Dear students,
I hereby want to remind you to download the IPA which you can download from UCL site
It's easy and free!
This is one of your home assigments for this week!
Good luck!
Best, ma.ma.
domingo, 16 de mayo de 2010
sábado, 15 de mayo de 2010
Humanism and Social Interactionism in Educational Psychology
Humanism and Social Interactionism in Educational Psychology
We will study now some Approaches to Educational Psychology:
Kaplan (1990) in Williams and Burden (1997:6) defines Educational Psychology as “the application of Psychology to education by focussing on the development, evaluation and application of theories and principles of learning and instruction that can enhance lifelong learning”.
Educational Psychology passed through different fashions and these were reflected on the practice of teachers according to the impact that they had. Analyses and understanding of these theories will lead to an awareness of their contributions to language teaching.
Humanistic Approaches:
“Humanistic education starts with the idea that students are different, and it strives to help students more like themselves and less like each other” (Hammachek, 1977:149 in Williams and Burden, 1997:36)
They highlight the importance of the learner’s inner world. In the centre of all human development, they put the individual’s thoughts, feelings and emotions. As Williams and Burden (1977: 30) maintain these areas are “often unjustly neglected and yet they are vitally important”.
We can identify three main figures in this approach:
• Erik Erikson
• Abraham Maslow
• Carl Rogers
Erik Erikson:
*1963: Childhood and Society: “human psychological development depends on the way in which individuals pass through predetermined maturation stages.” (Williams and Burden, 10997:31)
EPIGENETIC PRINCIPLE
8 STAGES FROM BIRTH TO OLD AGE: each with a particular crisis
STAGES /CHALLENGES PARENTS’/TEACHERS’ ATTITUDES
1-Early infancy: Basic Trust in the world as a predictable, caring place.
A caring atmosphere
2-Age 2/3: Establishing Autonomy: foundations of feelings as opposed to doubt and shame
Appropriate actions by caregivers can foster a basic attitude of ‘I can do it’.
3- Age 4: Sense of Initiative
Parental Encouragement.
Punishment for exploratory activity can generate feelings of guilt, which will inhibit future initiative.
4: Early school years: Industry
Basic educational skills and learning competence are developed.
A sense of inferiority can result if these learning experiences
are beset with failure.
Emphasis must be put upon co-operative learning.
Teachers should foster a spirit of co-operation rather than competition.
5-Adolescence: Search for Identity.
An important function of teachers at secondary level is to foster a sense of personal identity by encouraging learners to make decisions for themselves and helping them to express their individuality in constructive ways.
6-Young Adult: Intimacy: to establish intimate relationships.
How well this is accomplished will depend on how well each of the previous life challenges have been met.
7- Middle Age:
The challenge here is to maintain a sense of generavity: to continue to see oneself as a person capable of generating new interests and insights.
This is intimately related to how creative instincts have been encouraged to flourish during early years and later school careers. Therefore, this is a strong theoretical justification for the use of music, art, drama and games, all familiar techniques with language teachers.
8- Old Age: it revolves around the conflict between integrity and despair.
Old people should be able to look back on a life of self-fulfilment and personal accomplishment, and look forward to the inevitability of death without fear.
(Adapted from A life-span View of Psychological Stages in Williams & Burden, 1997)
Abraham Maslow:
For some Psychologists human behaviour has a close relationship to the satisfaction of basic needs. Abraham Maslow (1968, 1970) suggested a hierarchy of needs which is generally presented in a pyramidal form.
Being Needs
Self-actualisation
Aesthetic Needs
Cognitive Needs
----------------------------------------------------------------
Deficiency
Needs
Need for self-esteem
Need for interpersonal closeness
Need for safety and security
Basic Psychological Needs
Fig. 5. Source: Williams & Burden, 1997:34
Some difficulties at school may be connected to the degree of fulfilment of learners’ needs.
Teachers have responsibility in “establishing a secure environment where learners feel that they belong and where they can build up self-respect by receiving respect from others” (Williams & Burden, 1997:35).
Carl Rogers:
Rogers (1969) identified key elements if the humanistic approach to education.
Human beings: have a natural potential for learning.
Significant/Meaningful learning = what is learnt is perceived to be of personal relevance.
Experiential Learning =involves active participation
Openness to experience =prepares learners to adapt themselves with the difficulties of the world around them.
An atmosphere of positive regard = vital for best learning
Teachers: see learners as clients with specific needs to be met.
“Learning which is self initiated and which involves feelings as well as cognition is most likely to be lasting and pervasive” (Williams and Burden, 1997:35)
Learning experiences which do not have an impact on the learners’ human condition will have “limited educational value.” (Williams and Burden, 1997: 36)
Implications of the Humanistic Approach on ELT:
Personalization of educational experiences.
Differentiation: teachers should be able to identify individual learner’s needs.
“A learning experience of personal consequence occurs when the learner assumes the responsibility of evaluating the degree to which he or she is personally moving toward knowledge instead of looking to an external source of evaluation” (Williams and Burden, 1997: 36)
A number of methodologies have come up taking a humanistic approach:
Silent Way
Suggestopedia
Community Language Learning
These methodologies have the following aspects in common:
They are based more on Psychology than on Linguistics.
They all consider affective aspects of learning and language as important.
They treat the learner as a whole person, with whole-involvement in the learning process.
They all see the importance of a learning environment that minimises anxiety and enhances personal security.
Williams and Burden (1997:38) summarise the messages that Humanistic Approaches have for language teachers as follows:
Create a sense of belonging;
Make the subject relevant to the learner;
Involve the whole person;
Encourage a knowledge of self;
Develop personal identity;
Encourage self-esteem;
Involve the feelings and emotions;
Minimise criticism;
Encourage creativity;
Develop a knowledge of the process of learning;
Encourage self-initiation;
Allow for choice;
Encourage self-evaluation.
These messages can fit very well in a Communicative Class and can provide a powerful background at the moment of designing tasks and making up yearly plans.
Social Interactionism:
It is associated to two well-known psychologists:
• Lev Vygotsky
• Reuven Feuerstein
As Williams and Burden (1997: 39) explain,
“(F)or social interactionists, children are born into a social world, and learning occurs through interaction with other people. [. . . ] Thus we can begin to see in social interactionism a much-needed theoretical underpinning to a communicative approach to language teaching, where it is maintained that we learn a language through using the language to interact meaningfully with other people.”
Lev Vygotsky: (Russian) Thought and Language (1962)
Mind and Society (1978)
Here are some key issues from his theory:
• Importance of language in interacting with people, not only speech but signs and symbols. (Williams and Burden, 1997:40)
• Language is the means through which culture is transmitted, thinking develops and learning occurs.
• “Mediation”: this is a central concept. Significant people in the learner’s life=“mediators”
• “Zone of Proximal development”: this is the layer of skill or knowledge just beyond that with which the learner is able to cope. When he works with another person (teacher or peer) who is more competent he can move to the next layer.
Reuven Feuerstein: (Israeli)
Assessing children’s full potential = to provide them with the skills and strategies to overcome their learning difficulties, and to become effective learners. (Williams and Burden, 1997:41)
• Dynamic Assessment: assessment is part of learning and it is the result of interaction between assessor and learner.
• Role of the mediator. (Teacher or peers)
• Emphasis on the social context in which learning takes place.
• Advantages of collaborative work.
A Social constructivist model:
Social constructivism: Four key sets of factors interact as part of a dynamic ongoing process: teachers, learners, tasks and contexts, as can be seen in Fig.6 below.
Teachers select tasks which reflect their beliefs about teaching and learning. The task is, therefore, the interface between teachers and learners. (Williams and Burden, 1997:42-45)
APPENDIX UNIT I:
Compiled Bibliography for Unit 1:
• Armendariz, A. (Ed.) (2000) Propuestas para el aula. Material para el docente. Ministerio de Educación. Argentina. (Chapters 4 & 5pp.14-19)
• Brown, H. (2001) Teaching by principles: An interactive approach to language pedagogy. 2ndEd. New York, Addison Wesley Longman. Chapter 2 (pp. 13-38) & Chapter 3 (pp.39-53)
• Harmer, J. (2001) The practice of English language teaching. 3rd Ed. Harlow, Longman Pearson Education. Chapter 4 (pp. 56-67)
• Harmer, J. (2007) The practice of English language teaching. 4th Ed. Harlow, Longman Pearson Education. Chapter 4 (pp. 62-80)
• Scrivener,J. (2005) Learning teaching. A guidebook for English language teachers. 2nd Ed. Oxford, Macmillan Ed. Chapter 1 (pp. 11-26)
• Williams, M. and Burden, R. (1997) Psychology for Language Teachers. A social constructivist approach. Cambridge. CUP. (Chapter 2)
We will study now some Approaches to Educational Psychology:
Kaplan (1990) in Williams and Burden (1997:6) defines Educational Psychology as “the application of Psychology to education by focussing on the development, evaluation and application of theories and principles of learning and instruction that can enhance lifelong learning”.
Educational Psychology passed through different fashions and these were reflected on the practice of teachers according to the impact that they had. Analyses and understanding of these theories will lead to an awareness of their contributions to language teaching.
Humanistic Approaches:
“Humanistic education starts with the idea that students are different, and it strives to help students more like themselves and less like each other” (Hammachek, 1977:149 in Williams and Burden, 1997:36)
They highlight the importance of the learner’s inner world. In the centre of all human development, they put the individual’s thoughts, feelings and emotions. As Williams and Burden (1977: 30) maintain these areas are “often unjustly neglected and yet they are vitally important”.
We can identify three main figures in this approach:
• Erik Erikson
• Abraham Maslow
• Carl Rogers
Erik Erikson:
*1963: Childhood and Society: “human psychological development depends on the way in which individuals pass through predetermined maturation stages.” (Williams and Burden, 10997:31)
EPIGENETIC PRINCIPLE
8 STAGES FROM BIRTH TO OLD AGE: each with a particular crisis
STAGES /CHALLENGES PARENTS’/TEACHERS’ ATTITUDES
1-Early infancy: Basic Trust in the world as a predictable, caring place.
A caring atmosphere
2-Age 2/3: Establishing Autonomy: foundations of feelings as opposed to doubt and shame
Appropriate actions by caregivers can foster a basic attitude of ‘I can do it’.
3- Age 4: Sense of Initiative
Parental Encouragement.
Punishment for exploratory activity can generate feelings of guilt, which will inhibit future initiative.
4: Early school years: Industry
Basic educational skills and learning competence are developed.
A sense of inferiority can result if these learning experiences
are beset with failure.
Emphasis must be put upon co-operative learning.
Teachers should foster a spirit of co-operation rather than competition.
5-Adolescence: Search for Identity.
An important function of teachers at secondary level is to foster a sense of personal identity by encouraging learners to make decisions for themselves and helping them to express their individuality in constructive ways.
6-Young Adult: Intimacy: to establish intimate relationships.
How well this is accomplished will depend on how well each of the previous life challenges have been met.
7- Middle Age:
The challenge here is to maintain a sense of generavity: to continue to see oneself as a person capable of generating new interests and insights.
This is intimately related to how creative instincts have been encouraged to flourish during early years and later school careers. Therefore, this is a strong theoretical justification for the use of music, art, drama and games, all familiar techniques with language teachers.
8- Old Age: it revolves around the conflict between integrity and despair.
Old people should be able to look back on a life of self-fulfilment and personal accomplishment, and look forward to the inevitability of death without fear.
(Adapted from A life-span View of Psychological Stages in Williams & Burden, 1997)
Abraham Maslow:
For some Psychologists human behaviour has a close relationship to the satisfaction of basic needs. Abraham Maslow (1968, 1970) suggested a hierarchy of needs which is generally presented in a pyramidal form.
Being Needs
Self-actualisation
Aesthetic Needs
Cognitive Needs
----------------------------------------------------------------
Deficiency
Needs
Need for self-esteem
Need for interpersonal closeness
Need for safety and security
Basic Psychological Needs
Fig. 5. Source: Williams & Burden, 1997:34
Some difficulties at school may be connected to the degree of fulfilment of learners’ needs.
Teachers have responsibility in “establishing a secure environment where learners feel that they belong and where they can build up self-respect by receiving respect from others” (Williams & Burden, 1997:35).
Carl Rogers:
Rogers (1969) identified key elements if the humanistic approach to education.
Human beings: have a natural potential for learning.
Significant/Meaningful learning = what is learnt is perceived to be of personal relevance.
Experiential Learning =involves active participation
Openness to experience =prepares learners to adapt themselves with the difficulties of the world around them.
An atmosphere of positive regard = vital for best learning
Teachers: see learners as clients with specific needs to be met.
“Learning which is self initiated and which involves feelings as well as cognition is most likely to be lasting and pervasive” (Williams and Burden, 1997:35)
Learning experiences which do not have an impact on the learners’ human condition will have “limited educational value.” (Williams and Burden, 1997: 36)
Implications of the Humanistic Approach on ELT:
Personalization of educational experiences.
Differentiation: teachers should be able to identify individual learner’s needs.
“A learning experience of personal consequence occurs when the learner assumes the responsibility of evaluating the degree to which he or she is personally moving toward knowledge instead of looking to an external source of evaluation” (Williams and Burden, 1997: 36)
A number of methodologies have come up taking a humanistic approach:
Silent Way
Suggestopedia
Community Language Learning
These methodologies have the following aspects in common:
They are based more on Psychology than on Linguistics.
They all consider affective aspects of learning and language as important.
They treat the learner as a whole person, with whole-involvement in the learning process.
They all see the importance of a learning environment that minimises anxiety and enhances personal security.
Williams and Burden (1997:38) summarise the messages that Humanistic Approaches have for language teachers as follows:
Create a sense of belonging;
Make the subject relevant to the learner;
Involve the whole person;
Encourage a knowledge of self;
Develop personal identity;
Encourage self-esteem;
Involve the feelings and emotions;
Minimise criticism;
Encourage creativity;
Develop a knowledge of the process of learning;
Encourage self-initiation;
Allow for choice;
Encourage self-evaluation.
These messages can fit very well in a Communicative Class and can provide a powerful background at the moment of designing tasks and making up yearly plans.
Social Interactionism:
It is associated to two well-known psychologists:
• Lev Vygotsky
• Reuven Feuerstein
As Williams and Burden (1997: 39) explain,
“(F)or social interactionists, children are born into a social world, and learning occurs through interaction with other people. [. . . ] Thus we can begin to see in social interactionism a much-needed theoretical underpinning to a communicative approach to language teaching, where it is maintained that we learn a language through using the language to interact meaningfully with other people.”
Lev Vygotsky: (Russian) Thought and Language (1962)
Mind and Society (1978)
Here are some key issues from his theory:
• Importance of language in interacting with people, not only speech but signs and symbols. (Williams and Burden, 1997:40)
• Language is the means through which culture is transmitted, thinking develops and learning occurs.
• “Mediation”: this is a central concept. Significant people in the learner’s life=“mediators”
• “Zone of Proximal development”: this is the layer of skill or knowledge just beyond that with which the learner is able to cope. When he works with another person (teacher or peer) who is more competent he can move to the next layer.
Reuven Feuerstein: (Israeli)
Assessing children’s full potential = to provide them with the skills and strategies to overcome their learning difficulties, and to become effective learners. (Williams and Burden, 1997:41)
• Dynamic Assessment: assessment is part of learning and it is the result of interaction between assessor and learner.
• Role of the mediator. (Teacher or peers)
• Emphasis on the social context in which learning takes place.
• Advantages of collaborative work.
A Social constructivist model:
Social constructivism: Four key sets of factors interact as part of a dynamic ongoing process: teachers, learners, tasks and contexts, as can be seen in Fig.6 below.
Teachers select tasks which reflect their beliefs about teaching and learning. The task is, therefore, the interface between teachers and learners. (Williams and Burden, 1997:42-45)
APPENDIX UNIT I:
Compiled Bibliography for Unit 1:
• Armendariz, A. (Ed.) (2000) Propuestas para el aula. Material para el docente. Ministerio de Educación. Argentina. (Chapters 4 & 5pp.14-19)
• Brown, H. (2001) Teaching by principles: An interactive approach to language pedagogy. 2ndEd. New York, Addison Wesley Longman. Chapter 2 (pp. 13-38) & Chapter 3 (pp.39-53)
• Harmer, J. (2001) The practice of English language teaching. 3rd Ed. Harlow, Longman Pearson Education. Chapter 4 (pp. 56-67)
• Harmer, J. (2007) The practice of English language teaching. 4th Ed. Harlow, Longman Pearson Education. Chapter 4 (pp. 62-80)
• Scrivener,J. (2005) Learning teaching. A guidebook for English language teachers. 2nd Ed. Oxford, Macmillan Ed. Chapter 1 (pp. 11-26)
• Williams, M. and Burden, R. (1997) Psychology for Language Teachers. A social constructivist approach. Cambridge. CUP. (Chapter 2)
Approach, Method and Technique
UNIT 1
Approach, Method and Technique:
“An approach is an integrated set of theoretical and practical beliefs, embodying both syllabus and method. More than either, it involves principles which in the case of language teaching reflect the nature of language itself and the nature of learning.” (Lewis, 1993: 2)
An approach derives from a concept of what language; it is a concept of how language learning is produced, what the roles of the teacher, the learners, the materials and tasks are. Generally speaking, this is an umbrella term under which all the other concepts fit. A method, on the other hand, must be consistent within an approach, since it determines how the whole process is to be carried out. The approach answers the question why; the method, how ;and the syllabus, what.
“An approach provides principles to decide what kind of content and what sorts of procedures are appropriate.” (Lewis, 1993:2) But these decisions should not be arbitrary; approaches are based on Linguistic and Philosophical principles which provide the nature of language, Psychological principles which have to do with the nature of learning and on Socio-political educational principles which have to do with the purpose of education.
As we said before a method is consistent within an approach and implies an orderly plan of the steps that have to be follow in the language class. Today, most course books are designed within an approach and include a method that teachers can follow. However, teachers can vary the method according to different situations, contents, learning-teaching contexts or learning purposes/objectives.
Finally, techniques are instrumental and practical ways in which something can be done. For example, there are different techniques to teach vocabulary, or to present a dialogue or to evaluate students.
In Spanish most of the times we use the word método as a synonym of “approach”, the difference between the two concepts being very subtle. In the case of the Communicative Approach (C.A), this is well-named because it is wider than a method or a syllabus. In Spanish, we speak of “Enfoque Comunicativo”. It is important to reflect on Lewis’ (1994:2) criticism:
“Many of the insights of CA remain accurate, and highly relevant. Unfortunately, they also remain un-implemented, as textbooks made changes of content and sequence__essentially matters of syllabus__ and then presented the books as embodying “the communicative approach”. This was considerably less than the truth. Although some changes of methodology resulted, many major methodological implications were not implemented. Most important of all, educational systems, and teacher training did not embrace many of the wider factors.”
Compare these two models:
The change of paradigm in recent years implied the shift between the transmission model and the transactional one.
TRANSMISSION MODEL
Emphasis is on direct teaching which is controlled first, by the programme and second, by the teacher.
Learning is viewed as a matter of building from simple to complex or larger skills.
Learning is seen as habit formation; thus, verbalizing or writing in correct responses or giving correct responses are viewed as crucial.
Since correctness is valued, risk-taking is discouraged and/or penalized.
Ability to reproduce or verbalize a predetermined correct response is taken as evidence of learning.
TRANSACTIONAL MODEL
Emphasis is on learning which is facilitated but not directly controlled by the teacher.
Smaller parts of a task are seen as more readily learnt within the context of a meaningful whole.
FROM WHOLE TO PARTS.
Learning is viewed as a result of complex cognitive processes that can be facilitated by teachers and enhanced by peer interaction.
Risk-taking and hence “errors” are seen as absolutely essential for learning.
Ability to apply knowledge and to think in novel ways is seen as crucial.
Adapted from Gallo, M. (1994) Teacher Education and the New Curriculum. (FAAPI Conference)
Approach, Method and Technique:
“An approach is an integrated set of theoretical and practical beliefs, embodying both syllabus and method. More than either, it involves principles which in the case of language teaching reflect the nature of language itself and the nature of learning.” (Lewis, 1993: 2)
An approach derives from a concept of what language; it is a concept of how language learning is produced, what the roles of the teacher, the learners, the materials and tasks are. Generally speaking, this is an umbrella term under which all the other concepts fit. A method, on the other hand, must be consistent within an approach, since it determines how the whole process is to be carried out. The approach answers the question why; the method, how ;and the syllabus, what.
“An approach provides principles to decide what kind of content and what sorts of procedures are appropriate.” (Lewis, 1993:2) But these decisions should not be arbitrary; approaches are based on Linguistic and Philosophical principles which provide the nature of language, Psychological principles which have to do with the nature of learning and on Socio-political educational principles which have to do with the purpose of education.
As we said before a method is consistent within an approach and implies an orderly plan of the steps that have to be follow in the language class. Today, most course books are designed within an approach and include a method that teachers can follow. However, teachers can vary the method according to different situations, contents, learning-teaching contexts or learning purposes/objectives.
Finally, techniques are instrumental and practical ways in which something can be done. For example, there are different techniques to teach vocabulary, or to present a dialogue or to evaluate students.
In Spanish most of the times we use the word método as a synonym of “approach”, the difference between the two concepts being very subtle. In the case of the Communicative Approach (C.A), this is well-named because it is wider than a method or a syllabus. In Spanish, we speak of “Enfoque Comunicativo”. It is important to reflect on Lewis’ (1994:2) criticism:
“Many of the insights of CA remain accurate, and highly relevant. Unfortunately, they also remain un-implemented, as textbooks made changes of content and sequence__essentially matters of syllabus__ and then presented the books as embodying “the communicative approach”. This was considerably less than the truth. Although some changes of methodology resulted, many major methodological implications were not implemented. Most important of all, educational systems, and teacher training did not embrace many of the wider factors.”
Compare these two models:
The change of paradigm in recent years implied the shift between the transmission model and the transactional one.
TRANSMISSION MODEL
Emphasis is on direct teaching which is controlled first, by the programme and second, by the teacher.
Learning is viewed as a matter of building from simple to complex or larger skills.
Learning is seen as habit formation; thus, verbalizing or writing in correct responses or giving correct responses are viewed as crucial.
Since correctness is valued, risk-taking is discouraged and/or penalized.
Ability to reproduce or verbalize a predetermined correct response is taken as evidence of learning.
TRANSACTIONAL MODEL
Emphasis is on learning which is facilitated but not directly controlled by the teacher.
Smaller parts of a task are seen as more readily learnt within the context of a meaningful whole.
FROM WHOLE TO PARTS.
Learning is viewed as a result of complex cognitive processes that can be facilitated by teachers and enhanced by peer interaction.
Risk-taking and hence “errors” are seen as absolutely essential for learning.
Ability to apply knowledge and to think in novel ways is seen as crucial.
Adapted from Gallo, M. (1994) Teacher Education and the New Curriculum. (FAAPI Conference)
jueves, 13 de mayo de 2010
Auld lang syne
This is a song to remember old friends and to greet new ones:
Auld lang syne
Auld Lang Syne es una canción patrimonial escocesa cuya letra consiste en un poema escrito en 1788[1] por Robert Burns, uno de los poetas escoceses más populares. Se suele utilizar en momentos solemnes, como aquéllos en que alguien se despide, se inicia o acaba un viaje largo en el tiempo, un funeral, etc. Se la ha relacionado especialmente con la celebración del Año Nuevo[2] .
“Auld lang syne”, en escocés, literalmente significa “hace mucho tiempo”; aunque se traduce más adecuadamente como “por los viejos tiempos”. Se canta con la melodía popular tradicional escocesa.
Auld Lang Syne Should auld acquaintance be forgot
And never brought to mind?
Should auld acquaintance be forgot
And days of auld lang syne?
Refrain
For auld lang syne, my dear
For auld lang syne
We'll take a cup of kindness yet
For auld lang syne
Auld lang syne
Auld Lang Syne es una canción patrimonial escocesa cuya letra consiste en un poema escrito en 1788[1] por Robert Burns, uno de los poetas escoceses más populares. Se suele utilizar en momentos solemnes, como aquéllos en que alguien se despide, se inicia o acaba un viaje largo en el tiempo, un funeral, etc. Se la ha relacionado especialmente con la celebración del Año Nuevo[2] .
“Auld lang syne”, en escocés, literalmente significa “hace mucho tiempo”; aunque se traduce más adecuadamente como “por los viejos tiempos”. Se canta con la melodía popular tradicional escocesa.
Auld Lang Syne Should auld acquaintance be forgot
And never brought to mind?
Should auld acquaintance be forgot
And days of auld lang syne?
Refrain
For auld lang syne, my dear
For auld lang syne
We'll take a cup of kindness yet
For auld lang syne
Rain rain go away
"Rain, rain go away.
Come again another day.
Now the children want to play!"
Tip fot teaching: When you practice this with your students, do it very slowly first as in slow motion, then each time you repeat all together, do it faster and faster each time.
You can clap along!
Come again another day.
Now the children want to play!"
Tip fot teaching: When you practice this with your students, do it very slowly first as in slow motion, then each time you repeat all together, do it faster and faster each time.
You can clap along!
Raindrops keep falling on my head
Last Friday was raining and we wanted to sing: "Raindrops keep falling on my head". Let's practics for next the rainy day.
Lyrics:
Raindrops keep fallin' on my head
And just like the guy whose feet are too big for his bed
Nothin' seems to fit
Those raindrops are fallin' on my head, they keep fallin'
So I just did me some talkin' to the sun
And I said I didn't like the way he got things done
Sleepin' on the job
Those raindrops are fallin' on my head, they keep fallin'
But there's one thing I know
The blues they send to meet me won't defeat me
It won't be long till happiness steps up to greet me
Raindrops keep fallin' on my head
But that doesn't mean my eyes will soon be turnin' red
Cryin's not for me
'Cause I'm never gonna stop the rain by complainin'
Because I'm free
Nothin's worryin' me
[trumpet]
It won't be long till happiness steps up to greet me
Raindrops keep fallin' on my head
But that doesn't mean my eyes will soon be turnin' red
Cryin's not for me
'Cause I'm never gonna stop the rain by complainin'
Because I'm free
Nothin's worryin' me
Lyrics:
Raindrops keep fallin' on my head
And just like the guy whose feet are too big for his bed
Nothin' seems to fit
Those raindrops are fallin' on my head, they keep fallin'
So I just did me some talkin' to the sun
And I said I didn't like the way he got things done
Sleepin' on the job
Those raindrops are fallin' on my head, they keep fallin'
But there's one thing I know
The blues they send to meet me won't defeat me
It won't be long till happiness steps up to greet me
Raindrops keep fallin' on my head
But that doesn't mean my eyes will soon be turnin' red
Cryin's not for me
'Cause I'm never gonna stop the rain by complainin'
Because I'm free
Nothin's worryin' me
[trumpet]
It won't be long till happiness steps up to greet me
Raindrops keep fallin' on my head
But that doesn't mean my eyes will soon be turnin' red
Cryin's not for me
'Cause I'm never gonna stop the rain by complainin'
Because I'm free
Nothin's worryin' me
Unit 1: Language Learning and Language Teaching:
“A teacher can only teach what he is _ He teaches himself”
Brumfit, 1980 cited in Vez (2001)
§ Food for thought and reflection
Good teaching is not just a question of intuition, experience or innate gifts, it is knowledge. Knowledge about theories and how to make choices according to that knowledge.
Theory or Practice?
If language learning is to be a truly professional enterprise it must deal with the various aspects involved in a scholarly and scientific manner and establish a sound theoretical framework
Stern (1983: 35) cited in Vez (Op. Cit.)
§ Following Vez (2001), a theoretical framework should include:
· A clear identification of the scientific fields
· An effective model of interaction -theory/practice
§ Task 3: According to your knowledge of these sciences so far, what is their contribution to the field?
· Psychology? ………………………………..
· Psycholinguistics? …………………………..
· Sociolinguistics? ……………………………
Vez (2001) supplies his own model in which negotiation plays a central and very relevant part.
…las didácticas especiales deben desarrollarse como disciplinas autónomas en la zona límite entre la didáctica general y las distintas ciencias.
Klafki (1986: 37) cited in Vez (2001:39)
Basic science --------------- Applied science
Theoretical knowledge ---------------- Practical knowledge
This intersection is not always produced in the same way
Science/Art
Theory/practice
The nature of knowledge in this field involves PEOPLE AND CURRICULUM
(Vez, 2001:37-40)
Traditional teaching
o Chalk and talk
o
Transmission Model ( Jug and mug)
o Blank slate
o Teacher keeps control
o The most active person
o Lectures and explanations
Scrivener, J. (2005)
Teaching does not equal learning
Teachers
Respect
Empathy
Authenticity
Three Kinds of Teachers
The explainer
The involver
The enabler
Scrivener, J (2005)
--------------------------------------------------
The roles of a teacher
Facilitator: democratic rather than autocratic
fosters learner autonomy
Controller
Prompter
Participant
Resource
Tutor
Organizer
Harmer; J.(2007)
References
Vez, J. (2001) Formación en didáctica de lenguas extranjeras. Rosario; Homosapiens Ediciones.
Scrivener, J (2005) Learning Teaching. 2nd Ed. Great Britain; Macmillan
Harmer, J. (2007) The Practice of English Language Teaching. 4th Ed. England; Pearson Longman Ltd.
Brumfit, 1980 cited in Vez (2001)
§ Food for thought and reflection
Good teaching is not just a question of intuition, experience or innate gifts, it is knowledge. Knowledge about theories and how to make choices according to that knowledge.
Theory or Practice?
If language learning is to be a truly professional enterprise it must deal with the various aspects involved in a scholarly and scientific manner and establish a sound theoretical framework
Stern (1983: 35) cited in Vez (Op. Cit.)
§ Following Vez (2001), a theoretical framework should include:
· A clear identification of the scientific fields
· An effective model of interaction -theory/practice
§ Task 3: According to your knowledge of these sciences so far, what is their contribution to the field?
· Psychology? ………………………………..
· Psycholinguistics? …………………………..
· Sociolinguistics? ……………………………
Vez (2001) supplies his own model in which negotiation plays a central and very relevant part.
…las didácticas especiales deben desarrollarse como disciplinas autónomas en la zona límite entre la didáctica general y las distintas ciencias.
Klafki (1986: 37) cited in Vez (2001:39)
Basic science --------------- Applied science
Theoretical knowledge ---------------- Practical knowledge
This intersection is not always produced in the same way
Science/Art
Theory/practice
The nature of knowledge in this field involves PEOPLE AND CURRICULUM
(Vez, 2001:37-40)
Traditional teaching
o Chalk and talk
o
Transmission Model ( Jug and mug)
o Blank slate
o Teacher keeps control
o The most active person
o Lectures and explanations
Scrivener, J. (2005)
Teaching does not equal learning
Teachers
Respect
Empathy
Authenticity
Three Kinds of Teachers
The explainer
The involver
The enabler
Scrivener, J (2005)
--------------------------------------------------
The roles of a teacher
Facilitator: democratic rather than autocratic
fosters learner autonomy
Controller
Prompter
Participant
Resource
Tutor
Organizer
Harmer; J.(2007)
References
Vez, J. (2001) Formación en didáctica de lenguas extranjeras. Rosario; Homosapiens Ediciones.
Scrivener, J (2005) Learning Teaching. 2nd Ed. Great Britain; Macmillan
Harmer, J. (2007) The Practice of English Language Teaching. 4th Ed. England; Pearson Longman Ltd.
Introduction
This subject area intends to introduce you to the reflection of the various aspects of teaching as a profession and to make you aware of the decisions a teacher has to make in the course of a school year or a career. These decisions need to be firmly grounded on theoretical knowledge in order to be effective and successful.
It has been stated in the syllabus that the analysis of its contents will give you the necessary background you will need to make decisions at the moment of planning your course of action in your praxis, as a trainee, first and later, as a graduate teacher.
As we go along, you will realize how complex the task of a teacher is but at the same time, you will discover how fascinating a profession this is. As your experience grows, so will your awareness of the responsibility that is in our hands. It is my hope that this subject will give you the tools you need in order to tackle the problematic situations you will have to solve in the course of your careers as teachers; though well I know, that this will just be the beginning of a life-time learning experience as you keep on reflecting on your practice as time goes by.
So, let’s begin our work together. “It’s show time”!!! I hope you enjoy this experience and make the most of it.
All the best, all my love.
-----------
It has been stated in the syllabus that the analysis of its contents will give you the necessary background you will need to make decisions at the moment of planning your course of action in your praxis, as a trainee, first and later, as a graduate teacher.
As we go along, you will realize how complex the task of a teacher is but at the same time, you will discover how fascinating a profession this is. As your experience grows, so will your awareness of the responsibility that is in our hands. It is my hope that this subject will give you the tools you need in order to tackle the problematic situations you will have to solve in the course of your careers as teachers; though well I know, that this will just be the beginning of a life-time learning experience as you keep on reflecting on your practice as time goes by.
So, let’s begin our work together. “It’s show time”!!! I hope you enjoy this experience and make the most of it.
All the best, all my love.
-----------
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