Best Practices in the Language Classroom

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Best Practices in theLanguage Classroom

• Andrea Honigsfeld
• Fulbright Guest Lecturer, KHI
• Fall 2002

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What are your best practices?
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Overview

• Natural Approach
• Brain Research
• Authentic Learning Experiences
• Materials, resources, culture, games, songs
• Tasks, assignments, projects, language practice
  opportunities
• Assessment procedures
• Learner Autonomy and Empowerment
• Learning styles
• Multiple intelligences

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The PAST
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Paradigm Shift
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The Present
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Paradigm Shift
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Natural ApproachStages of Second Language
Acquisition
Krashen
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The Brain and Learning

• The decade of 1990-2000 was declared
• the decade of the brain in the US
• During the last 3-5 years, dozens of books on
  brain-based learning were published.

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The Theaters of the Mind
Barbara Given (2002)
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How to use the five learning systems? (Given 2002)

• Tap into students' personal goals and make the
  lessons personally relevant (Emotional learning
  system).
• Provide authentic solo, pair, small-group, and
  teacher/student learning experiences that promote
  acceptance of diversity and generate a sense of
  belonging (Social learning system).
• Facilitate authentic problem-solving challenges
  (Cognitive learning system).
• Create active involvement through meaningful
  projects (Physical learning system).
• Teach students to analyze their progress,
  consider ways to enhance it, and develop plans
  for continued growth (Reflective learning
  system).

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More from brain research
The Learning Environment and
the Language Learner
OECD, 2002
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More from brain research
The Learning Environment and
the Language Learner
OECD, 2002
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More from brain research
The Learning Environment and
the Language Learner
OECD, 2002
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The Learning Environment and the Language Learner
alert confident self-assured well-motivated
OECD, 2002
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Authentic Learning Experiences

• Real-life contexts
• Target culture
• Activities that involve real communication
• Activities in which language is used for carrying
  out meaningful tasks
• Language that is comprehensible to the learner

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Authentic Materials
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Using the Web for Authentic Cultural Information

• By searching on the Web, give the URLs for sites
  that you locate that can offer the following
  cultural information
• 1) at least two target-language newspapers (in
  different
  countries)2) two major
  museums in different target-language
  countries3) at least two sites that clearly
  illustrate various aspects of housing in your
  target-language countries
• 4) two sites for shopping in different
  target-language countries
• 5) a site where you can find the sounds that
  animals make in your target language.
• From Online Workbook Activities by Robert M.
  Terry

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Penpal clubs

• www.epals.com
• www.kidscom.com/home_flash.html
• www.teaching.com/keypals/
• www.agirlsworld.com/geri/penpal/index.html

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Authentic task

• A real-life activity, performance or challenge
  that involves authentic, communicative language
  use.
• Examples
• Writing a brochure, making and using maps,
  creating and using recipes, creating a poster or
  a model, explaining a procedure, writing
  postcards, letters, emails, children's stories,
  creating a website, producing a video or audio
  recording.

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Authentic Assessment

• A real-life activity, performance or challenge
  that involves authentic, communicative language
  use.
• Examples
• Writing a brochure, making and using maps,
  creating and using recipes, creating a poster or
  a model, explaining a procedure, writing
  postcards, letters, emails, children's stories,
  creating a website, producing a video or audio
  recording.

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Common Characteristics of Authentic Assessments

• Asks students to perform, create or produce
  something
• Measures outcomes of significance
• Uses tasks that represent meaningful
  instructional activities
• Invokes real-world applications
• Uses human judgment (rather than machines) for
  scoring
• Requires new instructional and assessment roles
  for teachers
• Provides self-assessment and self-reflection
  opportunities for students
• Provides opportunities for both individual and
  group work
• Encourages students to continue the learning
  activity beyond the scope of the assignment
• Defines explicit performance criteria (rubrics)

Adapted from http//www.aurbach.com/alt_assess.
html
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Interconnectedness

• What do you
• assess?
• How do you
• assess it?

• What do you teach?
• How do you teach it?

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Learning StylesBuilding Excellence (Rundle
Dunn, 1996-2002)
www.building-excellence.com
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BE Part 1 Perceptual Elements
Elements that play an important role in the
quality of communication and how effectively new
information is received, retained, and retrieved
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Perceptual preferences

• Auditory learners have great auditory memory,
  like to listen, deal well with lectures, do not
  need written directions
• Visual learners prefer to learn through the eye
  reading, computers, TV, bulletin boards need
  written directions
• Hands-on (tactile/kinesthetic) learners need to
  work with objects and motion dislike sitting
  still
• Internal kinesthetic learners need to discuss,
  talk the material over, internalize, internally
  relate to the topic

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BE Part 2 Psychological Elements
Preferences for processing information, making
decisions, and solving problems
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BE Part 3 Environmental Elements
The stress-related elements that affect ones
ability to concentrate and focus on tasks which,
if not managed properly, lead to decreased
productivity
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BE Part 4 Physiological Elements
The conditions that control the ability to
concentrate for extended periods which, if not
managed properly, lead to decreased productivity
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BE Part 5 Emotional Elements
The elements of self-leadership and preferred
methods for completing tasks effectively and
efficiently
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BE Part 6 Sociological Elements
Preferences for learningand working
productively while interacting with others
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Multiple Intelligences

• Howard Gardner jokes that his theory can now be
  discussed Fellinian style 8 ½ intelligences.
• In addition to thinking of intelligence as
  involving linguistic and logical-mathematical
  abilities, we need to consider naturalist,
  bodily- kinesthetic, musical, spatial,
  interpersonal, and intrapersonal intelligences as
  well.

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Gardners famous saying

• Its not how smart you are that matters, what
  really counts is how you are smart.

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The MI pizza

• Linguistic Intelligence Word Smart
• Logical-Mathematical Intelligence Number
• Smart or Logic Smart
• Spatial Intelligence Picture Smart
• Bodily-Kinesthetic Intelligence Body Smart,
• Sports Smart or Hand
  Smart
• Musical Intelligence Music Smart
• Interpersonal Intelligence People Smart
• Intrapersonal Intelligence Self Smart
• Naturalist Intelligence Nature Smart

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http//www.acceleratedlearningnetwork.com/images/b
rainwheel.jpg
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The MI Teacher ....

• Draws pictures and engages students in artistic
  expression
• Shows a videotape
• Plays music and songs
• Provides hands-on experiences
• Gets students up and moving about
• Passes an artifact or realia around
• Brings nature into the classroom
• Has students build or create something
• Has students interact with each other
• Has students engage in self-reflection and
  self-assessment
• Has students link their personal experiences and
  feelings to the material being studied

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A Hlaðborð of Ideas

• Pick and choose and enjoy