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TESOL Methods. Week 9. Today’s Schedule. Final presentation Midterm presentation review Review of Alternative Methods 16 Features of Good Materials 16 Features Discussion Halloween fun times!. The birth of Alternative Approaches and Methods. 1970-1980 major shift in language teaching - PowerPoint PPT Presentation
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TESOL METHODSWeek 9
TODAY’S SCHEDULE
1. Final presentation2. Midterm presentation review 3. Review of Alternative Methods4. 16 Features of Good Materials5. 16 Features Discussion6. Halloween fun times!
THE BIRTH OF ALTERNATIVE APPROACHES AND METHODS
1970-1980 major shift in language teaching
Growing interest in communicative approaches
shift from grammar to communication focus
alternative methods include ones developed outside mainstream language teaching
main methods discussed in second half of course (Part III of textbook)
REVIEW OF ALTERNATIVE METHODSDeveloped around particular theories of learners and learning
Total Physical Response Silent Way Counseling Learning Suggestopedia Neurolinguistic programingMultiple Intelligences
Based on alternative grammar model
Lexical Approach
From mainstream education
Whole language Competency-based instruction
GROUP DISCUSSION
Groups of 2-4Complete your midterm handout using any notes from two weeks ago
Main question: which concepts from these methods could be used in your own classroom? Which ideas can be incorporated into your teaching?
TURN IN PAPERS ONE AT A TIME AND I’LL GIVE YOU YOUR GRADE!
16 FEATURES OF GOOD MATERIALS BRIAN TOMLINSON
1. Materials should achieve impact2. Materials should help learners to feel at
ease3. Materials should help learners develop
confidence4. What is being taught should be
perceived as relevant and useful5. Materials should facilitate learner self-
investment and discovery6. Learners must be ready to acquire the
points being taught7. Materials should expose the learners to
language in authentic use8. Learner’s attention should be drawn to
the linguistic features of the input9. Materials should provided opportunities
to use the TL for communicative purposes
10. Materials should take into account that the positive effects of instruction are usually delayed
11. Materials should take into account that learners have different learning styles
12. Materials should take into account that learners differ in affective attitude
13. Materials should permit a silent period at the beginning of instruction
14. Materials should maximize learning potential
15. Materials should not rely too much on controlled practice
16. Materials should provide opportunities for outcome feedback
1. MATERIALS SHOULD ACHIEVE IMPACT
Use pictures, subjects, activities, etc. that appeal to students and grab their attention.
2. MATERIALS SHOULD HELP LEARNERS TO FEEL AT EASE
Things that a material developer can do to make Ss feel at ease:
lots of white space illustrations that learners can relate to balance Ss academic and emotional needs, so…. materials seem helpful rather than test like use active voice rather than passive Concrete examples and stories that connect to Ss and real
world
Language should be inclusive It’s the learner’s language, too! The Target Language shouldn’t make Ss feel inferior
BUILD RAPPORT BY SHARING ASPECTS OF YOURSELF
3. MATERIALS SHOULD HELP LEARNERS DEVELOP CONFIDENCE
Challenge level (i+1). Staging and task
sequencing Removing scaffolding and
support language Success builds success
and success = confidence
4. WHAT IS BEING TAUGHT SHOULD BE PERCEIVED AS RELEVANT AND USEFUL
Find out what your Ss like and want to learn through needs analysis
Make task and activities “real” & “meaningful”
Allow for Ss personalization of learning
Use games and competitions to create materials that seem relevant
5. MATERIALS SHOULD FACILITATE LEARNER SELF-INVESTMENT AND DISCOVERY
Learning situations are created in which the learning is often implicit
Inductive methods are used Learner-centered, task-based, learn
by doing Ss-Ss collaboration and peer learning
maximized Teacher Talk Time (TTT) minimized
Classroom that facilitate learner self-investment and discovery often look like this.
Where’s the teacher? Present, but not directly involved.
6. LEARNERS MUST BE READY TO ACQUIRE THE POINTS BEING TAUGHT
Materials are developed so Ts can easily do initial and ongoing assessment
Materials are created with the understanding that Ss learn at different rates, and not all Ss are necessarily ready to acquire what is being taught
Developmental sequence is taken into account
7. MATERIALS SHOULD EXPOSE THE LEARNERS TO LANGUAGE IN AUTHENTIC USE
Authentic Input: listening and reading texts created by native speakers for native speakers
Authentic Output: Tasks and activities that have a real context of use
8. LEARNER’S ATTENTION SHOULD BE DRAWN TO THE LINGUISTIC FEATURES OF THE INPUT
Meaning before form Materials help s to notice gap in inter-language Recycling of key points or features to assure
that Ss notice and acquire Use enhanced input techniques to drawn Ss
attention to salient features of input Schema activation
9. MATERIALS SHOULD PROVIDED OPPORTUNITIES TO USE THE TL FOR COMMUNICATIVE PURPOSES
Information and opinion gaps
Surveys Mingle activities
10. MATERIALS SHOULD TAKE INTO ACCOUNT THAT THE POSITIVE EFFECTS OF INSTRUCTION ARE USUALLY DELAYED
Give students multiple chances to use previously taught language and structures
Peer learning – let students teach each other
Extensive reading This goes beyond lesson planning
= unit planning
11. MATERIALS SHOULD TAKE INTO ACCOUNT THAT LEARNERS HAVE DIFFERENT LEARNING STYLES
Gardner’s Theory of Multiple Intelligences
12. MATERIALS SHOULD TAKE INTO ACCOUNT THAT LEARNERS DIFFER IN AFFECTIVE ATTITUDE providing choice of… texts, activities providing optional extras for highly
motivated learners including opportunities for Ss to discuss…
the value of learning English their feelings about the course and
materials being aware of the cultural sensitivity of
your learners giving Ss opportunities to connect classroom
topics to their own lives providing roles for reluctant learners who do
not want to participate in group work
13. MATERIALS SHOULD PERMIT A SILENT PERIOD AT THE BEGINNING OF INSTRUCTION
Input before output Peer learning (in TL or L1 to
learn TL) Use TPR (Total Physical
Response) Respond to Qs by using
visuals
14. MATERIALS SHOULD MAXIMIZE LEARNING POTENTIAL
Left Brain uses logic detail oriented facts rule words and language present and past math and science can comprehend Knowing Acknowledges order/pattern perception knows object name
Right Brain uses feeling "big picture" oriented imagination rules symbols and images present and future philosophy & religion can "get it" (i.e. meaning) believes appreciates spatial perception knows object function
15. MATERIALS SHOULD NOT RELY TOO MUCH ON CONTROLLED PRACTICE
Opportunities for meaningful use
Remove scaffolding/support and students progress
Allow personalization and creativity
16. MATERIALS SHOULD PROVIDE OPPORTUNITIES FOR OUTCOME FEEDBACK
If a student isn’t successful communicating, he/she is more likely to gain from a teacher’s feedback than a student whose language is just corrected by the teacher
16 FEATURES DISCUSSION
groups of 2-4
Think back to your midterm presentation…Which of these features did you use to help your learners? Which features could use you use to improve your presentation?
If anyone brought their own lesson plan, you can analyze it.
DIRT CAKE
American Halloween DessertMostly made by the mom’s ofelementary students
Ingredients vary, but mainly includeCrushed Oreos (or other chocolate cookie)Chocolate pudding Whipped cream, cream cheese, vanilla pudding, etc.