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Student’s Brain and Group Psychology. or a  teacher’s bag of psychological classroom tricks. Our day. Module 1 – the very beginning of the year Module 2 – classroom management Module 3 – speaking …not in Polish Module 4 – error correction … and finally some games .

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Student’s Brain and Group Psychology


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    1. Student’s Brain and Group Psychology or a teacher’s bag of psychological classroom tricks

    2. Ourday Module 1 – the verybeginning of the year Module 2 – classroom management Module 3 – speaking…not in Polish Module 4 – error correction … and finallysomegames

    3. Module 1the very beginning of the year • planning a dynamic lesson • settingaims • establishingrules • integratingyour class Psychologyrules!

    4. Discuss with a partner Whatis a dynamiclesson? Whatwould my student want?

    5. Self-assessment: Have I..? plannedaims? revised? checkedhomework? practicedspeaking? practicedpronunciation practicedlistening switchedactivitiesfrequently? correctederrors? summarised? set homework?

    6. TASK createyourown lessonplan template

    7. learning contract vs. rules Psychologyrules!

    8. I onlyteach A students! „I only Psychologyrules!

    9. SMART Psychologyrules!

    10. SMART – anexample • A 2nd-year architecture student • B2 • 60h a semester • Strengths: fluency • Weaknesses: does not usetenses, allexpressed in the presenttense S – specific: Correctutterancesabout the past M – measurable: 2 tenses: past simple, past continuous A – attainable: Yes (see: learning contract) R – relevant: yes T – time-bound: 1.10.2013 - 31.01.2014

    11. A casestudy 01 In one of yourteenage groups therearesomestudents who express themselves with monosyllables, unable to formulate a longer utterance. They avoid active participation in lessons, do not like pairwork, groupwork, discussions. You notice they are not too talkative in Polisheither.

    12. Whataboutyou? A new school year begins. What professional aim will you set? How to express youraim in a SMART way?

    13. Psychologyrules!

    14. cappuccino I PREFER espresso a dog I HAVE acat Luiza swim I CANNOT ride a bike

    15. A disadvantagemight be anadvantage…

    16. Similarities I AM… 10 answers Learnmore Stick on yourself How many similarities? 1 lie!

    17. Module 2classroom management • mixed ability students • practical activation • limiting TTT

    18. Whatis a multilevelgroup? Interests Language skills Abilities

    19. A multilevelgroupmeansthat… Somedon’teventry Somedominate Some finish early and interrupt Some try yet keep failing Some speak Polish

    20. FindingCommonGround: whatideas do youremember from module 1?

    21. Activate, motivate • No one paysattention to what I say • I amashamed • Youonlyhear my mistakes • I willsaysomethingstupid • I havenothingimportant to say Psychologyrules!

    22. Activate, motivate • whatismoreimportantthanhow • the moressspeakthe betterssspeak • the issuesof real interestmotivate • manychoices of expressiongive a chance to boththe weaker and the stronger

    23. A self-access box – silent task work Simplyfing a text from yourcoursebook Anarticle with tasksattached Translating apassageinto L1 Picturesto describe Fillingblanks in a clozepassage Grammarexercises

    24. Multileveldictation Liam, aged 15, from Leicestershire is a keen record-breaking skateboarder. He tells us all about his favourite sport. 1When you skateboard you ride along on a board withwheels. Skateboarding started as a form of surfing; the differencebeing it was on land. The first types of skateboards were roller-skates nailed on to pieces of wood. 2I love skateboarding. Although it’s a really hard sport to learn, I don’t understand why some children are scaredof learning the sport. But when you can do it well, it’s very enjoyable. A lot of people may have heard about the sport,but they think it’s too hard for them to take up. It’s a shame because it’s not that difficult. 3It was my mate Rob who got me into skateboarding. I found it really hard at first. I have only injured myself once, when I hadan accident and broke my leg. At the time, I did think about topping but I enjoyed skateboarding too much. People say thatif you injure yourself, you should stop but I don’t think you should. Injuries are common in skateboarding.

    25. Version 1: for less advancedstudents Liam, aged 15, from Leicestershire is a ………. record-breaking skateboarder. He tells us all about his ………… sport. 1When you skateboard you ride ……… on a board withwheels. Skateboarding started as a form of surfing; the ………… being it was on land. The first types of skateboards were roller-skates nailed on to pieces of wood. 2I love skateboarding. Although it’s a really ……… sport to learn, I don’t understand why ……… children are scaredof learning the sport. But when you can do it well, it’s very ………………. A lot of people may have heard about the sport,but they think it’s too ……… for them to take up. It’s a shame because it’s not that difficult. 3It was my mate Rob who got me ………… skateboarding. I found it really hard at first. I have only injured myself once, when I hadan …………… and broke my leg. At the time, I did think about topping but I enjoyed skateboarding too much. …………… say thatif you injure yourself, you should stop but I ………… think you should. Injuries are common in skateboarding.

    26. Version 2: for moreadvancedstudents Liam, aged 15, from Leicestershire is a ………………………………… skateboarder. He tells us all about his favourite sport. 1When you skateboard you ………………….. withwheels. Skateboarding started as a form of surfing; the differencebeing it was on land. The first types of skateboards were roller-skates ……………………….. of wood. 2I love skateboarding. Although it’s ……………………….. to learn, I don’t understand why some children are scaredof learning the sport. But when you can do it well, it’s very enjoyable. A lot of people …………………… about the sport,but they think it’s too hard for them to take up. 3.................. It was my mate Rob who got me into skateboarding. I found it really hard at first. I ……………………… myself once, when I hadan accident and broke my leg. At the time, I did think about topping but I enjoyed skateboarding too much. People say thatif you injure yourself, you should stop but I don’t think you should. ……………………………. in skateboarding.

    27. Multilevelactivation having a large family not havingkids

    28. MultilevelSpeaking

    29. MultilevelSpeaking

    30. MultilevelSpeaking • Find someone who… • is at the moment • reading an interesting • book; • usually goes on • holidays three times a year ; • never works out; • Find someone who… • wants to do the same job • as their father • wants to work with • children • thinks earning money • is important

    31. Managingyourmultilevelclass

    32. Managingyourclass: True orFalse? • Ask the student whose hand is first up. • First name the student and then ask the question. • First distribute handouts, then instruct students. • Name students in a predictable order. • Ifnooneanswers – youanswer. Psychologyrules!

    33. Islimitingthe TTT reallythatimportant? Discuss

    34. How often do you talk with yourstudents aboutyourprivate issues? Whydo you? Whydon’tyou? Let’s talk...

    35. Try to imaginea lesson in whichyousay nothing. Easy? Difficult? Let’s talk...

    36. Whatwould be the percentage of yourtalkingtime per one class? Let’s talk...

    37. Do you control your talking time in the classroom? How? Let’s talk...

    38. A student needstimeto internaliseinformation in order to applyit and correctit(Monitor Hypothesis) Fluencyis not to be learnt, ‘itappears’automaticallywith time(Input Hypothesis) (Krashen S.D. (1989): Language Acquisition and Language Education. Prentice Hall International.) S. D. Krashen

    39. The teacher = a model utterance T explains = time-saving TTT = we practicelisteningcomprehension Builds T-SS relations Disciplinethroughvoicecontrol TTT for and against • Youspeak = theydon’t • SS arebored, theyswitch off • Spoon-feeding • T - centre • Minimal SS autonomy

    40. Whenmust a T speak? • Hellos / goodbyes • Presenting new language • Explaining • Giving instructions • Error correction / feedback • Discussion (one-2-one classes, playing roles) • Assigning homework

    41. Hellos • Hello, n____ to seeyouagain.

    42. Today, we are g_____ to talk aboutinventors and inventions. Hellos

    43. Let’sget s______, shall we? Hellos

    44. - who? - what? - where? - when? - why? The Open’erFestival

    45. Whatisbetter and why? To vaccinateor not to vaccinate? Virusorbacteria? A coughor a runnynose?

    46. So what’s the topic? • Guess the topic.