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Who are the learners? - Coggle Diagram
Who are the learners?
Individual differences
Motivation
External
Internal
Strength
Mismatch of motivational levels
Multiple intelligences
Linguistic
Visual
Musical
Logical / mathematical
Bodily / feeling
Interpersonal
Intrapersonal
Sensory preferences
Different for everybody
Don't be biased to your own preferences
Working with individual differences
Treating the class as a whole
Not being concerned with differences
Using syllabus / coursebook
Priority is to maintain sense of progress
Individualised approach
Responds to differences
Is demanding for teacher
More planning required
Constant moving around
Giving focused individual help
Balancing / Compromise
Working with the class
Attempting to take individuals into account
"Keeping in touch" with the minority
Ask questions
Add extra explanation
Maximise working at individual level while keeping the entire group engaged
1st meeting
Do they like me?
What do they expect from me?
Students respond to the way you respond to them
Level
Coursebook labeling
Beginner
Elementary
Pre-intermediate
Intermediate
Upper intermediate
Advanced
Council of Europe categories
A1 (Beginner / Elementary)
A2 (Pre-intermediate)
B1 (Intermediate)
B2 (Upper-intermediate / Post-intermediate)
C1 (Advanced)
C2 (nearly native speaker)
Classes have students with mixed levels
Reasons
Grouping by age
Keeping classes together
Placement testing
Insufficient levels
Feedback
Least successful teachers
Teaches on day-by-day basis
Like a machine
No feedback is required from students
Don't deviate from their plan
Doing time-filling activities
Avoiding feedback
Fear hearing criticism
Useful when speaking channels are open
Moment-by-moment
Don't overdo it
Vary the form
Ask small + simple + factual / big questions
Design a feedback form
Write a letter to teacher at the end of course
Learner training
Intergrate study-skills in class
Let them into the secret
Tell students before the lesson what will happen and why
Discuss process + content + procedure
Content = English language
Procedure = methodology
Process = lesson viewed from the students' point of view
Learners and their needs
Needs Analysis
Information gathering
What they would like to learn
Current level of students
How they want to study
In writing
Questionnaire
Multiple choice questions
Gap-filling
Take language test
Write a paragraph / letter / note / essay
In speaking
Interview
Ask informally for advice
Get learners to help plan the course
Organise a social event
By observing
Observe students while working
Students bring sample materials that they work with
Problems
"Teacher knows best"
Students are afraid to say their opinions
Learners didn't choose to learn the language
What to do with the data?
Not taking it into account
Review data, stick with the original plan
Allow data to influence small aspects of the course
Continue with the course by adding in extra activities
Replan the course with some relevant elements from the original
Base a new course plan