“Learning and Development” Jean Piaget theories/piaget.html  Constructivism, assimilation and accommodation  Stages of development: Sensori-motor > Pre-operational > Concrete operational > Formal operational  Criticisms of Piaget’s theory  Importance of Piaget’s theory

“Learning and Development” Lev Vygotsky  Social constructivism  Zone of Proximal Development (ZPD)  Scaffolding

“Learning and Development” Multiple intelligences  Linguistic  Logico-mathematical  Musical  Spatial  Bodily-kinaesthetic  Interpersonal  Intrapersonal  Naturalist *Preferred learning styles, variety in materials presentation

Multiple intelligences (think > love)  Linguistic (words > reading, writing, telling stories)  Logical-Mathematical (reasoning > experimenting, questioning, calculating)  Spatial (images and pictures > visualizing, drawing, designing)  Body-Kinesthetic (somatic sensations > running, jumping, dancing)  Musical (rhythms and melodies > listening, singing, tapping feet and hands)  Interpersonal (social interaction > leading, organizing, relating)  Intrapersonal (deep inside ourselves > being quiet, dreaming, setting goals)  Natural (outdoors > surviving, building, playing)

Multiple intelligences (need)  Linguistic (books, discussion, debates, lectures, worksheets, journals)  Logical-Mathematical (logic problems, puzzles and games, questioning)  Spatial (movies, art, illustrated books, graphic organizers, charts, diagrams)  Body-Kinesthetic (role play, drama, movement, sports, crafts)  Musical (songs, concerts, instruments, jazz chants, background music)  Interpersonal (friends, social gatherings, clubs, peer sharing and teaching)  Intrapersonal (time alone, self-paced projects, independent study)  Natural (field trips, time outdoors, activities with animals and plants)

“Child as a Language Learner”  Developmentally appropriate instruction and practices  Emotional/social, cognitive and physical development  Student interests > Engaging and motivating lessons  Ways to learn about children’s development  Language acquisition vs. language learning  Comprehensible input (I+1)  Ways to make input comprehensible

“Teaching Listening”  Hearing and listening  Help children learn a language better  Indicators of and coping with hearing loss  Receptive vs. productive skills  Learning channels (auditory, tactile, visual, kinesthetic)  Listening and reading skills – similarities  Listening capacity  Pronunciation and phonological awareness  Total Physical Response (TPR)

Learning Channels  Auditory  Tactile  Visual  Kinesthetic (*add this to the three mentioned in your “Teaching Listening” reading assignment)

Activities: Learning Channels  Listen and do – TPR activities > Kinesthetic  Sentence Bingo > Auditory  Incy Wincy Spider > Auditory, kinesthetic, visual  Draw me a story > Auditory, visual  Pied Piper > Auditory, visual  In town > Auditory, visual  Shapes galore > Tactile  The teacher is a cassette player > Auditory  Mime what happens > Kinesthetic  Visualization > Auditory

“Teaching Speaking”  Children experiment and play with language > utterances to words  Innovations > own verses and versions of songs and finger plays  Myth > children develop language skills more readily than adults  Pronunciation > Troublesome sounds when years old  MLU> number of morphemes found in a sample utterance  Children tend to overgeneralize grammar rules  Aims of programs should be in line with stages of development  ALM > drills with choral response + dialogues (language patterns)  Drills more interesting > personalize

“Teaching Speaking”  Choral response > students respond in unison  Dialogues provide learners with grammatically controlled scripts  Puppets make children feel comfortable, relaxed and amused  Fishbowl > Teacher models an activity with a volunteer or puppet  CLT > Connect classroom language learning to the outside world  Games > purposeful in the classroom and a big part of growing up  Tongue twisters are a fun way to teach pronunciation  Error correction > depends on fluency or accuracy work being done  Classroom control > well-planned lessons and visual clues