1. Material Design & Development
Week 2
Homework Discussion
Life Map Lesson Processing
Key Terms and Concepts
Learner Differences 1

2. Housekeeping: Name Cards
English Nickname: _________
address: ______________
Phone #: __________________
Your Picture
Something about your self:_________
______________________________ 2

3. Reflection on Homework
Take out your answers to the questions on the Harmer’s Learner Differences. Discuss your answers in small groups.
Next Week’s Homework
Read and answer the questions to Fadil’s “Defining Learning Objectives” (163 Qs, Reading )

4. Life Map
Look the lesson plan
pages 71-78 4

5. Life Map Processing Qs How many skills are there in English?
What are the receptive skills? What are the productive skills?
What were the “language learning materials” used in the mini-lesson?
What was an important characteristic of the materials used in the final activity? (Hint: Who made them?) Why were they relevant?
What skill did the mini-lesson focus on? 5

6. Life Map Processing Qs
Would this lesson have been appropriate for elementary Ss? How could it be adapted for YL?
Why would you need to adapt it?
How could you adapt this activity to other skills?

7. Task: Match the concept with its description
Main concepts: Contrasting terms
declarative vs. procedural knowledge
explicit vs. implicit learning
deductive vs. inductive teaching
controlled vs. free practice
accuracy vs. fluency

8. Inductive vs. Deductive
What is the difference between “inductive” teaching and “deductive” teaching?

9. Inductive teaching
Also called “discovery teaching” or “inquiry teaching”.
Teacher provides students with many examples and induces the rule from students (students figure out, or “discover”, the rule from the examples provided).

10. Deductive Teaching Also known as “direct instruction”.
Teacher provides students with the rule and students practice making examples based on the rule.

11. Dale’s Cone of Learning
Passive vs. Active learning
Dale’s Cone of Learning

12. Controlled vs. Free practice
Controlled practice
specific language structures used
predictable
teacher-centered
Examples:
drilling (repeating after the teacher)
gap fill activities
questions with limited answers

13. Controlled vs. Free practice
might include many language structures
unpredictable
student-centered
Examples:
debates and discussions
activities with many outcomes
open-ended questions

14. Controlled vs. Free practice
Lesson sequence: Controlled
Free

15. Accuracy vs. Fluency
Accuracy
language use without grammar mistakes
correct spelling or pronunciation
language appropriate for the context
Examples:
drilling (repeating after the teacher)
written language exams
learners who don’t want to make mistakes

16. Accuracy vs. Fluency
Fluency
natural flow of language
pauses that sound natural
responsiveness
Examples:
active communicators
meaning is more important
learners who are willing to make mistakes

17. Accuracy vs. Fluency
Try to help your students have a balance.

18. Accuracy vs. Fluency
Lesson sequence: Accuracy
Fluency

19. Kinds of Language Learning
Explicit
learners are aware of when and what they are learning
Implicit
learners are not aware of when and what they are learning
Involving Declarative Knowledge
knowledge about the language system
Involving Procedural Knowledge
knowledge of how the language is used

20. What is the position that most researchers take in terms of the kinds of language learning?
Communicative competence is primarily achieved as a result of implicit, procedural learning.

21. What does the term “communicative competence” mean?
It means knowing when to say what to whom.

22. What should the main objective of materials be?
To provide learners with meaningful experiences of language in use (receptive as well as productive) and opportunities to reflect on these experiences.

23. When are learners guided to see explicit aspects of the target language?
Prior to students’ use
After students’ use
*NOTE: both can be done inductively so the teacher can facilitate students’ discovery of rules.

24. Learner Differences Age Level Aptitude/Multiple Intelligences
Background
Personality
Learning Style
Beliefs and Attitudes
Motivation

25. What are the significant traits or characteristics of each group?
Age
Young Learners
Adolescents/Middle School
Adults
What are the significant
traits or characteristics of each group?

26. Young Learners
Respond to meaning even if they don’t understand individual words.
Learn more indirectly than directly. (Implicit)
Understanding comes from what they see, hear, touch and interact with, not just from explanation.
Generally display an enthusiasm for learning and are curious about the world around them. (Learn through discovery)
Have a need for individual attention and approval from the teacher.
Keen to talk about themselves and respond well to learning that uses their own lives as topics in the classroom (personalization).
Have limited attention span unless the activity is extremely engaging.

27. Adolescents Is a time of rapid physical growth (puberty)
Puberty affects their energy levels, attention span, and cognitive development
Are emotional and moody, but also want to feel independent and mature
Are more aware of their relation to their peer group and so prefer not to need the teacher’s help or approval
Needs learning to be meaningful in terms of what they perceive or believe is cool and popular
Their ability to think abstractly increases, that is they move from an ego-centric learner to more mature and contemplative learner
Are more concerned with the here and now and less worried about the future, so motivational strategies must reflect this

28. Adults Are more autonomous and self directed
Have a wide range of experiences and knowledge to draw on
Are goal and future oriented
Are slower to learn something, but learn it more deeply

29. Level
How can we use grouping strategies to help student learning in larger multi-level classes?

30. Aptitude and Multiple Intelligences
Aptitude is the idea that some people have a natural (god-given or genetic) ability to learn languages better than others
Multiple Intelligences is a more recent reconceptualization of aptitude
The idea behind MI is that all learners have talents, but these talents and aptitudes differ

31. Theory of Multiple Intelligences (MI)
Introduced by Harvard psychologist Howard Gardner in 1983.
Suggested that as humans we do not possess a single intelligence, but a range.
He listed seven intelligences (and added an eighth one in 1999).
All people have these intelligences but in each person one (or more) of them is more pronounced. 31

32. If given the appropriate encouragement, enrichment, and instruction.
Each intelligence can be developed to an adequate level of competency by everyone
If given the appropriate encouragement, enrichment, and instruction.
Intelligences usually work together in complex ways - Gardner points out that the intelligences are always interacting with each other. 32

33. There are many ways to be intelligent within each category - there is no standard set of attributes that one must have to be considered intelligent in a specific area.
Consequently, a person may not be able to read, yet be highly linguistic because he can tell a terrific story or has a large, oral vocabulary.
Similarly, a person may be quite awkward on the playing field, yet possess superior bodily-kinesthetic intelligence when she weaves a carpet or creates an inlaid chess table. 33

34. The Intelligences Linguistic Learner Logical/Mathematical Learner
Spatial Learner
Musical Learner
Kinesthetic Learner
Interpersonal Learner
Intrapersonal Learner
Naturalist Learner 34

35. IS GOOD AT LEARNS BEST TYPE LIKES TO
Linguistic Learner (“word player”)
Read, write, tell stories
Memorizing names, places, dates, problem solving
Saying, hearing, and seeing words
Logical/Mathematical Learner (“questioner”)
Do experiments, figure things out, work with numbers, ask questions
Math, reasoning, logic and problem solving
Categorizing, classifying, working with abstract patterns
Spatial Learner (“visualizer”)
Draw, build, design & create things, look at pictures, daydream, watch movies, play with machines
Imagining things, sensing changes, mazes/puzzles, reading maps, charts
Visualizing, dreaming, working with colors and pictures
Musical Learner (“music lover”)
Sing, hum, listen to music, play an instrument, respond to music
Picking up sounds, remembering melodies, noticing pitches/rhythms, keeping time
Rhythm, melody, music
Bodily/Kinesthetic Learner
Move around, touch and talk, use body language
Physical activities (sport, dancing, acting)
Touching, moving, interacting with space, body sensations
Interpersonal Learner
(“socializer”)
Have lots of friends, talk to people, join groups
Understanding people, leading others, organizing, communicating, mediating
Sharing, comparing, relating, cooperating, interviewing
Intrapersonal Learner
Work alone, pursue own interests
Understanding self, focusing inward on feelings/dreams, following instincts, pursuing interests/goals, being original
Working alone, individual projects, self-paced instructions, having own space 35