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GROUP 4

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laura Diaz

on 28 November 2016

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Transcript of GROUP 4


LEARNERS from 12 to 18 years old

LEARNING sTYLES
ACTIVITIES TO foster LEARNING STRATEGIES
* Listening to music
*Games
*Integrating Technology
*Role playing and acting
*Workshops
* Solving quizzes
*Self-assessment
*Debates



Demanding
Quite emotional
Full of energy
Creative
Look like difficult and problem learners
Love songs, music, films, videos, games...
Look for independence
learning strategies
most effective
METACOGNITIVE STRATEGIES (O'Malley and Chamot)

Predicting
what a text is about using questions, taking notes or highlighting important details.
Planning
in pre-tasks such as
brainstorming
, word web, graphic organizers to put
ideas
into paragraphs.
Thinking-out-loud
: Ideal for reading comprehension,
problem identification,
and
problem solving.
It also lets students
monitor
what they are learning.

Using checklists and rubrics
: This tool supports students in their
decision-making
process,
problem-solving
, and
self- evaluation
.
Providing opportunities for making errors
: When learners are given the opportunity to make errors while in training, such as during simulations, it stimulates reflection on the causes of their errors.
Learners have different learning styles.

Some teenagers share what they think, so they reinforce their
social strategies
(Oxford, 1990 and Ellis, 1986) in class. They
count on their peers for help
when participating in group conversations.
Another learning style that is quite common in this age range is
concrete learning style
(Willing, 1988). Teenagers love to
watch films, videos, pictures and
to
play games
.
Some teenage students are
visual learners
(Reid, 1987). They learn by
reading
and
seeing
new words.

*Watching Movies
*Drawing
*writing
Miming games
CONCLUSIONS
WEBOGRAPHY
GROUP 4
Alix Yakelinne Chavarro Gomez
Marisol Alba Echeverria
Yudy Viviana Lopez Ceron
Eliana Isabel Pizarro Buzon
Aureo Jorge Roque Gamarra
Laura Katherine Diaz Mejia
Fanny Esperanza Alba Guio
DISCOVERING AND DEVELOPING LEARNING STRATEGIES
BIBLIOGRAPHY

Harmer, J. (2001)
The practice of English teaching.
3rd Edition. Longman.
Scarcella R and Oxford R (1992).
The Tapestry of Language Learning: The Individual in the Communicative Classroom
. Heinle & Heinle Publishers
Madrid, D. & Ball, P. (2012).
Learning Strategies
. Funiber.

Motivation and Second Language Acquisition 1 R.C. Gardner University of Western Ontario
http://publish.uwo.ca/~gardner/docs/PAINTALK.pdf

As Cohen states, when students have realized how they learn better, they can apply this self-awareness into their own learning. To address this key point, we can
- Use a questionnaire to identify their strengths or
- Have a whole-class discussion.
It is fundamental that the teacher helps students identify their learning styles that suit them best.
Teenagers show different learning styles, something which provides teachers with opportunities to apply different learning strategies.
Teachers can promote autonomous learning in students through the use of metacognitive strategies.
These strategies can take various forms: games, debates, role-plays, tasks, worksheets, reading activities, etc.
Full transcript