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Nina Maunu

Nina Maunu. Textcompetence i Norden Copenhagen 1.12.2010. DILL - Drama-Integrated Language Learning. - More fun into learning and teaching grammar. DILL - Why?. * Learning grammar is to ”learn by rote, ”boring, mechanical and useless”

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Nina Maunu

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  1. Nina Maunu Textcompetence i Norden Copenhagen 1.12.2010

  2. DILL - Drama-Integrated Language Learning - Morefun into learning and teaching grammar

  3. DILL - Why? * Learning grammar is to ”learn by rote, ”boring, mechanical and useless” • DILL increases the students’ motivation resulting in DEEPER learning: learning grammar may even BE FUN!

  4. DILL - Benefits • Activation • Concentration • Increasedself-knowledge and self-assurance • Skills in teamwork • Creativity, imagination and artisticthinkingutilized • Increasedremembering and learning • Collaborativelearning

  5. DILL - Key words • Discussion – TALKING ”GRAMMAR” • Learningby DOING and byusing ONE’S BODY • MIND/BODY cooperation: writing • Improvisation, play, drama • Self-madepictures, poems, songs, fairytales and stories • COLLABORATIVE learning: Work in pairs and in groups • ROLE-taking • imagination and thinkingskills • Facing the Other – acceptance of differences

  6. DILL – about methods • Atmosphere: enthusiastic, safe, comfortable and relaxed • Overall respect – possible disturbances taken care of on the spot • Motivation before each activity • Involving current topics or themes students are interested in as well as other school subjects

  7. DILL – about methods • All activities adaptable to different forms, ie. ”the hot seat” • Many activities involving CASE are adaptable for WORD CLASS and vice versa • Discussion before and after each activity: What was learned? Why such activity? How did it feel? • Text books not necessary – notebooks and pencils enough

  8. DILL – learning grammar BIG PICTURE! Studying CASES and WORD CLASSES in written form: what makes a word a noun/verb etc.?.

  9. Word Class activites 1 • Improvisation • Bean bag activities • Pantomime • Situational Accomodation • Acting out word classes

  10. Word Class activites 2 • Creating symbols • Making songs and choreography • Writing stories and making sound plays or sound poems • Spurring circle • Creative writing

  11. Case activities 1 • Warming up – characterizing cases by discussion • Salad of Cases - taking roles • Sculptures • Improvisational games • Hot seat • Drama/short plays

  12. Case activities 2 • Commedia Dell’arte in cases • Collaborative story making • Acting • Improvisational chain • Comic strips • Word and movement

  13. Word Class activites 3 • The Trip (process drama) • Story (turning points) • Music (poem, Revision Rap) • Word class personification => improvisations • GRAMMAR PARTY!

  14. References: • Hannu Heikkinen: Draamakasvatus – opetusta, taidetta, tutkimista! (2005) • Päivi ja Timo Sinivuori: Esiripusta aplodeihin (2001) • Tapio Toivanen: Draama ja teatteri koulussa (2007) • Bolton, G.: Acting in Classroom Drama. A critical Analysis. • Allan Owens & Keith Barber: Draama suunnistus –prosessidraaman arviointi ja reflektointi (2002) • Paolo Freire: Sorrettujen pedagogiikka (2005) • Bowell,P. & Heap, B.: Prosessidraama (2005) • Korhonen,P. & Ostern A-L (toim.): Katarsis. Draama, teatteri ja kasvatus.

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