Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Addressing Perceptual Mismatches in the ESL Classroom

No description
by

D Cooper

on 28 August 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Addressing Perceptual Mismatches in the ESL Classroom

What is a perceptual mismatch?
Focus
Pedagogic
Procedural/Instructional
Attitudinal
Cultural
Pedagogic Mismatches
Misunderstanding regarding the lesson or task objectives, both long and short term.
(p. 83)
Procedural and Instructional Mismatches
Procedural: How students decide to approach a task
Instructional: Directions given by teacher or text
(pp. 87-88)
Attitudinal Mismatch
Closely related to culture and students' prior experience

Related to how a student views the classroom, teacher roles, and education in general
(p. 88)
Possible Solutions
Give clear, concise instructions
Ask students to restate the instructions
Circulate and monitor students to make sure they are on task
Provide model answers/solutions
Addressing Perceptual Mismatches in the ESL Classroom

Kumaravadivelu (2003) explains that students and teachers tend to perceive classroom events differently.

Ten categories have been identified, though there is not always clear distinction between them.
Possible Solutions
Write lesson objectives on the board
Clearly state task objectives
Ask students to explain their understanding of task objectives (e.g. Why do you think we did that activity?)
Possible Solutions
Outline expectations at the beginning of the course
Clearly define (And adhere to) the teacher/student roles
Be transparent about classroom rules, procedures, and tasks
Ask students for feedback, invite them into the planning process
Cultural Mismatch
Often blends together with other areas of mismatch.
Be aware of cultural components of a lesson
Don't assume students understand
Prevention
Mismatches are "unavoidable" but "manageable" (p. 90)

Be aware
Do a needs analysis
Give students surveys
References
Kumaravadivelu, B. (2003). Beyond Methods: Macrostrategies for language teaching. New Haven, CT: Yale Univ Press.
Full transcript