Presentation on theme: "Teaching the way learners learn!"— Presentation transcript:
1 Teaching the way learners learn! Wendy ArnoldELTeCS workshop (2 hours)3 March 2010
2 Some wise words:Confucius said: Tell me and I will …. FORGET Show me and I might … REMEMBER Involve me and I will UNDERSTAND
3 TELL ME ….jumpSo the word ‘jump’ is a verb. You use it in a sentence to show what you do..jump?verb?sentence?
4 It is a verb. It is an action SHOW ME …Ahhhh OK!I jumping.So this is jump..It is a verb. It is an action
5 This is jump. Now you do it. Say the word ‘jump’ and jump. INVOLVE ME …Ahhh like this …. jumpThis is jump. Now you do it. Say the word ‘jump’ and jump.
6 Overview of session How do you learn? How do you make meaning? What’s one got to do with the other?Do you know your learning style?What’s that got to do with teaching?What do you need from ‘others’ in order to make meaning?Putting it all together!
8 How do you learn?THINK about (a similar type of experience eg. learning to do a sport or play a musical instrument)a learning experience when you were a childa recent learning experienceAre there any:-similarities-differences
9 How do you learn? SHARE with a partner SHARE with another pair Identify 3 things of noteIdentify 1 thing that surprised youIdentify 1 ‘burning’ question you have – write it down
10 How do you make meaning?THINK about how you ‘make meaning’ or understand something, a similar type of experience e.g. understand text, art, music)a meaning making experience when you were a childa recent meaning making experienceAre there any:-similarities-differences
11 How do you make meaning? SHARE with a partner SHARE with another pair Identify 3 things of noteIdentify 1 thing that surprised youIdentify 1 ‘burning’ question you have – write it down
12 What’s one got to do with the other? Think about the differences and similarities between how youLearnt to do somethingMake sense of somethingDo you notice anything about these two experiences?
13 What have learning and ‘making meaning’ got to do with each other? SHARE with a partnerSHARE with another pairIdentify 3 things of noteIdentify 1 thing that surprised youIdentify 1 ‘burning’ question you have – write it down
14 Do you know your learning style? Consider what you have just discussed about yourself and your learning and meaning making experiences
15 Is this you?I write down things I want to learn - that’s how I remember them best.I sit at the front of the classroom so I can see my teacher’s body language and facial expressions.I use diagrams, illustrated textbooks, videos, handouts and visual displays to aid my learning.I write detailed notes so I can absorb the information my teacher gives - sometimes I make sure I’m given extra time to do this.When I’m working at home, I study in a quiet place on my own.I use bright highlighter pens or markers to draw attention to important areas in my notes or work.
16 Do these help? ‘ … a picture is worth a thousand words …’ Profits going downA cute puppyRoses in full bloom
17 Is this you?I read written information aloud or ask the teacher to do this. This helps me remember and understand it.I discuss topics with my friends both in and out of class.I like to talk things through and listen to what others have to say.I ask my teachers to use group and discussion work in class.I listen closely to my teachers when they are speaking.Sometimes I tape lessons so I can listen to them to help me revise.
18 Do you do this? I can see 6 legs Add an egg And here is how we’re going to winI can see 6 legsAdd an eggYou need to add flour!
19 Is this you?I take a hands-on approach to learning. I ask to see practical demonstrations of ideas.I make sure my teachers show me how things work.I volunteer to do demonstrations in class. This helps me to understand and remember an activity or idea.When studying at home, I don’t sit at a desk. I like to learn in a relaxed position, lying on my back or stomach.I play music quietly in the background and take frequent study-breaks so I don’t get tired.I remember lessons best if I walk around my room and say important words aloud.
22 What’s knowing your learning style got to do with teaching? Are you teaching in the way that you learn or ‘make meaning’? Do you consider the needs of other learning styles? Are you sure?
23 What do you think other learning styles need? THINK – what other learning styles are there? Can you identify them? What do you think their needs are? PAIR – share with a partner SHARE – two pairs share ideas
26 AUDITORY LEARNERS NEED attend classesattend discussions and tutorialsdiscuss topics with othersdiscuss topics with your teachersexplain new ideas to other peopleuse a tape recorderremember the interesting examples, stories, jokes...describe the overheads, pictures and other visuals to somebody who was not thereleave spaces in your notes for later recall and 'filling'
27 KINESTHETIC LEARNERS NEED all your senses - sight, touch, taste, smell, hearing ...laboratoriesfield tripsfield toursexamples of principleslecturers who give real-life examplesapplicationshands-on approaches (computing)trial and errorcollections of rock types, plants, shells, grasses...exhibits, samples, photographs...recipes - solutions to problems, previous exam papers
28 What’s knowing your learning style got to do with teaching? THINKWhat materials do you use to teach with? What components?PAIR – share with your partnerSimilaritiesDifferencesSHARE – two pairs share together
29 Did they include any of these? A coursebookFlashcardsCD/tapeAny other?Which learning styles do you think your coursebook helps?
30 Identifying activities for different learning styles GROUPWORKLook at the coursebook carefully. Identify an activity forVisual learnerAuditory learnerKinesthetic learnersDiscuss WHY you think these activities match these learning styles
31 Activities and learning styles GROUPWORKShare what you have identified with another groupIdentify 1 characterisitic of each activity which makes them suitable forVisual learnersAuditory learnersKinesthetic learners
32 Activities and learning styles GROUPWORKIdentify activities which are NOT suitable forVisual learnersAuditory learnersKinesthetic learnersConsider how to make them suitable!
33 Modifying materials GROUPWORK Share what you have done with another groupIdentify 1 modification that can be done to an activity in order to make it suitable forVisual learnersAuditory learnersKinesthetic learners
34 What do you need from ‘others’ in order to make meaning? THINK Consider the role of your classmates for this workshop. What was their role in helping you to ‘make meaning’ (understand) how to do the tasks? PAIR - share with a partner SHARE – two pairs share
35 Put it all together!GROUPWORK You are going to be given a learning objective. Design an activity to meet the needs of all three learning styles. You are going to teach this activity to another group. Time for planning: 10 minutes!!!!Learning objectiveTeach concept of past simple tenseTeach use of articles ‘a/an’ and ‘the’Teach use of pronouns I, me, myTeach present perfectTeach present continuousTeach present simpleTeach 3rd person ‘s’Teach plural ‘s’Teach connective ‘and’Teach use of ‘but’
36 ReflectionTHINK 3 things you have learnt today 1) 2) 3) 2 things that surprised you 1 ‘burning’ question still unanswered Share it with a partner. Can they help you answer it?
37 MANY THANKSYou have been a wonderful group. Many thanks for working so well together.