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“Learning and Development”

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

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“Learning and Development”

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  1. “Learning and Development” Jean Piaget http://gsi.berkeley.edu/teachingguide/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

  2. “Learning and Development” Lev Vygotsky http://gsi.berkeley.edu/teachingguide/theories/social.html# Social constructivism Zone of Proximal Development (ZPD) Scaffolding

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

  4. 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)

  5. 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)

  6. “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

  7. “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)

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

  9. Activities: Learning Channels Listen and do – TPR activities > Kinesthetic Sentence Bingo > Auditory IncyWincy 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

  10. “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 10-11 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

  11. “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

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