a few people;

12. Peak experiences;

13. Need for privacy;

14. Democratic attitudes;

15. Strong moral/ethical standards.

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Behavior leading to self-actualization:

(a) Experiencing life like a child, with full absorption and concentration;

(b) Trying new things instead of sticking to safe paths;

(c) Listening to your own feelings in evaluating experiences instead of the voice of tradition, authority or the majority;

(d) Avoiding pretense ('game playing') and being honest;

(e) Being prepared to be unpopular if your views do not coincide with those of the majority;

(f) Taking responsibility and working hard;

(g) Trying to identify your defenses and having the courage to give them up.

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Affective filter (Stephen Krashen)

People whose attitudes towards language-learning are negative, will acquire less than those whose attitudes are positive.

A high Affective Filter keeps the input out of the part of your mind responsible for acquisition.

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Good L2 learners (Rubin ,1975) are willing and accurate guessers; have a strong drive to communicate; are often uninhibited, and if they are, they combat

inhibition by using positive self-talk, by extensive use of practicing in private, and by putting themselves in situations where they have to participate communicatively.

are willing to make mistakes; focus on form by looking for patterns and analyzing; take advantage of all practice opportunities; monitor their speech as well as that of others; and pay attention to meaning.

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Learning styles

The four modalities

visual learning auditory learning kinesthetic learning tactile way of learning

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Learning styles (cont.) Field-independent vs. Field-dependent Left-brain dominated vs. right-brain

dominated Innovative learners... Analytic learners... Common sense learners... Dynamic learners...

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Intelligence

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existential

naturalist

intrapersonal

interpersonal

kinaesthetic

mathematical

musical

linguistic

visual

Learning strategies

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In second language learning, the learning strategies mean the intentional behavior and thoughts that learners make use of during learning in order to better help them understand, learn or remember new information.

Metacognitive Strategies Advance Organizers Directed Attention Selective Attention Self-Management Functional Planning Self-Monitoring Delayed Production Self-Evaluation

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Cognitive Strategies Repetition Resourcing Translation Grouping Note Taking Deduction Inducing Recombination Imagery Auditory Representation

Keyword Contextualization Elaboration Transfer Inferencing Classifying Predicting Concept Mapping Diagramming Discriminating

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Linguistic Strategies Conversational Patterns Practicing Using Context Summarizing Selective Listening Skimming

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Affective Strategies Personalizing Self-Evaluating Reflecting

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Socioaffective Strategies

Cooperation Question for Clarification Role-playing

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Creative Strategy

Brainstorming

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Negotiation (Nunan)

Learner contribution to the leaning process fosters involvement and responsibility

Moving learner along the negotiating ladder:

Make instruction goals clear to them Allow learners to create their own goals Encourage sts to use L2 outside the classroom Raise awareness of the learning process Help learners to identify their own preferred styles and

strategies Encourage learner choice Allow learners to generate their own tasks

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The TeacherCharacteristics

What we should knowTypes of teachers

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What the teacher should know The languageSystems:Phonology, Lexicon, Grammar,

Functions, DiscourseSkills:Reading, Speaking,Listening and writing Methodology Teaching and learning strategies Planning Classroom management Error correction

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Addressing problems Teacher Talking Time Echo Helpful sentence completion Complex instructions Not checking understanding Fear of genuine feedback Over-politeness

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Addressing problems II Running on commentary Lack of confidence Over-helping Going too fast Weak rapport Not really listening

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Three types (Scrivener) The explainer The involver The enabler

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The mediocre teacher tells.  The good teacher explains.  The superior teacher demonstrates.  The great teacher inspires.  ~William Arthur Ward

The Interactive Teacher (Brown)

Teacher as controller (traditional role) Teacher as director Teacher as planner Teacher as facilitator Teacher as resource

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Roger’s facilitator 1. Realness - the instructor should not present a

"front" or "facade" but should strive to be aware of his/her own feelings and to communicate them in the classroom context. The instructor should present genuineness, and engage in direct personal encounters with the learner.

2. Prizing the Learner - This characteristic includes acceptance and trust of each individual student. The instructor must be able to accept the fear, hesitation, apathy, and goals of the learner.

3. Empathic Understanding - The instructor can understand the student's reactions from the inside.

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Mother: How was your first day at school?

Son: It was all right except for some man called "Teacher" who

kept spoiling all our fun!

The child comes home from his first day at school.

Mother asks, "What did you learn today?"The kid replies, "Not enough. I have to go back tomorrow."