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UNIT 22: VARIABLES IN FL CLASSROOM (Methodology (Silent periods, no…
UNIT 22: VARIABLES IN FL CLASSROOM
Introduction
To be successful in our lessons take into account variables that will condition the learning and teaching process.
To be cautious when select
Seneca: does not which one port is sailing, no favorable wind
Legal framework
CEF: referent and develop comm competence
LOMCE: improving conditions. Challenge Spanish Education. It creates all the professions.
RD 126/2014: open and flexible curriculum. 3 levels of specification: 1. Educational laws 2. School plan 3. Lesson plan
Chapter 3 LOMCE elements Long Term Plan: obje, cont, evaluation
Methodology: from context, different rhythms, styles and coo. work
Previous considerations
Objectives, contents and assesment crucial
Other elements: 1. Particular atmosphere (motivation has effects on students' learning and behavior) 2. Motivation (effort+energy+attitude) 3. Motivation increases persistence (reinforcement and punishing)
How motivate? children's characteristics, personal situations and improving conditions
Grouping
Larger groups (more experiences, more skills of coordination and interests, member unenvolved), 2.smaller groups (efficient) 3.Amount of materials (to design groups) 4. Size of the task (number of responsabilities)
Materials that children need before (initiation and instructions) 6. Variance within group 7.Consider diversity and promote tolerance (objective D)
Criteria: 1.Radom Assignment (classdojo) 2.Ability or achivement (homogeneous and heterogeneous) 3. Social criteria (practice social skills) 4. Interests
Types of groups: individual (intrapersonal), pair, team, group and whole class
Time and space
Harmer arrangements: 1.Row seating arrangement (an aisle, personal interaction and whole class) 2.Circle or horseshoe 3.Separate tables arrangement (individual, pair and groups
Timing: 45', no finish during an important activity, lenght of the lesson, individual characteristics, flexible and short activities (concrete operation stage), motivation to engage
More responsible in front of materials and accesible
Conclusion: visual and colorful materials, corners, comfortable, communicative mobility
Space: furnished, routines, materials and equipment. 1. Decisions teacher about choose their own seats (classroom discipline and effectiveness)
Methodology
Silent periods, no forcing and ocassional use of mother tongue. School only place where using English
Visual materials and non-verbal communication. The use of tasks
English lessons active and participative-Multiple intelligences (emotional: emphaty, relationship skills, self-moti, emotional control and self-awareness
Best meth? NONE. Communicative atmosphere and situations similar to native speakers. 4.Learner-centred (interests)
Oral before and written later. Receptive and productive (L, S, R and W
Background, envornment, prior knowledge and learning goals
Role of the teacher and learner
Learner: taking risks, seek out opportunities, respond to group dinamics, use techniques, analytic skills, motivation and adapting conditions
Organizer and demostrator (good organization, grouping) 6. Participant (no dominating activity) 7. Tutor (advide, guidance and help the students)
Controller (centre of focus) 2.Prompter (make suggestions
Resource (resource centre, offer and provide materials) 4. Assessor (feedback)
Dewey: teach today's students as yesterday's rob the tomorrow
6.1. Recognized methods
Before: Grammar T, Direct M and Audiolingual (unfashionable, no use of the language for commu.)
General guidelines: Communicative Approach
Now: Task.based, TPR (actions and aural), CALL (computer, duolingo and Babbel), flipped, Coopera and Montessori