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Skills WEEK 2

The document outlines the creation of a learner profile, emphasizing the importance of understanding diverse learner characteristics such as age, language level, motivation, and social dynamics. It discusses the significance of initial impressions, group dynamics, and the impact of motivation and multiple intelligences on teaching effectiveness. Additionally, it differentiates between aims and objectives in lesson planning, highlighting the need for specific, measurable goals to guide educational activities.

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21 views19 pages

Skills WEEK 2

The document outlines the creation of a learner profile, emphasizing the importance of understanding diverse learner characteristics such as age, language level, motivation, and social dynamics. It discusses the significance of initial impressions, group dynamics, and the impact of motivation and multiple intelligences on teaching effectiveness. Additionally, it differentiates between aims and objectives in lesson planning, highlighting the need for specific, measurable goals to guide educational activities.

Uploaded by

nurozer98
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Teaching

Language Skills
I – İDE-303
WEEK 2
Translation Dr. Erguvan URAS EREN
Create a Learner Profile

 Create a detailed profile of a hypothetical class. Describe the


learners' characteristics, including age, language level, learning
styles, motivation, and social dynamics.
Who Are the Learners? Learner Profile

•Understanding Learners in the Classroom

•Learners come with diverse backgrounds, experiences, and needs.


•Initial impressions can provide valuable insights into their behavior and expectations.
What Can You Learn at First Glance?

Age, number of students, and male/female ratio.


Presence of materials like books and pens.
Body language, group interactions, and overall mood.
Students' response to the teacher’s presence.
Intangible Impressions

Interpreting Non-Verbal Cues

Eye contact, body posture, overheard comments.


Class atmosphere: Is it positive or challenging?
Initial relationship building with students.
Teacher's Concerns

“Do They Like Me?”


Teachers often worry about how students perceive them.
This can impact the teacher’s confidence and teaching effectiveness.
Building rapport is important, but focusing on entertainment might undermine educational goals.
Group Dynamics

Does a Group Have a Unique Character?

Groups often develop a collective character or mood.


The same group can react differently to different teachers.
Group response can be influenced by teacher attitude, approach, and expectations.
Student Levels

Determining Student Levels


Common levels: Beginner, Elementary, Pre-Intermediate, Intermediate, Upper-Intermediate, Advan
Levels help group students based on language proficiency.

Importance of needs analysis:


Current language level and problems.
Learning preferences and goals.
Tailoring instruction to fit diverse language levels.
Motivation in the Classroom

Learners’ Motivation
External motivations: exams, career goals, parental expectations.
Internal motivations: personal challenge, enjoyment of learning.
Motivation levels can impact class participation, homework completion, and lesson engagement.
Multiple Intelligences

Howard Gardner’s Multiple Intelligences

Learners may exhibit strengths in various areas:


Linguistic
Visual
Musical
Logical/Mathematical
Bodily/Kinesthetic
Interpersonal
Intrapersonal
Recognizing these intelligences can help tailor learning experiences.
Sensory Preferences

Sensory Learning Styles

Auditory: Learners who respond best to hearing information.


Visual: Learners who prefer seeing and reading information.
Kinaesthetic: Learners who benefit from hands-on, physical engagement.
Recognizing Learner Diversity

Understanding learner differences is key to effective teaching.

Addressing motivation, multiple intelligences, and sensory preferences


can enhance learning outcomes.

Needs analysis helps identify students’ goals and learning preferences.


Recognizing Learner Diversity

Each group will be assigned with a scenario that illustrates


different group dynamics. You will discuss how you would
manage these dynamics and promote a positive learning
environment.

TOPIC: Using Authentic Materials for Communicative Language


Tasks
Scenarios
Conflicting Personalities A Very Quiet Group
Scenario: You are teaching a group •Scenario: You walk into a
of students who have strong, classroom of students who
contrasting personalities. Two are extremely quiet. They
students dominate the conversation, avoid eye contact, rarely
often disagreeing with each other, volunteer answers, and tend
while others feel intimidated and to be passive during
remain silent. The conflicting discussions. Group work is
opinions lead to a tense atmosphere difficult as they seem
and the quieter students struggle to hesitant to speak up, even in
participate. smaller settings.
Teacher’s Challenge: Managing •Teacher’s Challenge:
classroom discussions to ensure all Encouraging participation
students feel comfortable and making students feel
expressing their opinions without comfortable sharing their
turning the lesson into a debate or thoughts without pressuring
allowing the dominant students to them.
take control.
Scenarios
A Highly Engaged Group
•Scenario: This class is highly
motivated and enthusiastic.
They actively participate in •Scenario: Your class is full of students with
discussions, ask questions, and high energy levels. They are very active,
are eager to learn. However, often moving around, and get easily
their excitement sometimes distracted. They tend to get off-topic quickly,
leads to over-participation, with and activities that require sitting and
some students interrupting the concentrating for long periods don’t work well.
flow of the lesson or dominating •Teacher’s Challenge: Channeling their
discussions. energy into focused tasks while maintaining a
•Teacher’s Challenge: sense of discipline and keeping distractions
Balancing the energy in the to a minimum.
room, keeping discussions on
track, and ensuring that all
students, including those who
are less vocal, have the
opportunity to contribute.
Scenarios
•Scenario: Your class consists of students who
learn best through visual aids and hands-on
activities. They respond well to diagrams,
images, and videos, as well as activities that
involve movement, such as building, creating, or
role-playing. However, traditional methods like
lectures or purely verbal instruction leave them
disengaged and uninterested.

•Teacher’s Challenge: Incorporating visual and


kinaesthetic learning strategies in your lessons
to engage these learners while still meeting the
needs of others in the class.
What is the difference between an
aim and an objective?

An aim is a general statement of intent. It describes the direction in which


the learner will go in terms of what they might learn or what the
teacher/training will deliver.

An objective is a more specific statement about what the learner should or


will be able to do after the training experience.

Objectives are the specific, measurable goals that guide the lesson's
activities.
What is the difference between an
aim and an objective?

Aims: By the end of the session, students should be able

To understand the difference between a good lesson plan and a


bad one and the individual meanings of Aims and Objectives.

Objectives: In order to achieve this the student will be able to:


Explain why lesson plans are important to teachers.
State the differences between Aims and objectives.
Explain how they see themselves using lesson plans.
Describe what SMART targets are.
Note that objectives do not include the word 'know' or
'understand'. They do include active verbs such as 'state',
'explain', 'outline', 'list' or 'describe'.
References
 Scrivener, J. (2011). Learning teaching: The essential guide to English Language
Teaching (3rd ed.). London, UK: Macmillan.

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