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4/29/2014
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Creating a Student-Centered Learning Environment to Promote Target
Language Learning
NYC-NYSAFLT Spring Conference Pat Lo, Resource Specialist
NYS Language Regional Bilingual Education Resource Network (RBE-RN)
April 26, 2014 NYC UFT
NYS Language RBE-RN
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Agenda
• Teaching digital natives
• Engaging the brain – principles and practices
• Student-centeredness – definition and activities
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A Learner-Centered Approach with Can-Do Statements
• I can give a brief description of the “Student-centered” approach of teaching languages.
• I can name and explain at least two activities that facilitate students learning the target language.
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Teaching ≠ Learning
• The fallacy of “I teach; therefore, they learn.”
• “Teaching is what occurs outside the head. Learning is what occurs inside the head.” Ruby Payne
• The goal of effective teaching is to increase the input from outside the head to equate the intake from inside the head as much as possible.
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Media habits of Generation Z youth between the ages of 13- 24
PRNewswire, 2013 • Today’s youth is connected nearly all walking hours of the day;
engaging with open-platform communication and information sharing.
• All are connected for 1+ hours per day, but 46% are connected 10+ hours per day.
• One-in-four (25%) are actively connected (checking email, messages, etc.) within five minutes of waking up, while nearly three-in-four (73%) are connected in an hour or less.
Google/Ipsos Media CT, 2012 • 35% use their PC, smartphone, and TV at the same time. • 92% engage with at least two devices simultaneously. • 45% use a smartphone to access online resources and content. • 8.2 hours a week are spent online on smartphones.
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Sources: http://www.prnewswire.com/news-releases/generation-z-a-look-at-the-technology-and-media-habits-of-todays-teens-198958011.html Google/Ipsos Media CT, 2012 Donna Clementi and Laura Terrill, The Keys to Planning for Learning- Effective Curriculum , Unit and Lesson Design, 2013
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What can we learn from this survey?
• Schools are just one of the places where students can learn.
• Learners are naturally curious.
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Source: Donna Clementi and Laura Terrill, The Keys to Planning for Learning- Effective Curriculum , Unit and Lesson Design, 2013
The Digital natives are more engaged in classes where teachers:
• Design authentic tasks built around discovery and problem solving;
• Build in time and space for the learners to explore their own interests and questions within a unit of study;
• Facilitate inquiry, exploration, and collaboration among learners;
• Allow choice in how to demonstrate they have met the unit goals and objectives; and
• Provide ongoing feedback as they work independently and in small groups.
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Source: Donna Clementi and Laura Terrill, The Keys to Planning for Learning- Effective Curriculum , Unit and Lesson Design, 2013
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Student-Centered Approach Involves
• Self-assessment and Reflection
• Motivation
• Self-efficacy
• Differentiation
• Brain-based learning
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Adapted from Donna Clementi and Laura Terrill, The Keys to Planning for Learning- Effective Curriculum , Unit and Lesson Design, 2013
Student-Centered Approach In What ways?
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• Student-centered teaching approach focuses on students.
– What they need to learn
• Standards-based, reflecting goals for learning languages
– How they learn?
• Sociocultual theory and Constructivism
• Affective Filter
• Differentiated instruction
• Brain compatible strategies
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Student-Centered Approach Principle # 1 – Know the learning standards and keep
eyes on the prize.
• Explicitly state the learning goals of the unit and lessons.
• Communicate expectations by showing a completed project/assignment sample.
• Use SWBAT and Can-Do statements to focus learning.
• Use summaries and exit slips as formative assessments.
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Student-Centered Approach Principle # 2 – Know the students and connect with
their personal learning and life experiences.
• Show interest in and respect students’
– Cultural/family backgrounds
– Personal interests/ learning styles
– Life events
• Learn about students’ academic readiness.
• Bridge and connect.
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• Create conditions for the brain to learn.
– Basic needs
– Physical environment
– Emotional/social environment
– Stimuli
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Student-Centered Approach Principle # 3 – Use brain-compatible strategies for
engagement.
Motivation is only one aspect.
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• The more we know about how students learn, the better we can engage them.
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It is about the BRAIN!
• Our intelligence and learning are not determined by the number of brain cells, but by the neuron connections.
• We’re born to connect neurons from life experience.
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What is the Brain like?
• The brain needs to be nourished.
• The brain is social.
• The brain seeks for meaning and patterns automatically.
• The brain responds to novelty and humor.
• Every brain is unique.
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Learning and the Brain
• involves both focused attention and peripheral perception
• always involves conscious and unconscious process
• is enhanced by challenge and inhibited by threat
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Put it in education How do students best learn languages?
• Communicatively purposeful, building toward proficiency
• Intrinsically interesting, relevant to learners
• Cognitively engaging, thematically focused
Helena Curtain
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Engage your brain in learning. A Comparison
• Work with a partner and match Curtain’s principles to the “brain” slides (# 13 and 14).
• Analyze this activity.
– What were the learners asked to do?
– How does the process help you acquire a better understanding of the concept?
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Reflection Checkpoint
• Review the handout slides, select the slides that you would read again after today and put a check mark next to them.
• Turn and Talk: Tell your partner one slide that you would like to re-read and explain why.
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Creating Student-Centered Classrooms
We are already doing it.
Teacher centered approach
Student centered approach
It is a continuum.
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Teacher-Centered Instruction (Authoritarian Approach)
1. Focus is on the instructor
2. Instructor talks; students listen
3. Students work alone
4. Instructor monitors and corrects students
5. Instructor answers students’ questions
6. Instructor chooses topics
7. Instructor evaluates student learning
8. Classroom is quiet
routledge.com 22 Pat Lo, NYCAFLT 2014 Spring Conference
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What is student-centered instruction like?
• Jigsaw Creation
– Work in 4 groups. Using previous slide as a base, each group will come up with 2 student-centered statements.
– Share with the whole class.
• Analyze the activity
– How can jigsaw activities be used?
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Learner-Centered Instruction (Democratic Approach)
• Focus is on both students and instructor.
• Instructor models; students interact with instructor and one another.
• Students work in pairs, in groups, or alone depending on the purpose of the activity.
• Instructor provides feedback/correction when questions arise.
• Instructor is an information resource.
• Students have some choice of topics.
• Students and instructor evaluate learning.
• Classroom is often noisy and busy.
routledge.com 24 Pat Lo, NYCAFLT 2014 Spring Conference
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Is a busy classroom always an engaged classroom?
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Rigor and Brain Engagement
• DoK Level 1: Recall
• DoK Level 2: Skills/Concept
• DoK Level 3: Strategic Thinking
• DoK Level 4: Extended Thinking
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Some Suggested Activities to Enhance Learner-Centered Classrooms
Pair work (e.g. Think-Pair-Share)
Small group work (e.g. jigsaw)
• KWL charts
• Admit and exit slips
• Interviewing native speakers
• Learner logs
• Journal writing
• Peer assessment
• Rubrics and self-assessments
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Variations of Pair Work
• Tell your partner that you like this workshop (in a foreign language).
• Share one thing you just learned.
• Share one question you still have.
• Ask your neighbor a question about the topic and see if he/she can answer it.
• Tell your neighbor how you can use the information you just learned.
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Student-Centeredness Keep Students Mentally Engaged
Brain Compatible Strategies - Appealing to the Brain
• Mind and Body – Fun and novelty – Music, chants, and movements
• Attention Span – Primacy-Recency
• Memory – The magic 7 – Redundancy and repetition
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“When the butt goes numb, the brain goes dumb.” – Mark McLeod
It is fun.
• Humor
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It is novel.
• The WOW factor
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Using Videos
• Description in sequence
• http://www.youtube.com/embed/G0PekTUmBdY?feature=player_embedded traffic jam
• Things to think about for instruction:
– What end-products do we expect students to present? (e.g. speaking, writing, etc.)
– What vocabulary/sentence structures are needed?
– Will a graphic organizer be helpful?
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Primacy-Recency
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What can teachers do with this knowledge?
• Using the Primacy-Recency Effect in the Classroom
– Prime Time 1
– Down-time
– Prime Time 2
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Memory Loss
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Learning Pyramid Memory Retention after 24 Hours
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90% Teaching others
75% Practicing by doing
50% Having group discussions
30% Watching a demonstration
20% Immersed in audio-visual 10% Reading
5% Listening to a lecture
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Reflect on Our Learning
• Knowledge I gained • Activities I participated
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Self Assessment and Evaluation A Learner-Centered Approach
with Can-Do Statements
• I can give a brief description of the “Student-centered” approach of teaching languages.
• I can name and explain at least two activities that facilitate students learning the target language.
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Contact Information
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謝 謝
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