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Enjoying it but learning enough?
Transcript of Enjoying it but learning enough?
but is it enough?
What is your main role as
by pointing out the obvious
students come to Malta?
To learn English
To learn English
What is the trend?
How do we know this?
What does this mean?
"I really liked my teachers Daniel and Anna. Especailly Daniel he is professional and funny. I practised a lot and I can speak better now.
But I think I did not learn enough.
I wanted to learn more. I wanted a bigger challenge."
The student enjoyed your lessons...
thinks you're a nice person...
...but he or she did not learn enough
The student REALLY hasn't learnt enough
How can I push my students to upgrade their language and improve their skills more than they believed possible?
How can I gain real learning value from classroom activities that have become tired or familiar?
How can I go from "achievable task" to “optimal learning”?
How can we transform “undoable” demand into “doable demand”?
How can I tweak an activity to shift it sideways into the “challenge zone”?
The student THINKS she hasn't learnt enough
Write down a piece of language
that you taught recently
Write down the type of a familiar or
predictable activity that you gave
your class recently
Note down an "achievable" task that you assigned to your class recently
Note down an "unsuccessful" task that you assigned to your class recently
Note down a relatively easy activity that you assigned to your class recently
http://demandhighelt.wordpress.com/ Scrivener & Underhill
Perception is reality
"My name is Kevin. What's yours?"
"I am a teacher"
"I am German"
"I study English"
"I am hungry"
"I eat fish"
"I have a brother"
Is it true that a beginner student learns more in less time?
How can we help students with their perception of their own learning?
Games are fun and addictive
= Motivation = Learning