Active learning methodologies - II
Index
1. Intrisic vs. extrinsic motivation
4. Cooperative learning
2. TBL vs. PBL
5. Planning CLIL tasks/projects
3. CLIL
6. Some examples
01
Intrinsic vs. Extrinsic motivation
Extrinsic motivation
Intrinsic motivation
Intrinsic motivation is when you engage in a behavior because you find it rewarding. The behavior itself is its own reward.
Extrinsic motivation is when we are motivated to perform a behavior or engage in an activity because we want to earn a reward or avoid punishment.
VS
Motivation and creativity go hand in hand. Intrinsic motivation is conducive to creativity and extrinsic motivation is almost always detrimental (Beth Henessey, 2016).
Active learning methodologies foster intrinsic motivation because:
They connect games and learning.
They are student-centered.
Students have a higher purpose for learning than just passing an exam. (E.g. Creating tasks or final products for their projects).
When using them there's cooperation and competition.
25 ways to cultivateintrinsic motivation
02
TBL vs. PBL
TASK-BASED LEARNING (TBL)
PROJECT-BASED LEARNING (PBL)
The PBL approach shares many aspects with TBL but it is more ambitious. Whereas TBL makes a task the central focus of a lesson, PBL often makes a task the focus of a whole term or academic year.
In task-based learning, the central focus of the lesson is the task itself, not a grammar point or a lexical area, and the objective is not to ‘learn the structure’ but to ‘complete the task’.
VS
What approach is more convenient for us?
TBL LESSON STRUCTURE
PBL LESSON STRUCTURE
A project's structure is more flexible, as its length is up to us, but before developing it we should carefully plan every step of it with a Canvas.
1. PRE-TASK: The teacher introduces the topic and familiarizes students with situations/lexical areas/texts
VS
2. TASK: Students perform the task in pairs or groups. In this stage, mistakes are not important.
3. POST-TASK: Students evaluate their performance and reflect on the language needed to complete the task and how well they did.
TBL PROS
PBL PROS
It's more motivating and meaningful than the traditional PPP approach.
A project is even more meaningful than a task, because it has a more ambitious goal: creating a final product that may usually involve service learning.
Following this approach does not imply abandoning the text book. A task can be the central focus or a complement.
VS
Following this approach does not imply abandoning the text book either. You can include anything in a project: tasks, interviews, trips, written/oral activities...
A task can be easily related to other subjects (CLIL).
If you're not only an English teacher but also a tutor it allows you to develop the project IN different subjects (CLIL), focusing not only on language but on content learning.
If you're an English teacher (not also a tutor) it's a convenient approach for you, since it allows you to focus on language learning.
03
CLIL
CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language. David Marsh, 1994.
CLIL benefits
Language acquisition is faster because students' language exposure increases.
It is a more natural way to learn a language, since it provides students a real context to learn a language.
It fosters not only language skills but thinking skills as well.
It encourages students to learn the 21st century skills: creativity, collaboration, communication and critical thinking.
HOW TO APPLY CLIL:
No matter if we do content-driven or language-driven CLIL, Bloom's taxonomy is a very helpful guide to plan our activities and tasks.
Higher Order Thinkig Skills (HOTS)
Lower Order Thinking Skills (LOTS)
HOTS
LOTS
04
Cooperative learning
Cooperative learning:
- Approach that aims to organize classroom activities into academic and social experiences.
- Students work in groups to complete tasks collectively.
- Students in cooperative learning settings achieve more, reason better, gain higher self-esteem, like classmates and the learning tasks more and have more perceived social support. Johnson & Johnson.
Spencer Kagan cooperative learning structures:
+ structures
05
Planning CLIL tasks/projects
Structuring a task
Planning a task
Planning a project
Interactive groups
Bridging document
Sessions 3 & 4
Task planning
Coop. structures
IG classroom set up possibilities:
2 activities + 2 teachers
4 activities + 2 /4 teachers
06
Some examples of tasks/projects
CANVAS PROJECTE EL CÒMIC
COMPETÈNCIES CLAU
DESAFIAMENT I PRODUCTE FINAL
RECURSOS
Recursos personals: docents
Desenvolupament de l'autonomia
Competència lingüística
Recursos materials diversos
Competència digital
Millora de les habilitats socials
Recursos espacials: aula i saló del còmic de València
Consciència i expressions culturals
Organització de l'espai, el temps i el llenguatge
Creació d'un còmic digital
FERRAMENTES TIC
CRITERIS D'AVALUACIÓ
ACTIVITATS
Plataforma aules
Llengua
Kahoot i altres app de gamificació
Anglés
Activitats de llengua valenciana i anglesa
Webpage: Pixton
Educació Artística
Activitats artístiques
MÈTODES D'AVALUACIÓ
AGRUPAMENTS/ORGANITZACIÓ
DIFUSIÓ
Grups cooperatius
Avaluació formativa: Escales de valoració del treball a l'aula
Dins del centre: Exposició al corredor
Gran grup
Fora del centre: Plataforma aules, e-Twinning i pàgina web del centre.
En parelles/ individual
Avaluació sumativa: Tasca final. Creació d'un còmic
Idea original de
LÍNEA DEL TEMPS PROJECTE ABP
EL CÒMIC: VALENCIÀ, ENGLISH & ART
CONEIXEMENTS: 3 sessions
DIFUSIÓ
LECTURA
TASCA PART 1
INICIACIÓ
PRE-TASCA
TASCA PART 2
DESCRIPCIONS
Year 4 Clothes & more task planning
More types of final tasks (TBL) or final products (PBL)
PLANNING & ORGANIZING: A school farewell party A Christmas themed day Carnival activities A sports day
HOLIDAY RELATED: Planning a road trip Picking a holiday destination Creating a travel brochure Making a tourist exposition
WRITEN PRODUCTS: A lapbook An interactive notebook A story An essay
More types of final tasks (TBL) or final products (PBL)
HANDS-ON PRODUCTS: Creating models Interactive maps Making up a board game Making an exposition
ORAL PRODUCTS: Oral presentations Role-play Dramatisations Debates
DIGITAL PRODUCTS: Digital mural (e.g Padlet) Digital comic (e.g Pixton) Digital speech (e.g Voki) Audiovisual presentations
Thank you
ACTIVE LEARNING METHODOLOGIES 2
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Transcript
Active learning methodologies - II
Index
1. Intrisic vs. extrinsic motivation
4. Cooperative learning
2. TBL vs. PBL
5. Planning CLIL tasks/projects
3. CLIL
6. Some examples
01
Intrinsic vs. Extrinsic motivation
Extrinsic motivation
Intrinsic motivation
Intrinsic motivation is when you engage in a behavior because you find it rewarding. The behavior itself is its own reward.
Extrinsic motivation is when we are motivated to perform a behavior or engage in an activity because we want to earn a reward or avoid punishment.
VS
Motivation and creativity go hand in hand. Intrinsic motivation is conducive to creativity and extrinsic motivation is almost always detrimental (Beth Henessey, 2016).
Active learning methodologies foster intrinsic motivation because:
They connect games and learning.
They are student-centered.
Students have a higher purpose for learning than just passing an exam. (E.g. Creating tasks or final products for their projects).
When using them there's cooperation and competition.
25 ways to cultivateintrinsic motivation
02
TBL vs. PBL
TASK-BASED LEARNING (TBL)
PROJECT-BASED LEARNING (PBL)
The PBL approach shares many aspects with TBL but it is more ambitious. Whereas TBL makes a task the central focus of a lesson, PBL often makes a task the focus of a whole term or academic year.
In task-based learning, the central focus of the lesson is the task itself, not a grammar point or a lexical area, and the objective is not to ‘learn the structure’ but to ‘complete the task’.
VS
What approach is more convenient for us?
TBL LESSON STRUCTURE
PBL LESSON STRUCTURE
A project's structure is more flexible, as its length is up to us, but before developing it we should carefully plan every step of it with a Canvas.
1. PRE-TASK: The teacher introduces the topic and familiarizes students with situations/lexical areas/texts
VS
2. TASK: Students perform the task in pairs or groups. In this stage, mistakes are not important.
3. POST-TASK: Students evaluate their performance and reflect on the language needed to complete the task and how well they did.
TBL PROS
PBL PROS
It's more motivating and meaningful than the traditional PPP approach.
A project is even more meaningful than a task, because it has a more ambitious goal: creating a final product that may usually involve service learning.
Following this approach does not imply abandoning the text book. A task can be the central focus or a complement.
VS
Following this approach does not imply abandoning the text book either. You can include anything in a project: tasks, interviews, trips, written/oral activities...
A task can be easily related to other subjects (CLIL).
If you're not only an English teacher but also a tutor it allows you to develop the project IN different subjects (CLIL), focusing not only on language but on content learning.
If you're an English teacher (not also a tutor) it's a convenient approach for you, since it allows you to focus on language learning.
03
CLIL
CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language. David Marsh, 1994.
CLIL benefits
Language acquisition is faster because students' language exposure increases.
It is a more natural way to learn a language, since it provides students a real context to learn a language.
It fosters not only language skills but thinking skills as well.
It encourages students to learn the 21st century skills: creativity, collaboration, communication and critical thinking.
HOW TO APPLY CLIL:
No matter if we do content-driven or language-driven CLIL, Bloom's taxonomy is a very helpful guide to plan our activities and tasks.
Higher Order Thinkig Skills (HOTS)
Lower Order Thinking Skills (LOTS)
HOTS
LOTS
04
Cooperative learning
Cooperative learning:
Spencer Kagan cooperative learning structures:
+ structures
05
Planning CLIL tasks/projects
Structuring a task
Planning a task
Planning a project
Interactive groups
Bridging document
Sessions 3 & 4
Task planning
Coop. structures
IG classroom set up possibilities:
2 activities + 2 teachers
4 activities + 2 /4 teachers
06
Some examples of tasks/projects
CANVAS PROJECTE EL CÒMIC
COMPETÈNCIES CLAU
DESAFIAMENT I PRODUCTE FINAL
RECURSOS
Recursos personals: docents
Desenvolupament de l'autonomia
Competència lingüística
Recursos materials diversos
Competència digital
Millora de les habilitats socials
Recursos espacials: aula i saló del còmic de València
Consciència i expressions culturals
Organització de l'espai, el temps i el llenguatge
Creació d'un còmic digital
FERRAMENTES TIC
CRITERIS D'AVALUACIÓ
ACTIVITATS
Plataforma aules
Llengua
Kahoot i altres app de gamificació
Anglés
Activitats de llengua valenciana i anglesa
Webpage: Pixton
Educació Artística
Activitats artístiques
MÈTODES D'AVALUACIÓ
AGRUPAMENTS/ORGANITZACIÓ
DIFUSIÓ
Grups cooperatius
Avaluació formativa: Escales de valoració del treball a l'aula
Dins del centre: Exposició al corredor
Gran grup
Fora del centre: Plataforma aules, e-Twinning i pàgina web del centre.
En parelles/ individual
Avaluació sumativa: Tasca final. Creació d'un còmic
Idea original de
LÍNEA DEL TEMPS PROJECTE ABP
EL CÒMIC: VALENCIÀ, ENGLISH & ART
CONEIXEMENTS: 3 sessions
DIFUSIÓ
LECTURA
TASCA PART 1
INICIACIÓ
PRE-TASCA
TASCA PART 2
DESCRIPCIONS
Year 4 Clothes & more task planning
More types of final tasks (TBL) or final products (PBL)
PLANNING & ORGANIZING: A school farewell party A Christmas themed day Carnival activities A sports day
HOLIDAY RELATED: Planning a road trip Picking a holiday destination Creating a travel brochure Making a tourist exposition
WRITEN PRODUCTS: A lapbook An interactive notebook A story An essay
More types of final tasks (TBL) or final products (PBL)
HANDS-ON PRODUCTS: Creating models Interactive maps Making up a board game Making an exposition
ORAL PRODUCTS: Oral presentations Role-play Dramatisations Debates
DIGITAL PRODUCTS: Digital mural (e.g Padlet) Digital comic (e.g Pixton) Digital speech (e.g Voki) Audiovisual presentations
Thank you