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Teaching Adult Learners

Teaching Adult Learners. Ibeu In Service 2014.1. Warm Up : talk to 2 people. What is a challenge you face teaching adults ? Why should we teach adults and kids differently ?. How often do we . allow adult learners to assess their own learning and progress

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Teaching Adult Learners

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  1. TeachingAdultLearners Ibeu In Service 2014.1

  2. WarmUp: talkto 2 people • Whatis a challengeyou face teachingadults? • Whyshouldweteachadultsandkidsdifferently?

  3. Howoften do we ... • allow adult learners to assess their own learning and progress • ask about our students’ interests and needs • ask adult students about what they have actually learned from a certain lesson/unit/class • disregard homework correction because “students don’t do it anyway” • establish goals with our adult learners • explain why we do what we do • explain why we want them to do things they don’t particularly like • fail to practice a certain skill because we think it’s too hard for our students • fail to promote adult learners’ autonomy • help our students remain a member of the group if/when they have to miss classes • listen to our students and negotiate / act based on what they say • offer choice • promote students’ awareness of their learning and progress • use activities and techniques for younger learners with adult learners • use our students’ previous experience as language learners to their advantage ReadandThink

  4. GroupDiscussion • In groupsof 3: • discussthetopicin 4 stations, • suggest 2 solutions for each • emailyourcontributionstomarcia.pedrosa@ibeu.org.br • Youhave 15’

  5. Howoften do we ... • allow adult learners to assess their own learning and progress • ask about our students’ interests and needs • ask adult students about what they have actually learned from a certain lesson/unit/class • disregard homework correction because “students don’t do it anyway” • establish goals with our adult learners • explain why we do what we do • explain why we want them to do things they don’t particularly like • fail to practice a certain skill because we think it’s too hard for our students • fail to promote adult learners’ autonomy • help our students remain a member of the group if/when they have to miss classes • listen to our students and negotiate / act based on what they say • offer choice • promote students’ awareness of their learning and progress • use activities and techniques for younger learners with adult learners • use our students’ previous experience as language learners to their advantage GroupDiscussion

  6. Howoften do we ... • allow adult learners to assess their own learning and progress • ask about our students’ interests and needs • ask adult students about what they have actually learned from a certain lesson/unit/class • disregard homework correction because “students don’t do it anyway” • establish goals with our adult learners • explain why we do what we do • explain why we want them to do things they don’t particularly like • fail to practice a certain skill because we think it’s too hard for our students • fail to promote adult learners’ autonomy • help our students remain a member of the group if/when they have to miss classes • listen to our students and negotiate / act based on what they say • offer choice • promote students’ awareness of their learning and progress • use activities and techniques for younger learners with adult learners • use our students’ previous experience as language learners to their advantage Howcanwechangethings?

  7. Quotes – Food for Thought “…success in learning very much depends on learners having a responsible attitude.” Scharle and Szabó (Learner Autonomy 2012: 4) “Information will be more deeply processed and stored if learners are given an opportunity to work things out for themselves, rather than simply being given the principle or rule.” Nunan, D. (Teaching Grammar in Context, 1998: 107)

  8. Quotes – Food for Thought “As many language teachers know, setting up contexts for learners to speak in class is not the same as teaching them to speak in a second language.” Goh andBurns (TeachingSpeaking 2012: 133) “…if the speaker senses a difficulty, but does nothing about it, he or she will miss an opportunity to speak and continue in the interaction.” Gohand Burns (Teaching Speaking 2012: 240)

  9. Quotes – Food for Thought “…. learners who are aware of useful strategies for developing their speaking abilities are also more likely to use these strategies.” Gohand Burns (Teaching Speaking 2012: 142) “Collaboration and dialog among peers are incorporated into various stages of the cycle so that learners not only benefit from working together, but also get many opportunities to speak.” Gohand Burns (Teaching Speaking 2012: 152)

  10. Quotes – Food for Thought “Students who perceive that their language learning needs are not being met, soon cease coming to class” Rowsell, L. (Adults dropping out? Try Repgrid! 1992: 371) “Among many reasons, authentic materials have a positive effect on learner motivation because they are intrinsically more interesting and motivating than created materials.” (Richards, 2009: 252)

  11. TeachingAdultLearnersInvolves ... SPEAKING WRITING LISTENING READING RESPONSIBILITY SHARING RECYCLING ENGAGEMENT AWARENESS MOTIVATION AUTHENTIC MATERIALS PRONUNCIATION PROVIDING FEEDBACK EXPLAINING A SENSEOF PURPOSE GOAL SETTING

  12. WrapUp: talkto 2 otherpeople • Whatis still a challenge? • Whatideas are youwillingtoputintopractice?

  13. Quotes – Food for Thought “…success in learning very much depends on learners having a responsible attitude.” Scharle and Szabó (Learner Autonomy 2012:4) As many language teachers know, setting up contexts for learners to speak in class is not the same as teaching them to speak in a second language. (Goh and Burns, TeachingSpeaking 2012: 133) “…if the speaker senses a difficulty, but does nothing about it, he or she will miss an opportunity to speak and continue in the interaction.”(Goh and Burns, Teaching Speaking 2012: 240) Students who perceive that their language learning needs are not being met, soon cease coming to class (Rowsell, L. Adults dropping out? Try Repgrid! p371) …. Learners who are aware of useful strategies for developing their speaking abilities are also more likely to use these strategies. (Goh and Burns, Teaching Speaking 2012: 142) “Among many reasons, authentic materials have a positive effect on learner motivation because they are intrinsically more interesting and motivating than created materials.” (Richards, 2009: 252) Information will be more deeply processed and stored if learners are given an opportunity to work things out for themselves, rather than simply being given the principle or rule. (Nunan, D. Teaching grammar in context, 1998 p.107) Collaboration and dialog among peers are incorporated into various stages of the cycle so that learners not only benefit from working together, but also get many opportunities to speak. (Goh and Burns, Teaching Speaking 2012: 152)

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