1 / 14

Nina Maunu

Dive into the innovative teaching approach of Drama-Integrated Language Learning (DILL) that makes grammar learning fun and engaging. This method enhances motivation, teamwork, creativity, and self-assurance while improving grammar skills. By using drama, play, improvisation, and collaboration, students develop a deeper understanding of language concepts. The methodology emphasizes a supportive and respectful atmosphere, involving students in various activities tailored to individual learning preferences. Explore the power of DILL in transforming traditional language education into an interactive and dynamic experience.

sandrap
Télécharger la présentation

Nina Maunu

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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.

More Related