Especialização em Ensino de Língua Inglesa e Uso de Novas Tecnologias

Transcription

1 Especialização em Ensino de Língua Inglesa e Uso de Novas Tecnologias Módulo III Metodologia e Gestão de Sala de Aula Professora: Cíntia Rabello

2 Andragogy? What is it? What does it involve?

3 Pedagogy? What is it? What does it involve?

4 Pedagogy & Andragogy The word comes from the Greek παιδαγωγέω (paidagōgeō); in which παῖς(país, genitive παιδός, paidos) means "child" and άγω(ágō) means "lead"; so it literally means "to lead the child". ( ) The Latin-derived word for pedagogy: childinstruction, is in modern use in English to refer to the whole context of instruction, learning, and the actual operation involved therein, although both words have roughly the same original meaning. Source: Wikipedia

5 Pedagogy & Andragogy In English the term pedagogy is used to refer to instructive theory; trainee teachers learn their subject and also the pedagogy appropriate for teaching that subject ( ). The late Malcolm Knowlesreasoned that the term andragogyis more pertinent when discussing adult learning and teaching. He referred to andragogyas the art and science of teaching adults. Source: Wikipedia

6 Task 1: Discuss the following questions: 1) What are the differences in the teaching/learning process involved in EFL to adults and children? 2) Which are the easiest to teach: young learners or adults? Why? 3) What are the necessary skills and attitudes an EFL teacher needs to successfully teach young learners? And adults?

7 Adults Children Needs: aware/short term No awareness/long term Expectations: High, many Hardly any Cognition: Abstract Concrete Language The 4 skills Mainly speaking and listening skills: Learning skills: Pre-set notions, previous learning experiences No real strategies, need to be made aware Memory: Quite developed Not developed Concentration : May be high Short concentrationspan (need for variety and recycling)

8 Teaching Young Learners: Dos and Don ts Task 2: Group Discussion What are the Dos and Don ts when teaching young learners? Can we use the same approach to teach kids and teenagers?

9 Teaching kids Children are very physical. Their understanding comes through their hands, eyes and ears; They need frequent change of activity as they have very short attention and concentration spans; Children love to play and learn best when enjoying themselves;

10 Teaching kids Children may be reluctant to share and they love to be praised; The more English they are exposed to, the faster they will learn.

11 TeachingKids Avoid grammatical explanations; Don t go on with one activity for too long; Use puppets, toy animals, dolls, songs, drama techniques; Establish a routine so that learners quickly get used to the idea of cooperation; Avoid negative feedback and praise a lot; Put their work up on the walls for everybody to see; Use English as much as possible in class, also make it simple for their level.

12 Teaching teenagers We cannot expect any extrinsic motivation; They are often hard, but easily broken; Teacher approval is no longer of vital importance; The teacher may not be the leader; They need to be seen in a good light by their peers; They can be highly intelligent if stimulated, and dedicated if involved.

13 TeachingTeenagers Don t go on with one activity for too long; Don t treat them like kids; Encourage different groupings and seating arrangements in class; Show interest in them and in their interests; Use songs, videos and games; Use different kinds of technological devices; Use materials that are meaningful to them; Try to speak their language!

14 Differences in teaching young learners and adults Younger learners tend to depend on others for material and psychological support as well as life management. In other words, they are directed by others, while adult learners are self-directed. Children basically learn what they are told to learn and view it as important because adults have told them it is so. Adults, however, learn best when they view the potential outcome to be of personal value to them.

15 Differences in teaching young learners and adults Young learners have yet to experience much of life, yet they learn quickly. Adult learners, on the other hand, have experienced life and tend to learn more slowly even though they learn well. Because of the younger learners limited experience, they tend to be open to new ideas and will readily take them in. Adults, however, have opinions of their own and may reject new information if it doesn t fit into their life experience. Young people learn because they are told it will benefit them in the future, but adults generally expect the learning to have immediate applicability in their lives. External motivation, such as good grades and praise from parents and teachers, affect younger learners while adults are more motivated intrinsically. Feelings of achievement, self-worth and self-esteem are more important to adult learners.

16 Ten factors in teaching adults 1) The motivation factor 2) The control factor 3) The experience factor 4) The diversity factor 5) The aging factor

17 Ten factors in teaching adults 6) The goal factor 7) The relevance factor 8) The habits factor 9) The change factor. 10) The respect factor

18 Adult learners: some drawbacks - They can be critical of teaching methods; - They may feel anxious and under-confident about learning a language due to previous failure or criticism; - Many older adults worry that their intellectual powers may be diminishing with age.

19 Teaching adults Good teachers of adults take all of these factors into account. They are ware that their students will often be prepared to stick with an activity for longer than younger learners ( ). As well as involving their students in more indirect learning through reading, listening and communicative speaking and writing, they also allow them to use their intelelctsto learn consciously where this is appropriate. They encourage their students to use their own life experience in the learning process, too.

20 Teaching adults As teachers of adults we should recognize the need to minimize the bad effects of past learning experiences. We can diminish the fear of failure by offering activities which are achievable and by paying special attention to the level of challenge presented by exercises. We need to listen to students concerns, too, and, in may cases modify what we do to suit their learning tastes.

21 Teaching adults: Dos and Don ts Task 3: Group Discussion What are the Dos and Don ts when teaching adults?

22 Teaching adults Create a nice and relaxed atmosphere towards learning; Give them constant feedback and show them a sense of progress; Do play games and use songs according to their interests; Conduct a need analysis and try to stick to it! Use real life situations/materials as much as possible.

23 Teaching young learners and adults Task 4: Work in groups. You are going to get a course book. Select part of a unit and plan two minilessons for it: one aimed at young learners and another to adults (using the same content).