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Foreign Language Teacher's Guide To Active Learning

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Neerjah Skantha

on 27 January 2014

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Transcript of Foreign Language Teacher's Guide To Active Learning

Foreign Language Teacher's Guide To Active Learning
Deborah Blaz

Multiple Intelligences in the Classroom
The theory of Multiple Intelligences
Introduced by Howard Gardner in 1983

Defines intelligence as "the capacity to solve problems and fashion products that are valued in one or more cultural setting"

These eight intelligences are needed to function productively in society and must be considered to be of equal importance
Linguistic Intelligence
The ability to read, write and speak a language to express and appreciate complex meanings
The ability to use language has a means to remember information
This intelligence has four parts:
Listening
Speaking
Reading
Writing
Logical-Mathematical Intelligence
Involves numbers and computing skills
The ability to recognize relationships and patterns
The ability to solve different problems through logic
Eight Steps to Better Listening
Find Areas of Interest
Weak listeners
STRONG listeners
Ask "What's it in for me?"
Tune out "dry" subjects
Weak listeners
Fake attention, easily distracted
Strong listeners
Concentrate and show active listening posture and gestures
Listen for ideas
Weak Listeners
Strong Listeners
Judge Content,
not delivery
Weak listeners
Strong listeners
Hold Your Fire
weak listeners
Strong Listeners
be flexible
weak listeners
strong listeners
Keep your mind open
weak listeners
strong listeners
Use a graphic organizer
weak listeners
strong listeners
work at listening
Story Problem
Good way to teach numbers or other vocabulary in the target language
Students can order from a menu, add costs, calculate change etc.
This may also include BRAINTEASERS
WHO GAVE WHAT?
Six boys each have a crush on
Kate
. Read the clues below to find out what each boy gave her for Valentine's Day.

Hugo
gave
Kate
a gift that begins with the same letter as his name.
Jack
put his gift in a box and wrapped it with pink wrapping paper.
Desmond
's gift, which was not candy, smelled really good.
Neither
Jack
nor
Sawyer
gave
Kate
something she can eat.
Ben
needed an oven to make his gift,
Deduction
Visual Spatial Intelligence
The capability to think in images orient oneself spatially
The ability to graphically represent their visual and spatial ideas
Students are able to draw, copy, paint and work with images
Students with this intelligence are considered to be good estimators
Display Area
Have a classroom display area with information (photos, articles, posters, projects etc.)
This area should be changed frequently and students should be encouraged to check it by:
Scavenger Hunt
Posting class work
Extra credit questions on test based on the display area information
Image Manipulation
Musical intelligence
The capacity to appreciate a variety of musical forms as well as being able to use music as a vehicle of expression
Musically intelligent students are perceptive to elements of rhythm, melody and pitch
Music as Motivation
choral readings
Bodily Kinesthetic Intelligence
Interpersonal Intelligence
intra-personal intelligence
Interpersonal intelligence
Naturalist Intelligence
Listen for ideas
Listen for themes
Tune out if delivery is poor
Judge content, skip delivery error
Give up if listening becomes difficult
Listen for possible clues or answers later in the sentence
Take intensive notes using only one system
Take fewer notes; use 4-5 different systems
Agree with information only if it supports your ideas
Consider all points of view before forming opinions
Get off task easily unless the task is well-defined
Listen for key words
handling a lecture
Before The Lecture
Students should write down:
Everything they already know about the topic
Questions they have about the topic
How they feel about listening to this talk

During The Lecture
Students should:
List the main points the speaker makes
Underline the most important thing said so far
Put a star next to the most interesting thing
Read their peer's notes and mark them with a check mark if they agree or a question mark if they disagree
Look back at the list of questions written before the lecture and check off any that have been answered

After The Lecture
Students should jot down, or tell someone else:
What they heard that was new to them
How what they heard relates to what they already know
The relevance of the information to their own life
Conservation/discussion
Question & Answer Format
Hot Seat
Twenty Questions
Conversation Stimulators
M&M's
Toilet Paper
Talk Tokens
Circumlocution Activities
Picture Activity

Inside-Outside Circle

food
Pre-REading & Predicting
Have students take inventory of their knowledge prior to reading the selection
Graffiti
Prediction using images and titles
Skimming & Scanning
Have students scan through the selection and underline words that are easily recognizable
They should be encouraged to look for "cognates" - words similar to English words
Have students revisit the predictions in step 1 and modify them if they found additional information
Careful Reading
Encourage students to look for meaning through context
How is the word used in the sentence?
If students are having difficulty with the meaning of a word, have them:
Guess the meaning of the word
Skip it and see if the sentence or paragraph still makes sense
The axtlzbn is worn primarily by meebs for the blurvle ceremony each kipto. It consists of a wlomb made of cygde and tied with a qorf. It is decorated with many hujas.
Applying what is read
The axtlzbn is worn primarily by meebs for the blurvle ceremony each kipto. It consists of a wlomb made of cygde and tied with a qorf. It is decorated with many hujas.
1. Describe the axtlzbn.
2. Who wears an axtlzbn?
3. What ceremony is it worn for?
Answers
Altering words or images using colour, various sizes etc. to ensure retention of information
Feminine
words can be written in
pink

Masculine
words can be written in
blue
Verbs
can be written in
green
Handouts and the chalkboard information should be designed in a way that organizes information in an attractive and orderly manner
Using background music while students are working to serve as a subliminal motivator
Fast-paced music may speed up completion of music
Music sung in the rhythm of the target language can help jog memories for vocabulary
Be used to provide transitions in the classroom
Students must understand the rhythms and tones of the language while reading together as a class
Where to accent syllables
What sounds the vowels make
Students do not need to understand the content of the material but should feel the beats, rhymes and mood in order to be successful
The capacity of using one's own body skillfully as a means of expression
The ability to use one's hands to produce or transform things
Learning Environment
Organize the classroom so that there are specific areas for specific tasks (seat work, performances, crafts etc.)
The purpose is so that students can move about during the course of the day's lesson
Cooking
For cultural exposure, have students makes dishes that correspond to the target language
Student's could make their own class cookbook in the target language that can be distributed to their class
The capacity to appropriately and effectively communicate with and respond to other people
The ability to work cooperatively with others and understand their feelings
Interpersonal Communication Projects
Have students survey their classmates and find out something unique about them
"ME" project
Coat of Arms
Me portrait
Collage of meaningful pictures
Riddles
Older students can write riddles for younger students
Spelling based
: What begins with a P, ends with an E and has 1000 letters
Ancient
: At night they come without being fetched, and by day they are lost without being stolen
Modern
: What is so fragile that when you say its name, it breaks
Give students the beginning of a story and write down an ending
Jack gave Kate a
heart necklace

Sawyer gave Kate a
goldfish

John gave Kate
candy

Ben gave Kate
cookies

Hugo gave Kate
heart balloons

Desmond gave Kate
flowers
Three steps
1) A set of data is on the topic created
2) These are grouped into categories based on similarities
3) These categories are labeled or named
The more examples the better
The simpler the better
Make sure the only element that varies is the concept that you are presenting
French Adjectives
Masculine

Feminine
africain africaine
japonais japonaise
chinois chinoise
allemand allemande
belge belge
russe russe
danois danoise
anglais anglaise
espagnole espagnole
canadien canadienne
Four Corners
The corners of the room have different topics and students go to each corner and complete the task for that corner
Unit learned
Characters from a novel
The capacity to accurately know one's self, including knowledge of one's own strengths, motivations, goals and feelings
Capable of self reflection
Journals
Have students keep a journal that includes:
Daily questions
Mood graphs
Character sketch
Future goals, dreams and hopes
Compliment Circles
Have students put their name on a piece of paper and pass the sheet around the class have their peers write something positive about the person
Warm Fuzzies
The ability to identify and classify components that make up our environment
These students have keen sensory skills
Sight
Smell
Sound
Taste
Touch
Naturalist activities
Expanded units on environmentally focused topics
Field trips to nature preserves, forests, parks etc.
Class pet
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