Module 1 – Video 3
Making Meaning Clear
Teacher should be aware of three 1. What the learner can already do?
2. What the learner cannot do?
different learner zones 3. What the learner can do with
guidance?
We don’t share that much i + 1 = input plus new information
information that is too high and a teacher teaches the word with the body
that much that is too low. language.
Body language is an essential part
of our classes.
Video 4: Teacher talk
Teacher Talk
Think how do you want to share your
ideas with different people. What
detail would you change while sharing.
Repetition Restating an idea so it is clear to the learner
and it is essential.
“in other words”
Reduced grammatical forms The instructors need to learn how to simplify
their sentences into a way that could be clear
for the students.
Simplified Vocabulary
Signpost expressions It is a group of word or phrases that can help
or guide the learner to form or structure of a
durance: “First..”
Common cultural references We need to be aware of the students culture
Elaboration The action in what you expand the
information and give some examples
Clarification questions Ask questions to find that the learners have
learned and give time to the students.
Video 5: Scaffolding
The idea of scaffolding is to create
opportunities for the students to learn
step by step a
How? - Model behavior
- Guided practice
- Independent practice
1. Model behavior Teaching students step by step, show the steps
2. Guided practice Using simple sentences, practicing the steps on the
students.
3. Independent practice This is the imperfect part or step, want the
students to practice or repeat once more to them
or do it again and again.
Module 2
Video 1:
In language there is a big
difference between acquisition
and learning
1. Learning Is the ability to comprehend and understand
information as it is given to you.
2. Acquisition It is much more than simple learning. It means
not only learn but apply those principles in the
real world.
Video 2:
Two models of learning
Acquired learning: language that we use
two different types of learning by using the 1. Zoom lens
metaphor of a camera. 2. Wide angle lens
For Brown, using language is like using a
camera that has two different lenses,
a zoom lens and a wide angle lens.
Zoom Lens you are focusing in on a very small
specific linguistic form,
like a vocabulary word, the past tense or a
small pronunciation rule.
Wide Angle lens when you are in a wide angle lens mode
of learning,
you are trying to understand an overall
general meaning.
Barbara Oakley, who teaches the famous 1. Focused mode
online course Learning How to Learn, 2. Diffuse mode
explains this by describing two different
ways to focus your learning.
One she calls the focused mode and the
other, the diffuse mode of learning.
1. Focused learning you concentrate and
look very specifically at certain tasks, such
as reading a chapter in the textbook.
She recommends focusing for a specific
length of time,
like 25 minutes when in a focused mode.
2. Diffuse mode A diffuse mode, however, is a time to let
your mind wander and
make connections that it otherwise
wouldn't make when you focus too
narrowly.
Video 3:
Language is Basketball
So your job as a teacher is to not 80% practice
only teach language through grammar 20% instructions and guidance
rules,
drills, and worksheets, but to encourage
students to have opportunities to practice
the rules and language you give them, and
not just once, but many times.
Play video starting at :4:33 and follow
transcript4:33
Just like basketball, acquired skills are
those that fade over time.
Meaning, that if you don't use it, you lose
it, and
just because you teach it doesn't mean
they learn it.
Learning the skills to actually use
language comes through practice.
Video 4:
Practicing in the Two Modes
Focused mode of studying : Learning Defuse mode of studying: Acquisition
Model 4
Video 1: Language is a stage
Self-awareness: the ability to see yourself and It has a positive side and a negative side.
imagine yourself from someone else’s viewpoint
Stephen Krashen, our famous ESL In short,
theorist, when your affective filter is high, it means
explains this concept using the term you are feeling a lot of emotions.
affective filter. Annoyance, anger, frustration, or anxiety.
The affective filter, he explains, refers to And when your affective filter is low, it
the complex emotions your students means you aren't nearly so stressed.
might have as they process all this new So the flow of information can come more
information, and try to produce language. easily.
Video 2: Lowering the Affective Filter
First of all. Second, I like to describe mistakes as
From the very beginning of your classes, normal.
make sure you relate to your learners. I praise effort and use phrases such as
Play video starting at ::49 and follow mistakes are okay.
transcript0:49 Take your time.
One of the strongest techniques you can And you almost have it right.
use with learners is to simply share your Play video starting at :1:34 and follow
own failures and feelings when it comes to transcript1:34
learning new things. Always encourage those who get on the
By sharing foolish mistakes you have stage that success comes in applied
made and feelings you have had while continuous effort.
learning
new things, your learners will see that you
are someone who understands them.
Personally, I am always involved in
learning a second, third, or even a fourth
language so that I never forget how
difficult it can be to learn a language.
Third. Making the environment more comfortable
Use formative evaluation. for the students.
If you remember, in the second module
we talked a lot about two different Fourth, be willing to look ridiculous.
modes of learning and how the diffuse Encourage it.
mode provides opportunities for students When students see you look silly, whether
to let loose and not worry so much about wearing a wig,
every single rule of the language. squishing some cake through your fingers,
Play video starting at :2:9 and follow auditioning for a glee club, whatever.
transcript2:09 This helps students to recognize that they
If you'll remember, we recommended that themselves can take risks, and
you follow a 80/20 ratio. get outside their comfort zone.
Meaning that you should practice with the In some sense, you are simply saying.
students in this diffuse mode In this space, in this classroom, you are
about 80% of the time. allowed to experiment.
To fall on your face.
To try funny things.
In fact, that is what I expect and want.
Video 3: Language learner strategies
Learners think that they are more intelligent than
others and have a lot of things but when it comes
to the environment all the things change.
Video 4: Good Language Learner Strategies
after I teach students about Francois Good language learners will often guess
Gwan I or
often invite students to think about what be invited to guess what the topic will be
strategies he should have used. about.
Play video starting at ::56 and follow Students who are good at picking up on
transcript0:56 social and
Another useful way to help students use contextual clues often become better
successful strategies language learners.
is by looking at the good language learner
studies.
A number of studies have tried to identify
what good language learners do.
And what cognitive and
meta-cognitive strategies they employ in
order to be successful.
Prepare, learners who prepare in advance Practice, learners who practice are better
often do better. able to master the skill of language.
For example, a learner who writes down Practice should be at the core of any real
notes about what he or she wants to say, language class.
generally will excel over a student who
simply tries to speak with no preparation.
Monitor, monitoring refers to correction of Ask questions, learners who learn to ask
your own speech for questions to those around
accuracy and pronunciation, grammar, them and get answers to those questions
vocabulary, and appropriateness. are more likely to be successful.
A learner who pays attention to both form
and
meaning is often the best language
learner.
Take notes, learners who write down what Use imagery.
they hear and Learners who relate new information to a
discuss are more likely to remember and visualization often perform better,
better able to retain. especially at recall.
Good language learners can relate Play, good language learners practice
information such as new vocabulary reordering a meaningful sentence by
to a physical action. using words in a new way.
And this helps deepen memory. They play with language.
Module 4:
Video 1: Language learning outside the classroom
the fact is that academic institutions don't First, let me remind you of the advice we
seem to recognize what gave you in module two.
you already know very well. Within the classroom, make sure you are
That language is not just learned, it is giving students enough time to practice.
acquired. Don't fall into the common pattern of only
So institutions, high schools, junior highs, teaching students language rules and
colleges typically give teachers a one lists and then only testing them on those
hour class. rules.
Just like you would for Math, History or
Science every day, but
by treating language as if it were a
learned subject, students are not
given enough opportunity to practice the
language and get comfortable with it.
I call this the five hour problem of
language learning.
Second, help students believe that
practicing a language is a normal and
exciting possibility outside the classroom
walls.
Video 2: thinking outside the classroom box
one way to help students use language After students have written down their list
outside the class of resources, people, places and
is to encourage students to list their things where they can use English, you
possible resources. can help them create language goals
that will push them out of their comfort
zones and
give them time to think about where they
might use their English.
Another possibility is the creation of
English clubs.
These are places where students can go to
speak freely and
practice the forms they are using.
In an English club environment, often
students can watch movies or
bring in music that they are interested in.
