Downloadable Materials — The Learning Scientists. Learning Styles: A Misguided Attempt to Highlight Individual Differences in Learners — The Learning Scientists. Another learning styles concept is to differentiate between abstract versus concrete learners.
The idea put forward here is that concrete learners need concrete entities and examples for successful learning whereas abstract learners enjoy abstract rules and representations. The Skill-Theory principles which underpin my teaching approach. Educational Leadership:Instruction That Sticks:Strategies That Make Learning Last. Daniel T.
Willingham The second way is by illuminating fundamental principles of how students think and learn. Every teacher has a theory of how children learn; the theory may be unstated, but every teacher takes actions (or refrains from taking them) in the belief that doing so will help kids learn better. If researchers could offer principles of memory that are relatively universal across students, materials, and contexts, now that would help educators. Recognising the power of voice recording. Gone are the days when "computer assisted language learning" (Call) was restricted to practising writing, reading and listening skills.
The emergence of web 2.0 tools and the development of mobile and tablet applications are offering numerous ways for students to explore their own voice by recording themselves speaking. The teacher can then listen and provide feedback on their oral performance or get students to peer review or even self-review their work. Amongst the tools I have been experimenting with at the University of Warwick are MyBrainShark, Vocaroo and MailVu.
All these tools are free to use and allow students to easily record their voices using a variety of devices and then share the recordings by emailing, embedding them into a blog or uploading onto a virtual learning environment such as Moodle. Vocaroo has to be one of the easiest tools I have ever used for making simple audio recordings. For higher levels, MyBrainshark offers interesting opportunities. 5 Reasons Language Learners Should Acquire More Vocabulary. Posted on 25.
Nov, 2013 by meaghan in Language Learning, Trends “While without grammar little can be conveyed, without vocabulary nothing can be conveyed.” – David Wilkins New language learners may assume that learning grammar is more important than learning vocabulary. Can you really learn a language if you’re unfamiliar with sentence structure, verb conjugation, noun-adjective agreement, and so on?
Visible Thinking Routines for Blogging Our school‘s fabulous PE teacher, Claire Arcenas, is bringing blogging to her PE classes.
She is incorporating Visual Thinking Routines to help her students become reflective commenters. In a recent planning session, she reminded me of the book Making Thinking Visible by Ron Ritchard, Mark Church, and Karin Morrison, that I had download but not read yet. Bilingual Mind: Understanding How the Brain Speaks Two Languages. Learning to speak was the most remarkable thing you ever did.
It wasn’t just the 50,000 words you had to master to become fluent or the fact that for the first six years of your life you learned about three new words per day. It was the tenses and the syntax and the entire scaffolding of grammar, not to mention the metaphors and allusions and the almost-but-not-quite synonyms. But you accomplished it, and good for you. Now imagine doing it two or three times over — becoming bilingual, trilingual or more. The mind of the polyglot is a very particular thing, and scientists are only beginning to look closely at how acquiring a second language influences learning, behavior and the very structure of the brain itself.
10 Reasons why Songs with Subtitles make Sense. Les personnages dans La Peste. Transition materials - moving from A-level to degree level - Language Box. 5 Fun Ways to Learn a New Language. For many of us, the start of the new year is the time we often dust off our language dictionaries and workbooks and resolve to learn a new language.
We conjure up dreams of communicating seamlessly with locals during our next trip and impressing our friends with newfound skills. But most of the time, as we get caught up in work and life, our plans get shelved along with our books. What we know about second language acquisition. Education researcher and trainer Dylan Wiliam tweeted this abstract today.
The study concerned has analysed 71 peer-reviewed studies in order to find out the optimal conditions for learning a second language. Here is the relevant part for teachers of French in the UK, or teachers of English in France: (1)... L2 learners with little L2 exposure require explicit instruction to master grammar; (2) L2 learners with strong L2 aptitude, motivation, and first language (L1) skills are more successful; (3) Effective L2 teachers demonstrate sufficient L2 proficiency, strong instructional skills, and proficiency in their students’ L1; (4) L2 learners require 3-7 years to reach L2 proficiency, with younger learners typically taking longer but more likely to achieve close-to-native results.
On Language, Texting, & Being. I can speak some French.
I took it all through school but learned it mostly when writing my dissertation which involved several French books that were, at the time, not yet translated. And for the books that were translated, I read the French not for accuracy per se but to get a sense for the writing — its style, its rhythm, its mode of being. Now, I love translations. Strategies for Developing Listening Skills. Language learning depends on listening.
Listening provides the aural input that serves as the basis for language acquisition and enables learners to interact in spoken communication. Effective language instructors show students how they can adjust their listening behavior to deal with a variety of situations, types of input, and listening purposes. They help students develop a set of listening strategies and match appropriate strategies to each listening situation. Listening Strategies Listening strategies are techniques or activities that contribute directly to the comprehension and recall of listening input. Top-down strategies are listener based; the listener taps into background knowledge of the topic, the situation or context, the type of text, and the language. Listening for the main idea predicting drawing inferences summarizing listening for specific details recognizing cognates recognizing word-order patterns. Winkegasssydorenko.
Howard Rheingold on managing your attention through meta-cognition. The many reasons (29 so far) why we DON'T succeed in learning languages, and retorts for why we can. Let's hear your reasons/solutions in the comments!