1 / 52

MINI COURSE 2013

MINI COURSE 2013. Teaching Young Learners. Very young learners ?. Young learners ?. VERY YOUNG LEARNERS. According to Piaget: Preoperational Stage of development . The two words most frequently used are: Why and How . They are doers who live in the here and now .

brita
Download Presentation

MINI COURSE 2013

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. MINI COURSE 2013 Teaching Young Learners

  2. Veryyounglearners? Young learners?

  3. VERY YOUNG LEARNERS • Accordingto Piaget: PreoperationalStageofdevelopment. • The twowordsmostfrequentlyused are: WhyandHow. • They are doerswholive in thehereandnow. • Learntogetalongwithothersandtaketurns. • Start tolearnaboutpersonalspace ( wheretheirbodiesendandtheothers start).

  4. VERY YOUNG LEARNERS • Askmillionsofquestionsandtaketheanswerstoexaggerateextremes. • They are beginningtounderstandright, wrong, acceptableandunacceptablebehavior. • Egocentric: theyconsiderthingsfromtheirown point ofviewand imagine thateveryonesharesthesameview. • They are abletofocusononeaspectofthesituation, atone time. • Respectandinsistonobedienceofrulesatall times, andthey are notabletotakeanythingsuch as motives intoaccount.

  5. YOUNG LEARNERS • Accordingto Piaget: Concrete OperationalStagesofdevelopment. • Tendencytobedisorganizedandforgetful. • Friendshipsoftenwiththesame-genderpeers, usuallybasedonproximity, common interestsand hobbies. Girls havefewer, butemotionallycloser, than boys. • Test thelimits. • Senseof justice.

  6. YOUNG LEARNERS • Person hygienesometimes a problem. • Hasdifficultytaking a jokeonhimself/herself. • Trytoavoidguilty feelings andpunishmentbyfollowingtherules. • Chartsmay help withmotivation. • They are ableto imagine differentscenariosor ‘whatif’ somethingtohappen.

  7. Piaget and Vygotsky Theories

  8. Piaget and Vygotsky: • Jean Piaget andLev Vygotsky proposedtheclassicalconstructivismtheoriesofcognitivedevelopment.

  9. Vygotsky: “ Childrenlearnthrough social interaction.” Childrenconstructknowledgethroughotherpeople, throughinteractingwithadults.

  10. Piaget: “Children are activelearnersandthinkers.” Childrenconstructknowledgefromactivelyinteractingwiththephysicalenvironment in developmentalstages.

  11. Piaget’sstagesofdevelopment: • Sensorimotor (0-2 yearsold) • Preoperational (2-7 yearsold) • Concrete Operational (7-11 yearsold) • Formal Operational ( +11 yearsold)

  12. NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image. Very Young Learners:

  13. ROUTINE • Is it importanttoestablishroutines? Why? • How do you do it? • Is it thesame in allclassrooms? Why? Whynot?

  14. Classroomsneedtobeveryorganized.

  15. Divide yourclassintotwoareas: one for circle time andtheother for table time.

  16. Play a songsotheyknowtheclassisaboutto start andtheyshouldmake a circle.

  17. DuringCircle Time theteachercan: introduce new content, review, play games, workwith TPR, singsongs, etc.

  18. Circle Time:

  19. CIRCLE TIME Make a circle big, big, big Small, small, small, big, big, big Make a circle small, small, small Hello, hello, hello Make a circle round and round (3x) Make a circle round and round Hello, hello, hello Make a circleup,up,up Down, down, down, up, up, up Make a circledown, down, down Let´s sitdown.

  20. Come on, let's sing. Okay! Hello! [Wave your right hand.] Hello! [Wave your left hand.]Hello, how are you? [Wave your right hand, then gesture towards someone else, placing your arms in front of you in an "And you?" kind of gesture.](Repeat) I'm good! [One thumb up!] I'm great! [Two thumbs up!]I'm wonderful! [Jump in the air!](Repeat) Hello! Hello! Hello, how are you?(Repeat) I'm tired. [Slouch your shoulders and sigh.]I'm hungry. [Rub your tummy.]I'm not so good. [One thumb down!](Repeat) Hello! Hello! Hello, how are you?(Repeat 3x) ♫ HELLO

  21. Who tookthecookiefromthecookiejar? _________tookthecookiefromthecookiejar. Who me? Yes, you! Not me! Thenwho? __________ OK,OK. I tookthecookie. I tookthecookiefromthecookiejar. Theyummy, yummycookiefromthecookiejar. Are youhungy? Uh-uh. Let´s share. OK. WHO TOOK THE COOKIE FROM THE COOKIE JAR?

  22. IF YOU´RE HAPPY... • Ifyou´rehappyandyouknow it clapyourhands • Ifyou´rehappyandyouknow it clapyourhands • Ifyou´rehappyandyouknowandyoureallywant to show it • Ifyou´rehappyandyouknow it clapyourhands • Stompyourfeet • ShoutHooray!

  23. HEAD, SHOULDERS, KNEES AND TOES Head, shoulders, kneesand toes Kneesand toes Head, shoulders, kneesand toes Kneesand toes Eyesandearsandmouthandnose Head, shoulders, kneesand toes Kneesand toes

  24. Tryto use a rattleor a signaltochangefromCIRCLE TIME toTABLE TIME ratherthanraisingyourvoicetoattractattention.

  25. Table Time:

  26. Activities: Suggestions to vary activities about COLORS and NUMBERS: http://teachingyounglearnersctj.pbworks.com/w/page/61642967/Activity%20suggestions

  27. Activities: Presentation: - Present or Review Colors and number during Circle Time

  28. Activities: • 3. Production: • Table time

  29. NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image. Suggestions:

  30. AttentionSpan: • A kid’s normal attentionspanisthreetofive minutes for everyyearof age. In otherwords a 2-year-old shouldbeabletoconcentrate for atleast 6 minutes and 5-year-old shouldbeabletofocus for 15 minutes.

  31. HELPER: • Choosedifferentstudentsto help youduringclass time.

  32. ROUTINE: • Do notexpectthingstochangefromoneclasstoanother. Toestablish a routinetakes time.

  33. CONSISTENCY: • Be consistent. Adapt.

  34. SURPRISE ACTIVITIES: • Surpriseactivitiescan help settle a class in case thechildrenget too excited. Tryto use TPR andactivities.

  35. ROUTINE X VARIETY: • It’simportanttoestablish a routine, sothechildrenfeel safe. Butinsidetheroutinetheactivities, songsandchantsshouldvarytogivekidstheopportunitytopracticethesamecontent in manydifferentwaysanddon’tfeelboredabout it.

  36. MATERIALS: • Be attentivetothelistofmaterialsthat are asked in thebeginningofthesemester. Theynotonlyprovidestudentswith a greatvarietyofactivitiesbutalsoparentsfeelgladthatthematerialssent are beingused.

  37. TIMING: • It’simportantto time theactivitiessostudentsfeelawareabouthowmuch time theyhavelefttofinishsomething. • Some digital suggestions: http://www.online-stopwatch.com/

  38. TIMING: Suggestions: • Draw stars ontheboardanderasethemsostudentscankeeptrackofthe minutes theyhaveleft. • Use a chartwithinterestingcharacters. • Use a kitchen timer. • Use songs.

  39. NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image. Young Learners:

  40. DIFFERENCES FROM VYL: • They usually carry their materials instead of leaving them with the teacher in the classroom. • The teacher needs to be organized, but she also needs to teach the students to organize their desks.

  41. DIFFERENCES FROM VYL: • Many of them don’t like Circle Time anymore, they think it’s too childish. • They still like songs but they prefer the ones from their favorite TV show or the ones they listen to on the radio.

  42. DIFFERENCES FROM VYL: • They like games, but need to learn how to be cooperative. • Like very young learners, it’s important to consider: attention span, timing, consistency, routine + variety and surprise activities.

  43. ACTIVITIES: Suggestions to vary activities about ANIMALS: http://teachingyounglearnersctj.pbworks.com/w/page/61642967/Activity%20suggestions

  44. ACTIVITIES: Presentation Practice (PPT) Practice (Realia) Practice or Production (Mobile - cel phones and Ipads)

  45. ACTIVITIES: Presentation: - Present the vocabulary using the book or flashcards: lion, zebra, giraffe, hippo, bear, shark, tiger and fish

  46. ACTIVITIES: • 2. Practice: • PPT • Flashcards • Realia (shoe box and feely box) • Mobile: apps: eFlash English and Cute baby flashcards Lite

  47. ACTIVITIES: • 3. Production: • Cell Phones (pictures, e-mail the teacher....) • Ipads: Educreations ad Skitch

  48. NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image. Tips for talking to parents:

  49. Tips for talking to parents: • Ifa parent comes totheclassroomdoor, introduceyourself. • Highlight some ofthechild’sstrengths, lettingtheparentknowwhatthechild does well.

  50. Tips for talking to parents: • Write everything down on your Grade Sheet and use the information while talking to parents. Thiswill help theparentknowthatyou are basingyourcommentsonfactsandnotjust feelings. • It’simportanttoknowwhatkids are ableto do accordingtotheir age tojustifyparentswhenthey are doingwellornotsowell. Especiallyifthechildistheoldest in thefamily, theparentmightnothaveexperiencetoknowwhatthechildisabletoreachornot.

More Related