Az angol tanítás innovációi és legújabb módszerei a tanítóképzésben ’e-learning’ segítségével

- Innovations in pre-service education for teaching English through e-learning
- Leírás
- Tartalomjegyzék
- Abstract
- 1. Introduction
- 2. The theories and practices of teaching languages in early childhood in the British culture
  - 2.1 The reality of Globalization within teaching English
    - 2.1.1 New global perspectives
  - 2.2 Methods supporting teaching and learning
    - 2.2.1 E-Learning
  - 2.3 Teaching languages to young learners in the British culture
- 3. Exploring our current understanding and practice
  - 3.1 Motivating young learners
    - Task 1
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    - Task 13
- 4. Communication-, interactive-centred and problem-, experience-based learning and teaching
  - 4.1 Learning to learn
    - Task 1
    - Task 2
    - Task 3
    - Task 4
    - Task 5
    - Task 6
    - Task 7
- 5. The roles of questions: what, when and how to ask to be able to develop children’s practical and thinking skills
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- 6. Strategies of planning to be able to equip children with competences enabling them to think critically and work creatively in the „Life Long Learning” process
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- 7. Designing learning activities on the basis of teacher’s and children’s experience, problems and questions
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- 8. Learning about the latest toolkits supporting learning
  - Task 1
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- 9. Designing toolkits, for example, case study toolkit, cooperative and peer review toolkit
  - Task 1
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- 10. Selecting an aspect of cooperative learning resources to explore
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- 11. Recording the outcomes and reflect on what should be done differently next time
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  - Task 6
- 12. Test questions
- 13. Glossary
  - A-D
  - E-I
  - J-S
  - T-V
- 14. References
- Téma

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# 2.2 Methods supporting teaching and learning

“My hope for young children is that they learn that they can learn—that important people in their lives support them through the process of learning: trying new things, sometimes succeeding right away, other times struggling, feeling disappointed, receiving encouragement, learning from that whole experience, then trying again.”[1]

The main goals of teaching English to young learners should be the followings:

- to encourage the sense of wonder and joy
- to offer play-based activities
- to apply exercises that reflect children’s interest, family and culture
- to stop, to reflect on, to think back what we do and why we do it that way

Approaches to learning

Active learning

What I hear I forget
What I see, I may remember
What I experience I will be able to do
What I reflect on I will conceptualize and be able to re-plan

Strategies of active learning

- Individual work
- Paired activities
- Small group activities
- Cooperative work

Task 1 Give a tick against the issues you agree with

### Keys to Success

- Be creative! Invent new strategies and adapt existing ones to your needs.
- Start small and be brief.
- Develop a plan for an active learning activity, try it out, collect feedback, then modify and try it again.
- Start active learning from the first day.
- Tell children why you are doing this.
- Request children vary their seating arrangements to increase their chances to work with different partners.
- Negotiate a signal for students to stop talking.
- Randomly call on pairs to share.
- Find a colleague or two to plan with (and perhaps teach with) while you're implementing active learning activities.

Task 2 Have you experienced the followings? If yes, think what and how you should change in your teaching.

My experiences | Methods that may help me change
My learners do not like active leaning |
Children are complaining about it |
I am not in control of these activities |
It takes too much time |

Concept learning[2]

Teaching simple concepts with clear examples labelled as members or non-members of the concept.

Activity types

Activities | Can you exemplify them?
Games for learning while playing |
Body stamps |
Alphabet hunt |
Leaf skeleton (kids investigate and study the structure of a leaf) |
Connect dot -to -dot |

Task based learning TBL

Task 3 Do you agree with the following ideas? Could you add few more characteristic features of this method to the followings?

The central focus of the lesson is the task itself, not a grammar point or a lexical area, and the aim is not to ‘learn the structure’ but to ‘complete the task’. The language therefore becomes an instrument of communication, whose purpose is to help complete the task successfully.

The stages of TBL can be:

1. Pre-task: the teacher familiarizes the learners with situations/vocabulary and sets up the activities. It brings up language that may be useful for the children.
2. Learners do the tasks in groups and pairs. Here mistakes are not important, the teacher supports and monitors. Communication is the focus.
3. This stage is for checking and correcting mistakes and resolving doubts and problems.

Team-based learning

Team based learning can transform traditional content with application and problem solving skills, while developing interpersonal skills.[3]

According to Michaelsen[4], "most of the reported "problems" with learning groups (free-riders, member conflict, etc.) are the direct result of inappropriate group assignments". Michaelsen adds that "assignments that require groups to make decisions and enable them to report their decisions in a simple form, will usually generate high levels of group interaction."

Collaborative learning

According to the social conception, learning is a collaborative process. Collaborative learning leverages the differences between participants in their knowledge, skills, and resources and creates the circumstance for participants to help each other.[5]

Project based learning PBL

Task 4 List what you know about this method. If you have not experienced it read the followings.

Whereas TBL[6] makes a task the central focus of a lesson, PBL often makes a task the focus of a whole term.

1. A central topic from which all the activities derive and which drives the project towards a final objective.
2. Access to means of investigation (the Internet has made this part of project work much easier) to collect, analyse and use information.
3. Plenty of opportunities for sharing ideas, collaborating and communicating. Interaction with other learners is fundamental to PBL.
4. A final product (often produced using new technologies available to us) in the form of posters, drawings, pictures.

Task 5 Explain what you have already tried out with the children

Trying out with activities | Explanation and reflections
Self management: communicating about emotions, changing actions to meet what is expected, recognising how own actions affect others |
Learning to learn: being curious and seeking new information |
Limiting screen time: computers, tablets etc. |

[1] Paula Steinke, Family Friend & neighbour Program manager, Child Care resources, Seattle

http://www1.umn.edu/ohr/teachlearn/tutorials/active/what/

[2] Details of types and theories of concept can be found here: http://www.education.com/reference/article/concept-learning/

[3] Larry K. Michaelsen, Arletta Bauman Knight, and L. Dee Fink, ed. (2002). Team-based learning: a transformative use of small groups. New York: Praeger

[4] Michaelsen L, Richards B (2005). "Drawing conclusions from the team-learning literature in health-sciences education: a commentary". Teaching and learning in medicine 17 (1): 85–88.

[5] Hardy, C, Lawrence, T. B., & Grant, D. (2005). Discourse and collaboration: The role of conversations and collective identity. Academy of Management Review, 30(1), 58-77.

[6]http://www.teachingenglish.org.uk/article/tbl-pbl-two-learner-centred-approaches

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