(Microsoft PowerPoint - Metodologia e Gest\343o de Sala de Aula

Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Especialização em Ensino de Língua
Inglesa e Uso de Novas Tecnologias
Módulo III – Metodologia e Gestão de
Sala de Aula
Professora: Cíntia Rabello
Cíntia Rabello – February, 2012.
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Andragogy?
What is it? What does it involve?
Cíntia Rabello – February, 2012.
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Pedagogy?
What is it? What does it involve?
Cíntia Rabello – February, 2012.
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Pedagogy & Andragogy
The word comes from the Greek παιδαγωγέω
(paidagōgeō); in which παῖς (país, genitive παιδός,
paidos) means "child" and άγω (ágō) means
"lead"; so it literally means "to lead the child". (…)
The Latin-derived word for pedagogy: childinstruction, is in modern use in English to refer to
the whole context of instruction, learning, and the
actual operation involved therein, although both
words have roughly the same original meaning.
Source: Wikipedia
Cíntia Rabello – February, 2012.
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Pedagogy & Andragogy
In English the term pedagogy is used to refer
to instructive theory; trainee teachers learn
their subject and also the pedagogy
appropriate for teaching that subject (…). The
late Malcolm Knowles reasoned that the term
andragogy is more pertinent when discussing
adult learning and teaching. He referred to
andragogy as the art and science of teaching
adults.
Source: Wikipedia
Cíntia Rabello – February, 2012.
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Task 1:
Discuss the following questions:
1) What are the differences in the teaching/learning
process involved in EFL to adults and children?
2) Which are the easiest to teach: young learners or
adults? Why?
3) What are the necessary skills and attitudes an EFL
teacher needs to successfully teach young learners?
And adults?
Cíntia Rabello – February, 2012.
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Adults
Children
Needs:
aware/short term
No awareness/long term
Expectations:
High, many
Hardly any
Cognition:
Abstract
Concrete
Language
skills:
The 4 skills
Mainly speaking and listening
Learning
skills:
Pre-set notions, previous
learning experiences
No real strategies, need to be
made aware
Memory:
Quite developed
Not developed
Concentration May be high
:
Cíntia Rabello – February, 2012.
Short concentration span (need
for variety and recycling)
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Teaching Young Learners: Dos and
Don’ts
Task 2:
Group Discussion
What are the Dos and Don’ts
when teaching young learners?
Can we use the same approach to
teach kids and teenagers?
Cíntia Rabello – February, 2012.
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Teaching kids
• Children are very physical. Their
understanding comes through their
hands, eyes and ears;
• They need frequent change of activity as they
have very short attention and concentration
spans;
• Children love to play and learn best when
enjoying themselves;
Cíntia Rabello – February, 2012.
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Teaching kids
• Children may be reluctant to share and they
love to be praised;
• The more English they are exposed to, the
faster they will learn.
Cíntia Rabello – February, 2012.
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Teaching Kids
Avoid grammatical explanations;
Don’t go on with one activity for too long;
Use puppets, toy animals, dolls, songs, drama
techniques;
Establish a routine so that learners quickly get used
to the idea of cooperation;
Avoid negative feedback and praise a lot;
Put their work up on the walls for everybody to see;
Use English as much as possible in class, also make it
simple for their level.
Cíntia Rabello – February, 2012.
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Teaching teenagers
We cannot expect any extrinsic motivation;
They are often hard, but easily broken;
Teacher approval is no longer of vital importance;
The teacher may not be the leader;
They need to be seen in a good light by their
peers;
• They can be highly intelligent if stimulated, and
dedicated if involved.
•
•
•
•
•
Cíntia Rabello – February, 2012.
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Teaching Teenagers
Don’t go on with one activity for too long;
Don’t treat them like kids;
Encourage different groupings and seating
arrangements in class;
Show interest in them and in their interests;
Use songs, videos and games;
Use different kinds of technological devices;
Use materials that are meaningful to them;
Try to “speak their language”!
Cíntia Rabello – February, 2012.
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Differences in teaching young learners
and adults
Younger learners tend to depend on others for
material and psychological support as well as life
management. In other words, they are directed by
others, while adult learners are self-directed.
Children basically learn what they are told to learn
and view it as important because adults have told
them it is so. Adults, however, learn best when they
view the potential outcome to be of personal value to
them.
Cíntia Rabello – February, 2012.
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Differences in teaching young learners
and adults
Young learners have yet to experience much of life, yet they learn quickly.
Adult learners, on the other hand, have experienced life and tend to learn
more slowly even though they learn well. Because of the younger learners’
limited experience, they tend to be open to new ideas and will readily take
them in.
Adults, however, have opinions of their own and may reject new
information if it doesn’t “fit” into their life experience. Young people learn
because they are told it will benefit them in the future, but adults generally
expect the learning to have immediate applicability in their lives. External
motivation, such as good grades and praise from parents and teachers,
affect younger learners while adults are more motivated intrinsically.
Feelings of achievement, self-worth and self-esteem are more important to
adult learners.
Cíntia Rabello – February, 2012.
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Ten factors in teaching adults
1)
2)
3)
4)
5)
The motivation factor
The control factor
The experience factor
The diversity factor
The aging factor
Cíntia Rabello – February, 2012.
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Ten factors in teaching adults
6) The goal factor
7) The relevance factor
8) The habits factor
9) The change factor.
10) The respect factor
Cíntia Rabello – February, 2012.
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Adult learners: some drawbacks
- They can be critical of teaching methods;
- They may feel anxious and under-confident
about learning a language due to previous
failure or criticism;
- Many older adults worry that their
intellectual powers may be diminishing with
age.
Cíntia Rabello – February, 2012.
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Teaching adults
Good teachers of adults take all of these factors into
account. They are ware that their students will often be
prepared to stick with an activity for longer than younger
learners (…). As well as involving their students in more
indirect learning through reading, listening and
communicative speaking and writing, they also allow them
to use their intelelcts to learn consciously where this is
appropriate. They encourage their students to use their
own life experience in the learning process, too.
Cíntia Rabello – February, 2012.
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Teaching adults
As teachers of adults we should recognize the
need to minimize the bad effects of past learning
experiences. We can diminish the fear of failure
by offering activities which are achievable and by
paying special attention to the level of challenge
presented by exercises. We need to listen to
students’ concerns, too, and, in may cases modify
what we do to suit their learning tastes.
Cíntia Rabello – February, 2012.
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Teaching adults: Dos and Don’ts
Task 3:
Group Discussion
What are the Dos and Don’ts
when teaching adults?
Cíntia Rabello – February, 2012.
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Teaching adults
Create a nice and relaxed atmosphere towards
learning;
Give them constant feedback and show them a sense
of progress;
Do play games and use songs according to their
interests;
Conduct a need analysis and try to stick to it!
Use real life situations/materials as much as possible.
Cíntia Rabello – February, 2012.
Módulo III – Metodologia de ensino de língua inglesa
Metodologia e Gestão de Sala de Aula
Teaching young learners and adults
Task 4:
Work in groups. You are going to get a course
book. Select part of a unit and plan two minilessons for it: one aimed at young learners
and another to adults (using the same
content).
Cíntia Rabello – February, 2012.