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AFFECTIVE AND EFFECTIVE LEARNING Universität Bremen March 2009

Explore the importance of emotions, attitudes, and motivation in promoting effective learning. Understand how the classroom climate and group dynamics impact student achievement. Learn practical strategies for creating a positive learning environment. Discover ways to enhance students' self-concept and self-esteem. This resource is based on the book "Affect in Language Learning" by Jane Arnold and Sarah Brown.

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AFFECTIVE AND EFFECTIVE LEARNING Universität Bremen March 2009

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  1. AFFECTIVE AND EFFECTIVE LEARNINGUniversität BremenMarch 2009 Jane Arnold EnglishLanguageDepartment University of Seville

  2. Affectrefersto a widerange of phenomenathathaveto do withemotions, moods, dispositions and preferences. (Oatley and Jenkins)

  3. Theattitudinalclimate of theclassroomis a major factor in promotingorinhibitinglearning. In classeswheretheaffective, attitudinalaspects are takenintoconsideration, students: • miss fewerdays of class • have a higherself-concept • achieve more academically • cause fewer discipline problems • use more higherorderthinking (Aspy and Roebuck)

  4. Themindwithoutaffectisn’treallymind at all. (Joseph LeDoux)

  5. Thedinosaurs of thefuturewillbethosewho try tolive and workonlyfromthe head. Dr. Robert K. Cooper

  6. Thetruth of thematteristhatabout 99% of teachingismakingstudentsfeelinterested in the material.(Noam Chomsky)

  7. Success in learning depends less on materials and tecniques and more onwhat goes on inside and between thepeople in the classroom. (Earl Stevick) • Success in learningdependslesson things –and more onpeople – and theaffectiveside of learning

  8. cognitive affective physical

  9. Characteristics of a goodactivity • Itisanexample of real communication • It has personal meaningforstudents • Ittakesintoconsiderationmind, emotions and thebody • Itofferschoice • Itimprovestheclassroomdynamics

  10. Techniqueiswhattheteacher uses…. untilthe real teacheristhere. (Parker Palmer) ***** “Toknow” and “to do” ispart of being a goodteacher…. butaboveall “tobe”.

  11. Lecturer • Teacher • Facilitator knowledge of thelanguage, of methods ….and of waystocreate a psychologicalatmosphereconducivetohighqualitylearning Itincludestheconsideration of whathappensinside and betweenthepeople in theclassroom. (Adrian Underhill)

  12. Process of reflection • Think of a situationwherethingsdidn’tgoverywell. • Rememberallthedetailsaboutwhathappened and howyoufelt. • Investigatereasonsforbehaviors • Generatemultipleexplanationsforwhathappened. • Decide whatchangescouldbemade so in futuresituationsthingscouldgobetter.

  13. Active Listening To do: • Empathize, don’tjudge • Listen withattentiontowhatthe speaker issaying, toboththe verbal and non-verbal language. • Show interest and understanding • Staywiththe speaker – don’tinterrupt

  14. Inside

  15. Effect of motivation of learning Motivationactionsuccess (desire+energy)

  16. MOTIVATION Short term • Use humour and befriendly • Vary theactivities and therhythm of theclass • Includechallenges so studentshavetothink • Show interest in students’ lives, opinions… • Be clearaboutthegoals of thelesson Long term • Teachforsuccess • Show interest in whatyouteach • Incorporatechoice. • Discussadvantages of knowingthelanguage • Be clearaboutthegoals of thecourse and celebratewhenthey are reached

  17. Anxietyinhibitslearning • Input stage: Withlisteningorreading, thelanguagedoesn’t “get in”. • Processingstage:limitsthecognitiveworkinvolved in learning and thinking in the L2. • Output stage: Withspeakingorwritingthelanguagedoesn’t “getout”. (Tobías)

  18. Studentswhothinktheycan’tlearn are right, theycan’t …… unlesstheychangethatbelief.

  19. Self-concept • Isnotinherited • Isformedthroughearlyexperienceswithourenvironment • Can bechanged • Isnoteasytochange • Can bedevelopedindirectly • Iswithoutdoubtinfluencedbyteachers

  20. FIVE COMPONENTS OF SELF-ESTEEM • Security (I know I am safe) • Identity (I knowwho I am) • Belonging (I knowothersaccept me) • Purpose (I knowwhat I wanttoachieve) • Competence (I know I am capable) (model of Robert Reasoner) “I’m ok”

  21. Between

  22. Learningisfirstintermental – betweenmindsthatinteract – and onlylaterdoesitbecomeintramental. (Vygotsky)

  23. Groupdynamics: study of thelife and functioning of groups • Forming • Consolidating • Performing • Problem-solving • Ending

  24. Groupdynamics and effectiveteaching • Alert, yetrelaxedstudentslearnbetter. • Interactionis more effectiveiflearnersgettoknoweachother. • Whatgoeson in theclassroomaffectsthelearner’sself-image. • Tolerance, flexibility and cooperation can bedeveloped in thegroup and are usefulforlearning • Groupdynamicswillinfluencehowwefeelwhenwewalkintotheclassroom and thatinfluenceswhatwelearn

  25. Addingaffectfor more effectiveteaching and learning As languageteachers, wealreadyhavemanyareas of competencetoattendto. Yetaddingone more, ratherthanincreasingteachers’ burdensmightmakeattendingtotheotherareasaneasiertask. At thesame time, itmight lead to a more holisticdevelopment of ourstudents. Arnold and Brown. A map of theterrain. In Affect in LanguageLearning. Cambridge UniversityPress.

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