Styles and strategies

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Learning styles and strategies in the context of multiple intelligences and brain language research.

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Styles and strategies : 

Styles and strategies EFL252

Slide 3: 

The Creator gathered all of creation and said, ’I want to hide something from the humans until they are Ready for it. It is the Realization that They Create their Own Reality.‘ The eagle said, 'Give it to me, I will take it to ……….

Slide 4: 

The Creator gathered all of creation and said, ’I want to hide something from the humans until they are Ready for it. It is the Realization that They Create their Own Reality.‘ The eagle said, 'Give it to me, I will take it to the moon.' The Creator said, 'No. One day they will ……….

Slide 5: 

The Creator gathered all of creation and said, ’I want to hide something from the humans until they are Ready for it. It is the Realization that They Create their Own Reality.‘ The eagle said, 'Give it to me, I will take it to the moon.' The Creator said, 'No. One day they will go there and find it.'  The salmon said, 'I will hide it on the bottom of the ocean.'  The buffalo said, 'I will bury it on the Great Plains.’ The Creator said, 'No. They will ……….

Slide 6: 

The Creator gathered all of creation and said, ’I want to hide something from the humans until they are Ready for it. It is the Realization that They Create their Own Reality.‘ The eagle said, 'Give it to me, I will take it to the moon.' The Creator said, 'No. One day they will go there and find it.'  The salmon said, 'I will hide it on the bottom of the ocean.'  The buffalo said, 'I will bury it on the Great Plains.’ The Creator said, 'No. They will go there too.' Then Grand-mother Mole, who lives in the breast of Mother Earth, and who has no physical eyes but sees with spiritual eyes, said, 'Put it ……….

Slide 7: 

The Creator gathered all of creation and said, ’I want to hide something from the humans until they are Ready for it. It is the Realization that They Create their Own Reality.‘ The eagle said, 'Give it to me, I will take it to the moon.' The Creator said, 'No. One day they will go there and find it.'  The salmon said, 'I will hide it on the bottom of the ocean.'  The buffalo said, 'I will bury it on the Great Plains.’ The Creator said, 'No. They will go there too.' Then Grand-mother Mole, who lives in the breast of Mother Earth, and who has no physical eyes but sees with spiritual eyes, said, 'Put it Inside them.' And the creator said, 'It is done.' Sioux Legend

Vygosky’s ZPD : 

Vygosky’s ZPD

Krashen : 

Krashen i+1

Affective filter variables : 

Affective filter variables Motivation Self-confidence Anxiety

Beyond affective filter : 

Beyond affective filter More motivated students tend to use more str…. strategies than less motivated students, hence, they tend to be more su… successful. Oxford, R.L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.

Styles and Strategies : 

Styles and Strategies Styles Consistent: characteristics, preferences, tendencies Strategies Vary widely according to individual and circumstance

Successful learners : 

Successful learners Know y…. yourself. Know your st…. strengths. Know your li…. limitations.

Styles: Developing self-awareness : 

Styles: Developing self-awareness Tests Multiple intelligences VAK Left- Right-Brain Caution Culturally biased / validity Translation may lose validity Subjectivity…self-flattery

Strategies: Ten Commandments : 

Strategies: Ten Commandments LEARNER Fear not! Dive in Believe in myself Seize the day Love my neighbour Get the BIG picture Cope with chaos Trust my gut Learn from mistakes Set my own goals TEACHER Lower inhibitions Encourage risk-taking Build self-confidence Develop intrinsic motivation. Engage cooperative learning Use right-brain processes Promote ambiguity tolerance Practice intuition Process error feedback Personal goal setting

ARCS Model in classroom : 

ARCS Model in classroom A R C S Keller, J.M. (1987). Strategies for stimulating the motivation to learn. Performance and Instruction

ARCS Model in classroom : 

ARCS Model in classroom Attention strategies for stimulating and sustaining curiosity and interest; R C S Keller, J.M. (1987). Strategies for stimulating the motivation to learn. Performance and Instruction

ARCS Model in classroom : 

ARCS Model in classroom Attention strategies for stimulating and sustaining curiosity and interest; Relevance strategies that link to learners' needs, interests, and motives; C S Keller, J.M. (1987). Strategies for stimulating the motivation to learn. Performance and Instruction

ARCS Model in classroom : 

ARCS Model in classroom Attention strategies for stimulating and sustaining curiosity and interest; Relevance strategies that link to learners' needs, interests, and motives; Confidence strategies that help students develop a positive expectation for successful achievement; and S Keller, J.M. (1987). Strategies for stimulating the motivation to learn. Performance and Instruction

ARCS model in classroom : 

ARCS model in classroom Attention strategies for stimulating and sustaining curiosity and interest; Relevance strategies that link to learners' needs, interests, and motives; Confidence strategies that help students develop a positive expectation for successful achievement; and Satisfaction strategies that provide extrinsic and intrinsic reinforcement for effort Keller, J.M. (1987). Strategies for stimulating the motivation to learn. Performance and Instruction

Developing learner strategies : 

Developing learner strategies Remembering more effectively Learning with others Managing your emotions Using all cognitive processes Organizing and evaluating own learning Compensating for missing knowledge Direct (cognitive) <?> Indirect (metacognitve)

Developing learner strategies : 

Developing learner strategies Remembering more effectively Learning with others Managing your emotions Using all cognitive processes Organizing and evaluating own learning Compensating for missing knowledge Direct (cognitive) <?> Indirect (metacognitve)

SILL : 

SILL St In La Le Oxford, R.L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle. Strategy Inventory for Language Learning Oxford, R.L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.

SILL : 

SILL Strategy Inventory for Language Learning Oxford, R.L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.

Intrinsic goals: Why study English? : 

Intrinsic goals: Why study English? Fulfill school/university requirements Compete in the global economy of today and the future Increase job opportunities and salary potential Develop intercultural sensitivity, increasing global understanding Improve critical and creative thinking skills Improve one's education Enhance travel and study abroad opportunities Enjoy great masterpieces in their original language Gain prestige (social status) Family obligation

What makes a good L2 learner? : 

What makes a good L2 learner? are willing and accurate guessers; have a strong drive to communicate; are often uninhibited positive self-image practicing in private find situations where they have to communicate are willing to make mistakes; focus on form by looking for patterns and analyzing; take advantage of all practice opportunities; monitor their speech as well as that of others; pay attention to meaning.