TESOL Techniques - Class Notes

 

TESOL Techniques

Augu Au gust st 4th Example: Asking questions as an interview. - Learn by doing - Co Com mmu muni nica cati tive ve ap appr proa oach ch - et up o o!! gr group oups s in or order der to cat cater er !!or or m mix ixed ed lleve evels ls - Ad Adap aptt th the e ac acti tivi vity ty d dep epen endi ding ng o on n th the e le leve vell - "o "ode dell qu ques esti tion ons s !o !orr b beg egin inne ners rs C#EC$ Education departmen departmentt o! %A & 'irst steps 'oundation housing %hat makes a language classroom di(erent) Techniques:: diversity to address !our macro skills & Techniques •

•

• •

• •

 *  *eaching eaching !or meaning + !!ocusing ocusing on e(ective comm communication, unication, not on per!ect representation. representation. 'ocus on understanding each other on daily situations. nderstand and be understood. "ore interactive. "ore interaction with students. "ore discussions, checking in !rom the teacher, seeking responses, !eedback !rom students. 'eedback-loop. Lots o! sca(olding. "ore modelling !rom the teacher. "odelling+ providing samples&example. 'ocusing on particular sections o! a paragraph dissect&br dissect&breaking eaking down sentences/. Ask !or understanding !rom students. #ighly structured and easy o(. ca(olding: digestionable chunks o! in!ormation. Approximating: Appro ximating: not expecting the per!ect sentence at the start the climate could be described as0/. 1t means recogni2ing when students write 3weather 4 hot5, they are approximating though support so as to achieve greater mastery and produce ideal text.

Our expectations: expectations: %e must not assume students have the proper language skills !or certain tasks&techniques. Expect to understand students, not pretend per!ection. 6ot underestimating students7 skills. trength-based approach: students are seen as strong, resilient, power!ul. 8e9cit-based approach: what teachers think o! students. *eachercentered classroom. Agency: students having agency C#EC$/. ersonal empowerment to take control. ;elated to autonomous learning.  *  *ap ap on personal e experience xperience and str strengths: engths: during speci9c activit activities ies •

•

•

•

•

•

Learner centered approaches approaches:: students may have di(erent strengths within same skills level ;educed teacher talking time ***/ •

 

TESOL Techniques

Integration of 4 skills: skills: challenge that is highly linked to all previous categories "ore connected to real-li!e situations, thus making sure we cover all !our macro skills Create tasks to replicate the real world •

•

6ame Lobna

Lisa "aree

ear  >ear ?: look through through Aussie animal, their habitat and eating hab habits. its. %hat do animals look like. Later, they do group discussion. orting by categories Augu Au gust st ! th •

#ybridpod.com podcast/

•

Cult o! pedagogy podcast/

•

•

 *he %ire %ire *< show 4 eason @ young people on the s streets/ treets/ http:&&www.americantesol.com&

LEA;6E; A*=6=">  

See

"ear Laughter and good energy and exchange o! opinions. "ore receptive. Laugh at mistakes uilding relationships  

#eel  *eacher:  *eacher: know ho how w di(erent levels o o!! autonomy stud students ents have E.g.: grouping students according to levels  

Strategies se o! real world materials and tailor everything to the students  

$eal %orld language learning 8evelop a program !or workers that are in transition. etting up a meeting with manager. ocial enterprise  

 

TESOL Techniques Buestions !or EAL and digital technology technology:: -

#ow do we use them) r riv ivac acy y conc concer erns ns an and d rrel elat ated ed ttop opic ics s  8igital citi2enship resources resources digitalciti2enship/

Classroo& Apps - 8ig igit ital al s sto torrytel ytelli ling ng:: 