Course 1 Module 10
I hadn't thought of the classroom layout as an important classroom management strategy. In reflecting on the position of the teacher and students as explained in the Harmer article, it made sense to consider such options when setting up a classroom. I liked the different diagrams of possible seating arrangements.
I also enjoyed reading the last chapter of our ESL book. The section on icebreakers was informative and practical. I will be using them in my classes.
Tuesday, 13 November 2012
Saturday, 10 November 2012
Pros and Cons of Communicative Approach and Task Based LearningPros and Cons of Communicative Approach and Task Based Learning
Course 1 Module 9 Pros and Cons of Communicative Approach and Task Based Learning
The communicative approach has many strengths:
1. function is emphasized over form
2. students negotiate meaning
3. it is student-centered
4. it uses authentic materials
5. all language skills are taught from the beginning
6. small groups are utilized for peer correction
7. students are allowed to make errors
8. grammar is often taught inductively
9. vocabulary is not limited to a text
10. structural, discourse, socio-cultural and strategic competence are taken into account
In terms of weaknesses, the communicative approach often focuses on fluency without enough regard to grammar, vocabulary and pronunciation. This is how teachers have interpreted it, it is not the intent of the approach itself.
Task based learning is a great way to engage students in the classroom. It has a specific purpose in mind and calls on all students to complete the task. However, task based learning requires a large amount of time planning all the components of it and requires a lot of group participation. Students may find this type of learning difficult depending on their culture of origin.
The communicative approach has many strengths:
1. function is emphasized over form
2. students negotiate meaning
3. it is student-centered
4. it uses authentic materials
5. all language skills are taught from the beginning
6. small groups are utilized for peer correction
7. students are allowed to make errors
8. grammar is often taught inductively
9. vocabulary is not limited to a text
10. structural, discourse, socio-cultural and strategic competence are taken into account
In terms of weaknesses, the communicative approach often focuses on fluency without enough regard to grammar, vocabulary and pronunciation. This is how teachers have interpreted it, it is not the intent of the approach itself.
Task based learning is a great way to engage students in the classroom. It has a specific purpose in mind and calls on all students to complete the task. However, task based learning requires a large amount of time planning all the components of it and requires a lot of group participation. Students may find this type of learning difficult depending on their culture of origin.
Thursday, 1 November 2012
Course 1- Module 7 ASSESSING FOR LEARNING STYLES: Pros and Cons
My apprehension in assessing learning styles is that by assessing students, it may bias the teacher toward certain students. For the same reason, I don't like looking at students' past grades or IQ results. Assessing a student style gives a student a label. Once a label is in the mind of the teacher, it is hard to change. I would rather see how a student is doing and then if there are difficulties, I would assess learning styles to see if the style is a variable in the problem. I would prefer to see how students progress for myself than rely on inconclusive evidence re: learning styles. I think it is good to do assessments to confirm what the student already thinks is their learning style, which is what happened to me, but I think using what someone's learning style is in choosing a career could be dangerous.
Pros:
-you can see where the majority of the class is so you can incorporate different learning styles to "please" everyone and expand their exposure to other styles.
-learning about learning styles also help educate teachers so they can use different ways of teaching and to reveal their own styles
-it can be used to analyze problems students have in learning re: teacher style vs. student style
-gives student meta cognitive strategies in how they learn
-provides students with a "toolbox" of strategies for their particular style
Cons:
-evidence on learning styles is inconclusive re: reliability and validity
-labeling students
-students may feel inferior to others with "better"labels
-focuses on catering to all leaning styles at the expense of content
My apprehension in assessing learning styles is that by assessing students, it may bias the teacher toward certain students. For the same reason, I don't like looking at students' past grades or IQ results. Assessing a student style gives a student a label. Once a label is in the mind of the teacher, it is hard to change. I would rather see how a student is doing and then if there are difficulties, I would assess learning styles to see if the style is a variable in the problem. I would prefer to see how students progress for myself than rely on inconclusive evidence re: learning styles. I think it is good to do assessments to confirm what the student already thinks is their learning style, which is what happened to me, but I think using what someone's learning style is in choosing a career could be dangerous.
Pros:
-you can see where the majority of the class is so you can incorporate different learning styles to "please" everyone and expand their exposure to other styles.
-learning about learning styles also help educate teachers so they can use different ways of teaching and to reveal their own styles
-it can be used to analyze problems students have in learning re: teacher style vs. student style
-gives student meta cognitive strategies in how they learn
-provides students with a "toolbox" of strategies for their particular style
Cons:
-evidence on learning styles is inconclusive re: reliability and validity
-labeling students
-students may feel inferior to others with "better"labels
-focuses on catering to all leaning styles at the expense of content
Wednesday, 17 October 2012
Course 1 Module 5 COMPREHENSIBLE INPUT
There are many excellent suggestions to ensure comprehensible input in the articles byHedge and Coelho, but the ones that I personally need to focus on are the following:
1.Are my lessons meaningful-relevant to the learners' interests?
2. Do I provide feedback?
3. Do I teach key words before a lesson?
4. Do I recycle new words?
5. Do I provide visual support?
6. Do I utilize graphic organizers?
7. Do I record relevant notes on the board to reinforce learning?
8. Do I avoid using passive verbs when speaking?
9. Do I give clear instructions?
10. Do I allow for oral rehearsal of key ideas?
There are many excellent suggestions to ensure comprehensible input in the articles byHedge and Coelho, but the ones that I personally need to focus on are the following:
1.Are my lessons meaningful-relevant to the learners' interests?
2. Do I provide feedback?
3. Do I teach key words before a lesson?
4. Do I recycle new words?
5. Do I provide visual support?
6. Do I utilize graphic organizers?
7. Do I record relevant notes on the board to reinforce learning?
8. Do I avoid using passive verbs when speaking?
9. Do I give clear instructions?
10. Do I allow for oral rehearsal of key ideas?
Saturday, 13 October 2012
COURSE 1-Module 4-Least Appealing Language Methods
In my opinion, the least appealing language methods are Grammar Translation, Suggestopedia, and TPR.
1)Grammar Translation focuses on reading and writing to the exclusion of listening and speaking skills. Students do not learn how to effectively communicate. The focus is on structure and the class is teacher controlled. However, I have learned thousands of words of vocabulary by translating individual words when reading literature. As well, grammar translation's focus on the target language's culture also promotes cultural awareness through rich literature.
2)Suggestopedia isn't a method in which I think students can learn all they need to know about a language. Doing dialogs with soft music and low lighting is not possible in many classrooms. Students may also not take learning seriously in such a setting. However, I think Suggesestopedia could be used as an aid to teach certain scenarios like restaurant dinning.
3)TPR couldn't be used to teach many abstract verbs or abstract vocabulary which limits what students could learn. Learning a language entails more than using the imperative. It also focuses on kinesthetic learners to the exclusion of other learners.
In my opinion, the least appealing language methods are Grammar Translation, Suggestopedia, and TPR.
1)Grammar Translation focuses on reading and writing to the exclusion of listening and speaking skills. Students do not learn how to effectively communicate. The focus is on structure and the class is teacher controlled. However, I have learned thousands of words of vocabulary by translating individual words when reading literature. As well, grammar translation's focus on the target language's culture also promotes cultural awareness through rich literature.
2)Suggestopedia isn't a method in which I think students can learn all they need to know about a language. Doing dialogs with soft music and low lighting is not possible in many classrooms. Students may also not take learning seriously in such a setting. However, I think Suggesestopedia could be used as an aid to teach certain scenarios like restaurant dinning.
3)TPR couldn't be used to teach many abstract verbs or abstract vocabulary which limits what students could learn. Learning a language entails more than using the imperative. It also focuses on kinesthetic learners to the exclusion of other learners.
Wednesday, 3 October 2012
COURSE 1-Module 3 Blog: My Definition of Competence
At the beginning of the module, I felt that competence was the ability to express oneself in reading, writing, and speaking so that people could understand approximately 70% of what was communicated and that the student could understand approximately 70% of what was communicated.
However, I've revised my definition so that competence includes not only being able to basically converse with someone, but it also includes sociolinguistic and strategic competence. These are often overlooked in considering competence. In my former definition, the emphasis was on discourse, and grammatical competence.
After reading the article by Bagaric and Djigunovic, I realized that one can have all the vocabulary and conjugation skills to speak, but if they cannot communicate it in a socially/culturally appropriate manner, and do not have the strategic competence to know what to do when they are stuck, they are lacking in true competence.
At the beginning of the module, I felt that competence was the ability to express oneself in reading, writing, and speaking so that people could understand approximately 70% of what was communicated and that the student could understand approximately 70% of what was communicated.
However, I've revised my definition so that competence includes not only being able to basically converse with someone, but it also includes sociolinguistic and strategic competence. These are often overlooked in considering competence. In my former definition, the emphasis was on discourse, and grammatical competence.
After reading the article by Bagaric and Djigunovic, I realized that one can have all the vocabulary and conjugation skills to speak, but if they cannot communicate it in a socially/culturally appropriate manner, and do not have the strategic competence to know what to do when they are stuck, they are lacking in true competence.
Monday, 17 September 2012
Course 1- Module 1 Introduction
My name is Luisa Toteda. I taught ESL in Italy for a year in public and private schools and colleges. Then I worked with Taiwanese international students for a couple of years. I tutored ESL students and teach adults on weeknights and high school students in a summer program.
This blog is set up for the ESL TCP program from the U of Winnipeg.
My preferred way of learning is to research information and then make my own conclusions. When I see information presented many times in different ways, I glean what is important and decide what is probably true. I prefer mostly informal learning, but I like learning through formal learning as well. If I take a course, I want it to meet my goals and not waste my time on theoretical aspects. I really dislike courses that ask questions but don't provide answers to the questions. It is really frustrating.
Main principles of adult learning reflected in my preferences are in relation to Lieb's theory that learners are: autonomous, self-directed and goal-oriented. They want relevant and practical courses.
My name is Luisa Toteda. I taught ESL in Italy for a year in public and private schools and colleges. Then I worked with Taiwanese international students for a couple of years. I tutored ESL students and teach adults on weeknights and high school students in a summer program.
This blog is set up for the ESL TCP program from the U of Winnipeg.
My preferred way of learning is to research information and then make my own conclusions. When I see information presented many times in different ways, I glean what is important and decide what is probably true. I prefer mostly informal learning, but I like learning through formal learning as well. If I take a course, I want it to meet my goals and not waste my time on theoretical aspects. I really dislike courses that ask questions but don't provide answers to the questions. It is really frustrating.
Main principles of adult learning reflected in my preferences are in relation to Lieb's theory that learners are: autonomous, self-directed and goal-oriented. They want relevant and practical courses.
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