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  Theoretical Framework
for the Teaching English to
      Teens Workshop
                  By Claudia Morales Brieño
2




Learner Centered Approaches
 English   language      instruction     should
 encourage      learner       autonomy     while
 building a sense of self-esteem as well as
 cultural identity. In addition, effective
 instruction   must    incorporate      different
 learning styles and multiple intelligences.
3



What teachers need to do
   Recognize importance of learner autonomy
    for teenagers in the language learning
    process.
   Develop activities that are effective for
    teaching English while also building teenagers
    self-esteem and cultural identity.
   Self-assess their own learning styles and
    intelligences   and    become       skilled at
    incorporating a variety of themes in English
    Language Instruction.
   Create a more learner centered English class
    by focusing on the particular needs of
    teenagers.
4



Twelve things to keep in mind
while teaching teens
   Music in the classroom.
   Up-to-date           topics    such         as
    IT, sport, entertainment and media.
   Group work allows individuals to interact
    collaboratively.
   Role-play activities help to express different
    feelings.
   Teach them learner autonomy and individual
    choice.
   Use their special encyclopaedic knowledge
    of a particular field.
5


 Surprise and humor.
 Movement around the class.
 Teaching     multilevel classes, effective
  classroom management.
 Use    of mother tongue to avoid
  misunderstanding,      confrontation    and
  potential discipline problems and pressure
  on individual.
 Games            provide         purposeful
  contexts,                          stimulate
  interaction, competition and are fun!
 Project work offers an individual chance
  to use individual talent.
6




Teach   to   students   learning
             styles.

To know the types of learners
they are and the activities
they like, give the students the
chance to discuss possible
solutions to problems.

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Theoretical framework tet workshop

  • 1. 1 Theoretical Framework for the Teaching English to Teens Workshop By Claudia Morales Brieño
  • 2. 2 Learner Centered Approaches  English language instruction should encourage learner autonomy while building a sense of self-esteem as well as cultural identity. In addition, effective instruction must incorporate different learning styles and multiple intelligences.
  • 3. 3 What teachers need to do  Recognize importance of learner autonomy for teenagers in the language learning process.  Develop activities that are effective for teaching English while also building teenagers self-esteem and cultural identity.  Self-assess their own learning styles and intelligences and become skilled at incorporating a variety of themes in English Language Instruction.  Create a more learner centered English class by focusing on the particular needs of teenagers.
  • 4. 4 Twelve things to keep in mind while teaching teens  Music in the classroom.  Up-to-date topics such as IT, sport, entertainment and media.  Group work allows individuals to interact collaboratively.  Role-play activities help to express different feelings.  Teach them learner autonomy and individual choice.  Use their special encyclopaedic knowledge of a particular field.
  • 5. 5  Surprise and humor.  Movement around the class.  Teaching multilevel classes, effective classroom management.  Use of mother tongue to avoid misunderstanding, confrontation and potential discipline problems and pressure on individual.  Games provide purposeful contexts, stimulate interaction, competition and are fun!  Project work offers an individual chance to use individual talent.
  • 6. 6 Teach to students learning styles. To know the types of learners they are and the activities they like, give the students the chance to discuss possible solutions to problems.
  • 7. 7 Multiple Intelligences Theory  Verbal /linguistic Intelligence Note taking Listening to lectures Reading books Story telling Debates
  • 8. 8  Musical Intelligence Singing Playing recorded music Playing live music Jazz chants  Logical Mathematical Science demonstration and experiments Logic puzzles and games Story problems with numbers Logical sequential presentation
  • 9. 9  Spatial Visual Intelligence Using charts Videos, slides, movies Using art Graphic organizers  Bodily Kinesthetic Intelligence Hands-on activities Field trips Role plays
  • 10. 10  Interpersonal Intelligence Pair work, peer teaching Board games Group brainstorming Group problem solving Project work  Intrapersonal Intelligence Activities with a self-evaluation Component interest centers Options for homework Personal journal keeping
  • 11. 11 Questions to be asked at the end of a lesson  What parts of the lesson were easy for you?  What was difficult?  What was fun?  What did you learn?  What did you learn about yourself?  About you classmates?  How would you use these ideas outside of the classroom?
  • 12. 12 Feedback is important P-Q-P METHOD  Praise- Tell your student or classmate what you liked best about his/her activity.  Question-Ask your student or classmate a question about something you didn’t understand in his/her activity. Or ask a question if you think something is missing.  Polish- Give your student or classmate one idea to make his/her activity even better. We are here to work together as a community to be the best teachers we can be after all.
  • 13. 13 Lesson Framework Three Stages Process  Into-Student’s prior knowledge about a concept is proved. *Use of visuals, journals, vocabulary previews, free association or visualization exercises and anticipation reaction guides to access to new materials. Entry to the topic prior knowledge, better prepared for new content materials.
  • 14. 14  Through- Encounter new content relating it to the into stage. *Activities may include grammar development, vocabulary expansion, reading guides, idea sequencing, text completion, exercises into gap tasks. Text explanation exercises either oral or written. Practice new language skills.
  • 15. 15  Beyond- Students demonstrate their comprehension by applying their new knowledge. *Literary passages, written output, role plays, debates and essays. Students demonstrate conceptual and linguistic mastering.
  • 16. 16 Content Based Instruction has at least two categories: content and language  It includes: learning strategies, skills development, objectives, technology skills, social skills, cultural objectives.
  • 17. 17  Culture objectives- Particular culture- cross, cultural comparisons.  Language objective- linguistic concepts, vocabulary, communicative functions, grammatical structures.  Content obligatory language- language essential for understanding and talking about the content.  Content compatible language- it emerges directly form the foreign language curriculum (additional vocabulary).
  • 18. 18 Formula for language objectives  Ss wil use X (grammatical structure) to Y (communicative function) with Z (words/word groups).  For example: Students will use prepositional phrases to identify the relative location of places with phrases such as to the south of, to the west of, to the north of, beside, between, etc.
  • 19. 19 Tools for activating materials and tasks in the English Language Classroom Activating techniques: ellicitation, gapping and adaptation Ellicitation- as a technique allows students to draw on what they know on existing schemata/scafolding, sharing ideas within a sociocultural context. Ellicitation activities- extended brainstorming and top-down vocabulary.
  • 20. 20  Gapping- refers to the authentic purpose of communication: transfering information or bridging the gap form one person to another. Using gapping activities means that each learner needs to negotiate, collaborate and exchange information toward a common goal.
  • 21. 21  Extendingand adapting- Practical ways to draw on realia and authentic materials. Activating techniques focus on the Ss in the class. Keeping them involved or having them doing and producing rather than passively receiving information.
  • 22. 22 Project Based Approach  Developing a thematic unit plan that engages teens in projects is meaningful and fun!
  • 23. 23 Project Based Instruction  Student centered.  Begining, middle, end.  Content meaningful.  Real world problems.  First hand investigation.  Sensitivity to local culture.  Specific goals related to curriculum.  Tangible product.  Connections among academic life and work skills.  Opportunity for feedback and assessment.  Opportunity for reflective thinking & self assessment.
  • 24. 24 Benefits of project based instruction  Preparing children for workplace.  Increasing motivation.  Connecting learning at school with reality.  Providing collaborative opportunities to construct knowledge.  Increasing social and communicative skills.  Increasing problem solving skills.  See connections between disciplines.  Providing opportunities to contribute.  Use individual learning strenghts.  Practical real world way to learn.
  • 25. 25 To work with projects  Examine curriculum standards and required units for the class.  Choose a theme that is meaningful and relevant to students.  Brainstorm ideas to incorporate real-life situation and tasks.  Choose, organize and order the activities.  Incorporate projects that can encourage learner choice and autonomy.
  • 26. 26 Eleven steps for working with projects 1. Students and teacher agree on a theme for the project. 2. Students determine which the final product will be. 3. Students and teacher structure the project. 4. Teacher prepares students for the language demands and copes it with what they know.
  • 27. 27 5. Students do the research on the topic. 6. Teacher helps students to select relevant information. 7. Students compile and analyze the information to identify the relevant one. 8. Teacher prepares language improvement activities to help students succeed with the presentation of their final product. 9. Students present their final project. 10. Students evaluate their projects. 11. Students reflect about their experience.
  • 28. 28 Student self-assessment  What were the project’s successes?  What might I do to improve the project?  How well did I meet the goals?  What was the most difficult about meeting the goals?  What surprised me most?  What was my group best team effort?  Worst team effort?  What were the skills I used?  How can I practice these skills in the future?  What was my final project evaluation?
  • 29. 29 Six A’s to Project Based  Authenticity  Academic rigor  Adult relationships  Applied learning  Active exploration  Assessment practices.
  • 30. 30 For further references check the biblography posted on the blog.