Specific_Teaching_and_Learning_Approach(Es).

A 1500 word report using one session plan, which exemplifies a specific teaching and learning approach(es). Introduction: The underpinnings of this lesson focus largely on the literacy learners’ language needs from a societal perspective. The reasons not only native adult speakers have to acquire a more proficient use of literacy but second language students’ motives are what adapts this lesson. To clarify, students learn the language “because these languages can be of particular service to them and because, if they fail to use it, they may not reach certain goals they have in mind” (S. Gysen 2006). For instance, an esol student, taught this particular lesson, was of working age where understanding health and safety symbols and notices was paramount; likewise, other students of mixed age and cultural demographics benefitted from this material to improve functioning in their daily lives. My point being that, as a tutor, there is a need to plan to develop relevance into the teaching of language (using the core curriculum to assist and not be the objective) while being perceptive to the learners’ needs and backgrounds, as well as the constraints of what can be achieved in class. To further this discussion, Vgotskys’s adapted Social Constructivist Theory strengthens the learners’ and teacher motivations for the content of the lesson in a wider social framework (taking into account that adult lives are complex and varied) and the approach to teaching does not focus on literacy skills “as if they were processes which are easily detachable from context,” as Barton argues. Firstly, an example of the lesson’s relevance demonstrates the students’ drawing on their own insights and experiences of using signs, for instance, identifying signs that they recognise or have used, such as first aid, on the road, emergency exits, and sharing anecdotes of how misunderstanding signs can have an impact on daily life. Collating this information on the whiteboard, in an open style classroom, gave a basis for a further critical discussion examining laws, reasons, and health and safety behind such signs, which is a principle idea when functioning in society. Secondly, the Adult Learning Theory coincides with the concept of making the content relevant to students’ lives, which, in this case, allowed learners to select and investigate signs that they were uncertain of (i.e. yellow signs for possible danger) and integrating whole group co-operation of using facts and figures (minimum core elements) to discuss the demographics of the UK who do not have a solid knowledge of safety information. Not maintaining educational experiences to the confines of the classroom allowed the students to disassociate education with solely traditional practices and develop an understanding that a functional method of learning continues into daily life. However, it could be said that some learners have expectations of the classroom they enter, and that adapting to this learning strategy may pose the implication that some students may not know how to engage appropriately causing the objective of the lesson, to some extent, to become obscured. To adapt to this issue, especially as it is more effective with lower level learners, a more inductive approach at explaining tasks was adopted. Reinforcement of the teaching strategy at entry one to three becomes an imperative foundation to ensure, as a group, the students understand the types of answers they supply (copying down information to get the “gist” and in the written task, short statements opposed to one word answers) and where about (i.e. in their notebook or on the sheet) they can write their answers become necessities at the lower levels. Implementing an instructional whole group demonstration before handing out the task not only assesses a firm grasp of the concept in hand and facilitates feedback but it helps in time-management as a teacher, ensuring that all students understand a concept quickly. To demonstrate, written on the board for reference was the grammar rule from the students’ deductive collation of findings of the grammar rule (imperative statements of “must/mustn’t” “do/do not”) and syntax highlighting word order in this case, to reinforce the grammar rule needed to create own instructive sentences. Nonetheless, dominating the style of the lesson was a deductive approach that directly linked to the Social Approach Theory that emphasises the value of developing inter-personal skills and relations in the classroom in regards to, ultimately, benefitting the running of society. Working in pairs to discuss findings and peer assessment of the construction of imperative statements (“Do not drop litter”) to highlight own mistakes were techniques in which –not always going to work together effectively if there are multiple backgrounds and levels present. To contradict this, experience of differentiation with pairing weaker and stronger learners strengthens skills on both sides. The Social Approach recognises that “other constructivists such as Piaget had overlooked the essentially social nature of language and consequently failed to understand that learning is a collaborative process. A good example of this was during the written task enabling students to interpret a picture and write a rule based on similar findings when finding signs in the building. Firstly, examples were given in speech and writing to enable the students to understand both mediums of the vocabulary and text; secondly, the context was meaningful as the students had investigated this themselves with an inductive approach of the teacher speaking at advanced level to notice language difference i.e. imperatives; finally the level of the material had to be adjusted to solidify some students knowledge on certain vocabulary identification (interference from second language) with feedback. In relation, Krashen (1981) argues that learners do not consciously use grammatical knowledge when speaking –though in writing—and that teachers should aim to support students to "use the Monitor when it is appropriate and when it does not interfere with communication." In other words, grammar should not be taught in such an inductive way that it interrupts train of thought in speech but it should be used relevantly or to the point when learners can understand when something does not “sound correct.” “Language is acquired not through imitation but through abstracting a set of grammatical rules from language data.” Chomsky (2, 1977) Humanist approach The humanist teacher is a facilitator, not a disseminator, of knowledge. Acquisition-evaluation of outcomes for the learners Directed questions to allow learners to come to own conclusions through a basic development of critical discussion. • By allowing the learners to Interpret diagrams to create signs; knowledge of own experience. Listening fr information on instructions and response of own findings of grammar rule i.e. “must/musn’t” “do/do not” However, the underpinnings of the Hidden curriculum: Developing confidence to discuss issues and work with people of other backgrounds. • Scanning for information quickly, being aware of current news, listening and communicating new ideas. • Top Down method of cultural knowledge being applied to reading material. • Interpreting diagrams to create signs; knowledge of own experience. • Listening fr information on instructions and response of own findings of grammar rule i.e. “must/musn’t” “do/do not” • Social Approach Theory: Making the learners away of everyday signs and symbols that represent danger, information, and key advice. Can be used in every day life. Vygotsky’s social constructivist theory also: Deductive approach: Students look for signs, symbols, and notices in, and around, their place of education. They read and scan for information to understand how certain signs help them and what the content of the text is saying. From their notes, learners find that certain imperative statements are used to emphasise information. * Working in pairs to discuss findings and peer assessment to highlight own mistakes, which has been proven to have beneficial effect of retaining areas of improvement. * Directed questions to allow learners to come to own conclusions through a basic development of critical discussion. Works Cited Krashen, Stephen D. 1981. Principles and Practice in Second Language Acquisition. English Language Teaching series. London: Prentice-Hall International (UK) Ltd. 202 pages. Vytovsky: series drawn from work in the Handbook of Reading Research: Volume III (Kamil, Mosenthal, Pearson, & Barr, 2000). In the coming months, Reading Online will publish additional chapter summaries from the book, prepared by the chapter authors. http://www.readingonline.org/articles/handbook/wilkinson/ http://www.nrdc.org.uk/content.asp'CategoryID=1027&ArticleID=888 Report Two TPR WHEN LISTENING-RECEPTIVE SKILL SPEAKING-PRODUCTIVE SKILL The overall outcome for this listening task was to determine comprehension of the material being taught; there are two main strategies that form the basis to the structure and planning of the lesson, which are metacognitive and cognitive, and ultimately improve learners’ active involvement in their own listening (Buck 2011, 104). The metacognitive strategy, in which conscious and unconscious processes are dealing with the cognitive functions of comprehension and retrieval of long term memory, largely supported the steps and evaluation of the material. Goh suggests that process led lessons combined with metacognitive instruction have a direct positive impact on listening, not to mention when following the cycle of learning as will now be demonstrated. The pre-listening activity encouraged students in pairs to discuss what format of writing (a Haiku poem) was on the board and if they expected rhyme or certain words (such as conjunctions like “and” or “but”) to be present. In this case, a descriptive analysis of the language was used to allow students to recognise why conventions (such as punctuation and layout) were omitted/different, and an inductive approach allowed students to form their own rule (i.e. there are no word order rules) to the syntax in the piece. As Harder (299) supports, the less the teacher is involved the more actively students engage in their own learning. Nonetheless, determining to achieve listening objectives such as recognise a Haiku poem from traditional written text needed the language pre-viewing to aid comprehension (by circling unfamiliar vocabulary on the board, and long-term goals relating to comprehension in speaking tasks being considered. However, TPR takes into account comprehension but linked in with the social approach is the teachers role to produce individuals that have high levels of speaking proficiency in their daily lives. Although TPR focuses on speaking as response, Richards argues that when learning a foreign language (or developing language) that listening is the foundation that provides the product for speech. Cognitive approach/humanist-stress free. A more deductive approach could potentially interfere with the process of listening, especially if connotations of a traditionalist method failed the learner at their first experience of education. It needs to be taken into account again that students had apprehensions of trying this relaxation technique at first, but it could be said that learning begins when you are out of your comfort zone. Structures of speaking as productive- using TPR in this lesson. Based adverbs in game of charades to build on unknown vocab-cross over game- Discussing video-clip-own personal views-topics for discussion afterwards. Assessments-process based Records in ilps to exhibit confidence with the particular skills. How it will inform future practice KOLB