Presentation on theme: "TEACHING TOOLS AND TOOLS TO TEACH: ACTIVITIES AND TOOLS FOR ENGAGING STUDENTS AT THE UNIVERSITY LEVEL Meghan V. Huff September 20, 2013 Linguistics Department."— Presentation transcript:
TEACHING TOOLS AND TOOLS TO TEACH: ACTIVITIES AND TOOLS FOR ENGAGING STUDENTS AT THE UNIVERSITY LEVEL Meghan V. Huff September 20, 2013 Linguistics Department Colloquium
Tools/structures v. activities usable many, many times not content specific, but outcome specific can be reused with new content continually once students are used to the tool, instructions can be very short used once content specific have to be found or created for each lesson have to be explained every time Tools and StructuresActivities
student-centered we aren’t teachers, we are guides and facilitators not teaching, but creating the opportunity for learning “don’t be a sage on the stage, be a guide on the side” spend your time with the class, not in front of it (walk and talk, correct and confirm) think of it this way – you don’t need the practice! be empathetic to the learning process and celebrate errors – after all, they are required for learning how do we flip a classroom like this? - tools
engaging classroom environment non-threatening, laid-back, funny, real, willing to be wrong and ‘check’, give skills, allow individuality, encourage exploration music, jokes, dictionaries, teaching of slang, technology, flexibility, accountability affective filter (Krashen, 1985) too high – no learning because they are stressed too low – no learning because they don’t care in the middle – learning occurs out of trust and comfort
motivating give prompt feedback give real-world, concrete examples relate the content to students’ lives be a cheerleader celebrate victories and support students when they struggle
productive assist each student in acquiring the content give them tools for successful learning give them life skills for the future
playing to the multiple intelligences everyone has multiple ways in which they can learn, but a few are usually dominant (Gardner & Hatch, 1989) musical-rhythmic visual-spatial verbal-linguistic logical-mathmatical bodily-kinesthetic interpersonal intrapersonal naturalistic existential
automatization of explicit knowledge DeKeyser (2001) comments on 3 types of knowledge… implicit knowledge – native speakers/acquired skills explicit knowledge – L2 speakers/learned skills automatized explicit knowledge – advanced L2 speakers/learned skills that one no longer consciously think about sometimes, we have to memorize concepts or work with explicit information (even in a communicative language classroom!) structured and engaging activities provide context where we can’t create implicit knowledge, we can aim to automatize that which is explicit
implementing tools 4 steps give clear, level appropriate, instructions model the activity facilitate walk, talk, correct, and confirm recap give a realistic time limit, and remind them when time is almost up have filler activities or extensions ready for speedy students
no computers the body small objects paper no tech tools
simple tools flip books flashcard games whiteboards give me 5, thumbs up/down
acronyms D-dar I-ir S-ser H-haber E-estar S-saber DISHES – the irregulars in the subjunctive they also rhyme dé-esté vaya-haya sea-sepa
snowball fight el subjuntivo con frases adverbiales… a menos (de) que antes (de) que con tal (de) que para que sin que Escribo esta frase para que ustedes entiendan. unless before provided that in order that/so that without I write this sentence so you understand.
blind quiz Persona 1 una mesa una cama un refrigerador una alfombra Persona 2 un sofá unas cortinas un microondas una ventana
timelines point of reference linear perspective to a moving point in time great for identifying order among complex concepts el futuro el pasado perfecto el presente perfecto el presente el pasado ¿?
iPads important apps SlideShark (ppt presenter) iPhone acts as a remote via Bluetooth Blackboard (reference to materials that are there) Dropbox (everything is accessible on the go) TeacherKit (attendance, learning names) eTexts (add an activity during the lesson) Kindle (pdfs or electronic books) QuickOffice (create documents on the go) WordReference (dictionary on the go) PDF-notes (research and zooming in on tables, etc…)
you can’t possibly do all of these, right? correct. incorporating 2-3 can change student attitudes students stay engaged and learn more you get to enjoy your class and stress out less – you have tools to use and less work overall you inspire students to find the ways they learn best, which helps them in the future
Thanks for coming! If you have any questions, comments, or concerns, or if you’d like help in creating an activity with one of these tools… send me an email at firstname.lastname@example.org
works cited DeKeyser, R. M. (2001). Automaticity and automatization. In P. Robinson (ed.), Cognition and second language instruction. New York: Cambridge University Press, 125-151. Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 4-10. Krashen, S.D. (1985), The Input Hypothesis: Issues and Implications, New York: Longman.