DFL Active Learning Model o bjectives for this session

1. DFL Active Learning Model objectives for this session Participants will be able to… • explain roles of teacher and student in an (inter)active classroom • describe some active learning activities • explain the motivation for employing active-learning principles

2. Why do we teach this way? DFL Active-Learning Model

3. USMA expects our cadets to be able to... • think on their own • take responsibility • communicate • demonstrate cross-cultural awareness and sensitivity • carry on life-long learning

4. Research shows that learners thrive when they... • are motivated intrinsically • perceive an activity as useful • are attentive & actively involved • work in their own learning style • use learning strategies to enhance learning • learn language in context

5. Traditional Roles of the Teacher • Teachers as Passive Technicians • Teachers as Reflective Practitioners • Teachers as Transformative Intellectuals

6. Teachers as Passive Technicians • Behaviorist model of teaching • Content knowledge is broken down into discrete items for simple transmission to students. • Teacher is a conduit.

7. Teachers as Reflective Practitioners • Teaching is a learning experience for the teacher • Emphasizes creativity, self-reflection, context sensitivity • Informed involvement in the principles, practices, and processes of classroom instruction bring about fruitful perspectives on how to enhance student learning. • Reflection-on-action: before, during, & after class

8. Teachers as Tranformative Intellectuals • Teachers seek to enhance learning inside the classroom while transforming learner habits and practices outside the classroom. • Teacher is a role model • Teaching continues outside the classroom. • Teachers provide knowledge that is socially contextualized • Teaching is student-centered, committed to interactive, consciousness-raising, problem-posing activities. • Promotes learner self-regulation & empowerment

9. Macrostrategies for teaching • Maximize learning opportunities • Minimize perceptual mismatches • Facilitate negotiated interaction • Promote learner autonomy • Foster language awareness • Activate intuitive heuristics • Contextualize linguistic input • Integrate language skills • Ensure social relevance

10. DFL's active learning model

11. DFL's active learning model • Student-centered learning • Use macrostrategies to customize daily provided lesson plans to the individual needs of your cadets • Teacher-provided "interactive situations“ • model  co-construct  create • Goals: communication & cultural literacy • Situate learning opportunities in proper cultural context • Focus on cognitive & metacognitive learning in & out of the classroom • Teach learners how to learn • Promote self-regulation http://bogglesworldesl.com/glossary.htm

12. Teachers’ and Learners’ Actions c l a s s t i me Learner action Teacher action time  “TO” “WITH” “BY” MODEL PRACTICE/CO-CONSTRUCT CREATE assessment of learner success

13. Teacher's actions i. Before class... ii. In class... • Articulate goals clearly • Have high but reasonable expectations • Prepare opportunities for critical thinking • Prepare to work 'in context ' • Awaken curiosity • Foster interaction • Address learning styles • Work on speaking, listening, reading, writing • Replace English iii. All the while... • Assess and provide feedback • Integrate learning and life • Teach students how to learn

14. Learner's actions • View teacher as guide and role model • When in doubt, clarify! • Be engaged and take ownership of the learning process • Relate learning to life • Become aware of how best you learn • Understand your learning style and take account of it as you learn • Develop new strategies for learning in the West Point environment • Understand what motivates you and work on maintaining it.

15. In class, it's your call, as long as students... make progress and get opportunities for practice every day Language items move into long-term memory only after 4 – 6 instances of focused attention and practice. remain motivated Success motivates; set them up for success. Teach them to love learning – regardless of where or when it happens. develop respect for the language and people they study Don’t make fun of the target culture; point out differences objectively but remain positive. retain their dignity Mistakes are crucial learning opportunities. Let them make them, correct them constructively and help them understand the source.

16. Active Learning Activities Activity: Dictation on boards (10 min.) Mode: Writing, Listening Focus (Objective): Vocabulary, Grammar, Orthography Teacher: calls cadets to boards, dictates one sentence at a time containing 1-2 current grammar or vocabulary items; assists with assessment/explanation/correction. Cadets: write the sentence they hear with correct grammar and spelling then read each other’s work and correct errors.

17. Active Learning Activities Activity: Question & Answer Oral Practice (10-15 min.) Mode: Speaking, Listening Focus (Objective): Vocabulary, Grammar Teacher: writes a list of 3 short questions based on textbook material on PPT slide. Asks Cs to interview each other (3 min.) to become acquainted with Qs & As. Initiates one-by-one questioning by asking 1st question to a C who must answer and then ask the same question to his/her neighbor; Assists with pronunciation and corrections as needed. Cadets: Interview each other aloud with assigned questions coming up with appropriate answers. Asks and answers questions to/from neighbors as directed.

18. Active Learning Activities Activity: Sentence Building on boards (10 min.) Mode: Writing, Reading Focus (Objective): Vocabulary, Grammar, Orthography Teacher: separates class into two teams; teams select team name (in target language). On PPT slide, T prepares three columns of words: a column for the subject, a column for verbs, and a column for a direct object or prepositional phrase. Cadets: As quickly as possible and one by one, Cs build sentences using one word from each column using correct grammar, word order, and conjugations until all words are used. The team can help by correcting spelling and/or grammar errors as they occur. First team to build the appropriate number of sentences with 0 errors wins!

19. Rating communicating...