1. Participants will be able to… explain roles of teacher and student in an (inter)active classroom describe some active learning activities explain the motivation for employing active- learning principles

2. DFL Active-Learning Model

3. think on their own take responsibility communicate demonstrate cross-cultural awareness and sensitivity carry on life-long learning

4. are motivated intrinsically perceive an activity as useful are attentive & actively involved work in their own learning style use learning strategies to enhance learning learn language in context

5. Passive Technicians Teachers as Passive Technicians Reflective Practitioners Teachers as Reflective Practitioners Transformative Intellectuals Teachers as Transformative Intellectuals

6. Behaviorist model of teaching Content knowledge is broken down into discrete items for simple transmission to students. Teacher is a conduit.

7. Teaching is a learning experience for the teacher Emphasizes creativity, self-reflection, context sensitivity Informed involvement in the principles, practices, and processes of classroom instruction bring about fruitful perspectives on how to enhance student learning. Reflection-on-action: before, during, & after class

8. Teachers seek to enhance learning inside the classroom while transforming learner habits and practices outside the classroom.  Teacher is a role model  Teaching continues outside the classroom. Teachers provide knowledge that is socially contextualized Teaching is student-centered, committed to interactive, consciousness-raising, problem-posing activities. Promotes learner self-regulation & empowerment

9. Maximize learning opportunities Minimize perceptual mismatches Facilitate negotiated interaction Promote learner autonomy Foster language awareness Activate intuitive heuristics Contextualize linguistic input Integrate language skills Ensure social relevance

11. Student-centered learning  Use macrostrategies to customize daily provided lesson plans to the individual needs of your cadets Teacher-provided "interactive situations“  model  co-construct  create Goals: communication & cultural literacy  Situate learning opportunities in proper cultural context Focus on cognitive & metacognitive learning in & out of the classroom  Teach learners how to learn  Promote self-regulation http://bogglesworldesl.com/glossary.htm

12. “TO” “WITH” “BY” MODEL PRACTICE/CO-CONSTRUCT CREATE assessment of learner success Teacher action Learner action time  classtimeclasstime

13. Articulate goals clearly Have high but reasonable expectations Prepare opportunities for critical thinking Prepare to work 'in context ' iii. All the while... Awaken curiosity Foster interaction Address learning styles Work on speaking, listening, reading, writing Replace English Assess and provide feedback Integrate learning and life Teach students how to learn

14. View teacher as guide and role model When in doubt, clarify! Be engaged and take ownership of the learning process Relate learning to life Become aware of how best you learn  Understand your learning style and take account of it as you learn  Develop new strategies for learning in the West Point environment  Understand what motivates you and work on maintaining it.

15. In class, it's your call, as long as students... make progress and get opportunities for practice every day Language items move into long-term memory only after 4 – 6 instances of focused attention and practice. remain motivated Success motivates; set them up for success. Teach them to love learning – regardless of where or when it happens. develop respect for the language and people they study Don’t make fun of the target culture; point out differences objectively but remain positive. retain their dignity Mistakes are crucial learning opportunities. Let them make them, correct them constructively and help them understand the source.

16. In an active-learning classroom...

17. Factors for Observation… Learners have to... Teacher has to... The objectives for this activity are... Modes of language in this activity are... Overall goal of this lesson is... Suggestions? time use, interest level, cultural context, feedback

18. Activity: Dictation on boards (10 min.) Mode: Writing, Listening Focus (Objective): Vocabulary, Grammar, Orthography Teacher: calls cadets to boards, dictates one sentence at a time containing 1-2 current grammar or vocabulary items; assists with assessment/explanation/correction. Cadets: write the sentence they hear with correct grammar and spelling then read each other’s work and correct errors.

19. Activity: Question & Answer Oral Practice (10-15 min.) Mode: Speaking, Listening Focus (Objective): Vocabulary, Grammar Teacher: writes a list of 3 short questions based on textbook material on PPT slide. Asks Cs to interview each other (3 min.) to become acquainted with Qs & As. Initiates one-by-one questioning by asking 1 st question to a C who must answer and then ask the same question to his/her neighbor; Assists with pronunciation and corrections as needed. Cadets: Interview each other aloud with assigned questions coming up with appropriate answers. Asks and answers questions to/from neighbors as directed.

20. Activity: Sentence Building on boards (10 min.) Mode: Writing, Reading Focus (Objective): Vocabulary, Grammar, Orthography Teacher: separates class into two teams; teams select team name (in target language). On PPT slide, T prepares three columns of words: a column for the subject, a column for verbs, and a column for a direct object or prepositional phrase. Cadets: As quickly as possible and one by one, Cs build sentences using one word from each column using correct grammar, word order, and conjugations until all words are used. The team can help by correcting spelling and/or grammar errors as they occur. First team to build the appropriate number of sentences with 0 errors wins!