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ECRIF

WORKSHOP
by

Jose Perez

on 12 November 2012

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Transcript of ECRIF

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Images from Shutterstock.com . . . E C R I F E C R I F NCOUNTER LARIFY EMEMBER NTERNALIZE LUENCY INTERNALIZE . ECRIF





It can be used as a guide to determine what kind of corrective feedback would be useful for the learner. ENCOUNTER The encounter phase of learning is the first time a learner encounters new material or information.
Encounter will be prefaced and enriched by activating the learner's background knowledge, or finding out what they already know. Teacher fronted/controlled deductive or inductive presentation
Storytelling with or without realia, role play, pictures, recordings, etc. where learner hears or experiences target vocabulary or language point and then has to notice it.
Matching exercises
Categorizing, sorting, predicting.
Students brainstorming and offering what they know about a topic TECHNIQUES FOR HELPING LEARNERS ENCOUNTER CLARIFY Clarify is something that happens inside the learner; when the learner is actually asking questions about what is right, how to say a word, how to spell it or what it means.

Teachers of course assist in clarifying, and check or assess learners' understanding of material Ways that teachers can try and get students to clarify language Have students do a matching activity but make sure there is some sort of ambiguity or extra answers in the task so that learners will have to show their understanding as well as the places they don't understand Have Ss show what they know-understand about language by having them identify correct and incorrect answers
Ask SS Concept checking or comprehension checking questions 4 kinds of CCQ's Non-verbal affirmation-You don't need a verbal response from the SS. "Point to the supermarket."
+/- "Is this a supermarket?" "Can I buy breat at the supermarket?"
Discrimination "If I want to buy bread, do I go to the pharmacy of the supermarket?'
Short answer "What is the name of a local supermarket?" REMEMBER This is the first step is committing new material to memory. It is usually characterized by repetition, drilling, and referring back to support materials such as models or prompts TYPICAL ACTIVITIES FOR REMEMBERING:
Drilling
Gap fill or cloze
Information gap
Searches
Scrambled words, sentences
Guessing games
Matching
Reading scripts and dialogues Controlled practice? In these activities the teacher usually controls the task and the language that is used in the task.
The learner has a lot of support and little or no choice in how to successfully complete the activity or exercise. When a learner internalizes material, it is committed to long-term memory. After material or information has been internalized, learners no longer have to refer to support materials in order to remember because they can refer to the information that is stored in their own memory.

Remembering or Internalizing?; the practice is freer, less controlled practice with the learner making more choices in how they are using the information and relying less on outside support ACTIVITIES Guessing games
Fluency lines, circles
Debates
Role play
information gap
Discussions NOTE While corrective feedback is useful at the practice stages of language learning, no corrective feedback is offered during fluency activities, because it interrupts the flow of language production. FLUENCY CRITERIA FOR TASKS Learners demonstrate the ability to reach the student learning objective.
The task is creative, personal and/or real-life context
Communication is meaningful and authentic
Accuracy and fluency both present and are relevant to the task
Learners are able to choose some or all the language they use. Learners have a clear reason to listen and reason to speak to each other
Visual support for target language is removed; visual support for support language is accessible
Teacher provides structure, students provide content Teacher involvement is minimal. Teacher gives instructions and gets SS going and then steps out to assess SS abilities. The teacher only intervenes when there is a problem with communication or a quick question. The teacher only responds to errors or mistakes that keep the Ss from communicating
The task has an unpredictable ending. In this stage of leaning, learners are using new material and information fluidly. In accordance with their current understanding and internalized grasp of the material Activities Guessing games
Fluency lines, circles
Debates
Role Play
Information Gap
Discussion WHAT IS LEARNING? KASA Knowledge Awareness Skills Attitude Learning to Ride a Bicycle Your friend needed to know enough about the parts of the bicycle to put her feet on the pedals and hands on the handlebars. So what is learning?

Learning is an active process
Physiologically as people learn
Goal She needed to have an awareness of the relationship between balance and movement. She needed to have the skills to shift her weight, steer the bike, and pedal so that she could ride without falling down. She also needed to have the attitude that learning to ride was possible and desirable Learning involves:
conscious and unconscious changes in... So what general factors affect learning? What kinds of learning styles are there? VAKT It's a framework for understanding learning. It's a lesson planning framework. It can be used to assess where a learner is in his/her relationship to the material. Bibliography Mary Scholl, Joshua Kurzweil, Understanding Teaching Through Learning
SIT Frameworks for Language Teaching,
Mc Graw Hill, 2004
SIT TESOL World Learning motivation patient encouraging degree of comfort support safe environment repetition feedback mistake/s real world purpose Visual Auditory Kinesthetic Tactile
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