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Put a bounce in your teaching Anna Cole. "Put a bounce in your teaching" Anna Cole 2014 2.

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Presentation on theme: "Put a bounce in your teaching Anna Cole. "Put a bounce in your teaching" Anna Cole 2014 2."— Presentation transcript:

1 Put a bounce in your teaching Anna Cole

2 "Put a bounce in your teaching" Anna Cole 2014 2

3 Skill sets and methodologies 1 Talent vs. effort - the Pygmalion effect 2 Training your brain - repetition 3 The challenge factor and flow theory 4 Growth vs. fixed mindset 5 The Feedback factor 6 The needs-focused approach "Put a bounce in your teaching" Anna Cole 2014 3

4 I’m too old to learn. I don’t have a good memory. What’s the use? I can’t do this. I’m going to fail. Languages aren’t my thing. I don’t have a brain for languages. There’s not much hope for me on this course. I’m not a natural in the classroom. I’m not a gifted teacher. I’m getting too old for this. I’m not a techie person, this is not part of my job role. I’m burnt out. "Put a bounce in your teaching" Anna Cole 2014 4

5 “It took me 19 years to become an overnight success” Luciano Pavarotti "Put a bounce in your teaching" Anna Cole 2014 5 http://commons.wikimedia.org/wiki/File:Luciano_Pavarotti_15.06.02_cropped2 _(squared).jp

6 The Polgar family and the practice theory of expertise "Put a bounce in your teaching" Anna Cole 2014 6

7 we are all talented and practice is more important than talent anybody can achieve the same results with opportunity and dedication good teachers, like good language learners, are made, not born. "Put a bounce in your teaching" Anna Cole 2014 7

8 talent vs. effort quantity of practice Dr. K Anders Ericsson - West Berlin Music Academy at the age of 20…. 10,000 top soloists 6,000 play in top orchestras 4,000 music teachers "Put a bounce in your teaching" Anna Cole 2014 8

9 purposeful practice A1 – 80-100 GLHs A2 – 180-200 GLHs B1 – 350-400 GLHs B2 – 550-600 GLHs C1 – 750-800 GLHs C2 – 1000-1200 GLHs "Put a bounce in your teaching" Anna Cole 2014 9

10 Applying the 10,000 hour rule Scenario 1: 4 hours a week 172 hours 58 years to become fluent. Scenario 2: 3 hours a week 139 hours 71 years to become fluent. Scenario 3: Total immersion 5840 hours 2 years "Put a bounce in your teaching" Anna Cole 2014 10

11 Professional development circles "Put a bounce in your teaching" Anna Cole 2014 11

12 increase the intensity of each learning hour help learners increase their language input outside the classroom question your position on the continuum of professional development – experience without deep concentration does not translate into progress "Put a bounce in your teaching" Anna Cole 2014 12

13 The Pygmalion effect "Put a bounce in your teaching" Anna Cole 2014 13 A self-fulfilling prophecy, whereby the greater the expectation placed upon people, the better they perform. Pygmalion serialized November 1914" by Everybody's Magazine - Brown University, http://www.brown.edu/Facilities/University_Library/exhibits/shaw/plays.html. Licensed under Public Domain via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:Pygmalion_serialized_November_1914.jpg#medi aviewer/File:Pygmalion_serialized_November_1914.jpg

14 have massive expectations for all your students - label all the class your top students give frequent and early feedback that students can do well offer equal opportunities for participation – include the quieter ones start each class with a clean sheet "Put a bounce in your teaching" Anna Cole 2014 14

15 2. Training your brain "Put a bounce in your teaching" Anna Cole 2014 15

16 believe students can learn at any age help students concentrate and fight off distractions. talk explicitly about brain training with your students "Put a bounce in your teaching" Anna Cole 2014 16

17 repetition and automaticity "Put a bounce in your teaching" Anna Cole 2014 17

18 "Put a bounce in your teaching" Anna Cole 2014 18

19 good body language improves communication high quality practice gives access to pattern recognition and speeds up the language process choose knowledge and skills that are worth learning "Put a bounce in your teaching" Anna Cole 2014 19

20 3. The Challenge factor "Put a bounce in your teaching" Anna Cole 2014 20

21 risk-taking "Put a bounce in your teaching" Anna Cole 2014 21

22 expose learners to stories that portray how others have succeeded or overcome adversity provide opportunities for students to take risks; take their own initiative to do things accept our own setbacks as formative struggles not summative failures. "Put a bounce in your teaching" Anna Cole 2014 22

23 The flow theory "Put a bounce in your teaching" Anna Cole 2014 23 By Oliverbeatson (w:File:Challenge vs skill.jpg) [Public domain], via Wikimedia Commons

24 evaluate flow in the classroom – why does it happen, when does it happen? take control over how much flow we experience by increasing our skills, working on new challenges or both. "Put a bounce in your teaching" Anna Cole 2014 24

25 4. fixed vs. growth mind-set Fixed mindset:  Intelligence and talent -fixed  Innate talent creates success  Effort will not make a difference  You either get it or you don’t Growth mindset:  Intelligence can be developed  Brains and talent are just the starting point  Enjoy effort and process of learning  You can always grow and learn "Put a bounce in your teaching" Anna Cole 2014 25

26 "Put a bounce in your teaching" Anna Cole 2014 26 What do they say? FIXED MINDSETGROWTH MINDSET A MISTAKE… FAILURE IS EFFORT… SUCCESS OF OTHERS… The RESULT of this mindset is…

27 "Put a bounce in your teaching" Anna Cole 2014 27 FIXED MINDSETGROWTH MINDSET A MISTAKE… makes me lose confidence shows me where I need to put more work in FAILURE… is humiliating means I haven’t reached my full potential EFFORT… isn’t necessary if you’re smart you get out what you put in SUCCESS OF OTHERS… if you succeed, I failis a source of inspiration RESULT… achieve less than my full potential reach ever higher levels of potential

28 model, teach and reinforce the growth mindset: praise effort not intelligence be specific and informative with your praise: You worked hard at improving your spelling I liked the way you contributed today to the class discussion I noticed you paid good attention in the debate I see that you’ve been practicing the vocabulary we are working on; what a great improvement! Your focus on improving your writing has really made a positive difference When you put in the effort, it really shows in your marks. Keep practising! focus on underperforming students and diagnose and correct what is going wrong in their learning process. "Put a bounce in your teaching" Anna Cole 2014 28

29 5. the feedback factor "Put a bounce in your teaching" Anna Cole 2014 29

30 increasing learners' ‘goal-orientedness' "Put a bounce in your teaching" Anna Cole 2014 30 Alice: Would you tell me, please, which way I ought to go from here? The Cat: That depends a good deal on where you want to get to Alice: I don’t much care where. The Cat: Then it doesn’t much matter which way you go. Alice: …so long as I get somewhere. The Cat: Oh, you’re sure to do that, if only you walk long enough.

31 critical thinking Penthouse suite What would you like to change? What does this tell you about how you learn? Ground floors Did you do your work like other students? What examples can you find…? Basement What can you say about…? What is…? "Put a bounce in your teaching" Anna Cole 2014 31

32 the ultimate goal is to enable students to give feedback to themselves feedback is most effective if it addresses a performance goal train students to give peer feedback (give them rubrics for assessment, checklists, good and not so good models etc.) "Put a bounce in your teaching" Anna Cole 2014 32

33 6. The needs-focused approach "Put a bounce in your teaching" Anna Cole 2014 33

34 success achievement praise / feedback choice support humour community creativity routines relevant relationships active "Put a bounce in your teaching" Anna Cole 2014 34

35 empowerment sense of belonging fun "Put a bounce in your teaching" Anna Cole 2014 35

36 a sense of belonging "Put a bounce in your teaching" Anna Cole 2014 36

37 share values, experiences and aspirations to establish emotional ties challenge, but nurture "Put a bounce in your teaching" Anna Cole 2014 37

38 Skill sets and methodologies 1 Talent vs. effort - the Pygmalion effect 2 Training your brain - repetition 3 The challenge factor and flow theory 4 Growth vs. fixed mindset 5 The Feedback factor 6 The Needs Focused approach "Put a bounce in your teaching" Anna Cole 2014 38

39 “There are three things to remember about education. The first one is motivation. The second one is motivation. The third one is motivation.” –Terrell H. Bell "Put a bounce in your teaching" Anna Cole 2014 39


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