Please enable JavaScript.
Coggle requires JavaScript to display documents.
Chapter 4. Who are the learners? - Coggle Diagram
Chapter 4. Who are the learners?
First meeting with class, individuals and groups
Many initial impressions
Male/female ratio
Apparent age
How they are seated
Etc.
You often find what you expect to find
Groups have characteristics and moods
Individual differences
Teaching with close reference to the individuals
Motivation
External
Internal
How seriously they approach the work
Multiple intelligences
We have all of these but in different proportions
Individualized approach
Working with the class as a whole while taking individuals into account
A balancing act
What level are my students?
Common level structures
Categories by the Council of Europe
Class levels around exams
IELTS exam
Mixed level classes
Grouping by age
Keeping groups together
Placement tests
Insufficient levels
Every learner has an individual range of levels
Learners and their needs
Needs analysis
Their present level, current problems
How they want to learn
Writing
Speaking
Observing
What can you do with what you know
Review it
Allow it to influence
Add in extra activities
Replan the course
An entirely new course plan
Learners and their needs
Writing
Gap filling sentences
Choose the best answer
Fill in a questionnaire
Write a letter/email/essay
Etc.
Speaking
Interview learners
Plan discussions
Oral feedback comments
Descriptions
Etc.
Observation
Tasks in the class allowing you to observe them while working
Diagnose their skills
Teacher knows best
Learners don't know what they want or need
100% abdicating student
Couldn't care less
Getting feedback from learners
The classroom you create
Worries
Getting useful feedback
Not just a formal requirement
Don't overdo it
Vary feedback
Ask simple, factual questions
Design a simple feedback form
Learner training
Raising students' awareness
Working on study skills
Reflection on the process of learning
Ideas to start
Integrate study-skills work
Let them into the secret of methodology
Discuss process as well as procedure and content
