Learner- Centered Approaches

LEARNER-CENTERED APPROACHES ,[object Object],[object Object],[object Object],[object Object]

Task-based language learning ,[object Object]

Task-based language learning ` ,[object Object],The core of the lesson is, as the name suggests, the task .:

Disadvantages ,[object Object]

Cooperative Learning ,[object Object],Cooperative learning, also called collaborative learning, occurs whenever students interact in pairs or groups to share knowledge and experiences. All activities in which students work together towards a common goal, from interacting with daily partners to completing long term projects with learning communities, are cooperative learning activities.

Cooperative Learning ,[object Object],Student-Centered: Cooperative activities pair students together or place them within groups, allowing each individual student more time and opportunities to participate in the classroom discourse

Cooperative Learning ,[object Object],Thematic Instruction: Students’ interests are addressed through thematic planning, especially if they have a voice in deciding the theme, and further participate in the design of cooperative activities around the theme that allow them to co-construct knowledge in a social environment.

Cooperative Learning ,[object Object],Active Learning: Cooperative activities naturally get students up and interacting with their environment. Cognitive Apprenticeship: Paired and group activities offer excellent opportunities for teachers to model specific methods or behaviors for their students.

Cooperative Learning ,[object Object],Authentic Learning: Students who engage in cooperative learning practice social skills that will help them to succeed in real-life situations that require group collaboration.

Cooperative Learning ,[object Object],Students who have mastered some aspect of cooperative learning and are comfortable working with their peers experience the following benefits: ,[object Object],[object Object],[object Object]

Cooperative Learning ,[object Object],Furthermore, cooperative activities place students in roles where they must learn effective communication strategies to succeed as a group. Such roles include: ,[object Object]

Cooperative Learning ,[object Object],Students in cooperative learning groups acquire the skills necessary to interact successfully with peers in an environment that rewards respectful collaboration among students of all ability levels.

Cooperative Learning ,[object Object],Teachers should be address the following issues when designing an activity: ,[object Object],2. What elements of the target language will be needed to complete the activity? 3.How will students be guided towards obtaining these elements?

Cooperative Learning ,[object Object],Teachers should be address the following issues when designing an activity: 4. How will the students know how to take turns? 5. How will students self-monitor the activity? ` 6. How will the teacher follow up on the activity in a communicative way?

Cooperative Learning ,[object Object],A. Peer tutoring : Students quickly learn and teach each other simple concepts 1. Think-pair-share : The teacher poses a question • Students take time to think of a response • Students share responses with a peer • Students share responses as a whole group

Cooperative Learning ,[object Object],A. Peer tutoring : Students quickly learn and teach each other simple concepts 2. Jigsaw : Separate groups of students learn various concepts, and then groups are reassembled so each new member is an "expert" of a different concept

Cooperative Learning ,[object Object],A. Peer tutoring : Students quickly learn and teach each other simple concepts 3. Information-gap activities : One student has information the other does not but needs - they swap what they know

Cooperative Learning ,[object Object],B. Problem solving : Group members share knowledge to solve a problem C. Storytelling : Students retell a familiar story or create a new one Cooperative projects : Students are free to decide and design a group project — excellent opportunity for creative students

Cooperative Learning ,[object Object],D. Movement activities : Students mingle with each other to obtain information E. Paired interviews : Students interview each other and share with the class F. Conversation cards : Students interact according to the cues on their cards

Cooperative Learning ,[object Object],G. Role-plays : Students act out situations (spontaneously or pre-planned) H. Open-ended free conversations : Students discuss topics of interest Sharing opinions, debating, narrating, describing, and explaining : As students become more comfortable with cooperative activities and grow in their ability to use the target language, they will gradually transition into a social atmosphere where everyday conversations in the target language are common!

Factors to be considered in cooperative learning approach: ,[object Object],Brain research has led to an exploration of learning style preference. Teachers need to plan activities that stimulate both the left and right brain processes.

Factors to be considered in cooperative learning approach: ,[object Object],Left hemisphere Right hemisphere verbal, linguistic intonation, inflection ideation (abstractions) pictorial & pattern sense conceptual similarities visual similarities sense of time location in space controls right side of body controls left side of body numerics, quantities melodic perception logic poetic processing outlook insight geometric configurations

Factors to be considered in cooperative learning approach: ,[object Object],It should be noted that both hemispheres share in mental activities. Teachers can increase learning and the use of brain capacity by determining what the dominant learning modality of each student is and supplying activities to stimulate that modality.

Factors to be considered in cooperative learning approach: ,[object Object],Understanding the students' home culture is vital for understanding basic aspects of their behavior both in and out of the classroom, including language related behaviors. Different cultures have varying standards of what is and is not acceptable or respectful behavior.

Factors to be considered in cooperative learning approach: ,[object Object],Silence versus talking, touching, smiling, eye contact, competition versus cooperation, leadership roles, and expectations of the teacher's role can all differ depending on standards of a culture. Differences between a teacher's culture and that of students' can create conflicts and misunderstandings.

Factors to be considered in cooperative learning approach: ,[object Object],Teachers in classrooms have several ways to structure academic lessons so that students learning styles are taken into consideration and they can best achieve. A teacher may have them 1) in a win-lose struggle to see who is best; 2) learning individually on their own without interacting with classmates; or 3) learning in pairs or small groups, helping each other master the assigned material.

Content-Based Second Language Instruction: What is it? ,[object Object],[object Object]

What qualifies as 'content' in CBI? ,[object Object],[object Object]

Support from SLA research: ,[object Object]

Support from SLA research: ,[object Object],[object Object]

Research on Instructional Strategies that Support CBI and SLA ,[object Object],[object Object]

Research on Instructional Strategies that Support CBI and SLA ,[object Object]

Support for CBI from Educational and Cognitive Psychology ,[object Object]

Support for CBI from Educational and Cognitive Psychology

Comparison to other approaches ,[object Object]

Motivating students ,[object Object]

Active Student Involvement ,[object Object]

Whole Language ,[object Object]

Whole Language ,[object Object],[object Object],[object Object],Characteristics:

Whole Language vs. Phonics ,[object Object]

Whole Language vs. Phonics ,[object Object],The simplest explanation I have come up with is this: You be the judge of which method is more compassionate.

Learner- Centered Approaches

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