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TWO DIFFERENT METHODOLOGIES PPP and TBL
RENEWABLE TEACHERS
ERASMUS PLUS KA1 2016
DISSEMINAZIONE DIPARTIMENTO LINGUISTICO
SCUOLA SECONDARIA DI PRIMO GRADO BERNACCHIA-BRIGIDA
22 DICEMBRE 2016 ORE 16: 45
TWO DIFFERENT METHODOLOGIES
PPP and TBL
THE PPP METHOD
1. PRESENTATION: the teacher presents an item of language in
a clear contest to get across its meaning (text, dialogue, etc.).
2. PRACTICE: the students are asked to repeat target
items through choral/individual drilling, fill gaps, match/complete
sentences, etc. (accuracy).
3. PRODUCTION: free practice stage. The students are given
a communication task (fluency)
PROBLEMS
The students can give the impression that they
are comfortable with the new language as they are producing
it in the class, but a few lessons later they will forget everything.
The PPP method offers a very simplified approach to language learning. It is based upon the idea that you can present language in little blocks.
Research shows us that we cannot predict what the students will learn and that a wide exposure to language is the best way of ensuring that students will aquire it effectively. Restricting their experience to simple pieces of target language is unnatural.
The TBL (Task Based Learning) method
The lesson is based around a central task and the language studied is determined by what happens as the students complete it.
STAGES OF THE LESSON
1. Pre-task The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some language that may be useful for the task.
2. Task The students complete the task in pairs/groups using the language resourses they have as the teacher monitors and offers encouragement.
3. Planning The students prepare a short written/oral report to tell the class what happened during their task; meanwhile the teacher is available for the students to ask for advice and clear up any questions they may have.
4. Report The students report to the class. The teacher gives a quick feedback on the content.
5. Analysis The teacher highlights relevant parts from the text or the language they used during the report phase for the students to analyse.
6. Practice Finally the teacher selects language areas to practice based upon the needs of the students and what emerged from the task and report phases. The students then do practice activities to encrease their confidence and make a note of useful language.
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ADVANTAGES OF TBL
The students are free of language control.
A natural context is developed from the students' experiences with the language, that is personalized and relevant to them.
The students will have a much more varied exposure to language: they will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms.
The language explored arises from the students' needs. This need dectates what will be covered in the lesson rather than a decision made by the teacher or the course book.
It is a strong comunicative approach where students spend a lot of time communicating
It is enjoyable and motivating.
COMPARISON
PPP
Inductive learning style
Teacher-led
Doesn't engage the learner emotionaly
The teacher has and transmits all the knowledge
The student listens and repeats
TBL
Deductive learning style
Student-led
Engages the learner emotionaly
Focused on reflection, research and sharing
The student has to have a task
Autonomous learner
Does studying independently mean the same as learning as an autonomous learner?
An autonomous learner has to be
HOW CAN WE PROMOTE LEARNER AUTONOMY IN THE CLASS?
Make students aware of the concept.
Set learning goals.
Give choices.
Demonstrate learning tasks.
Encourage students to set their own tasks/rewards.
Encourage learners to view learning as a lifelong process.
Encourage learners active partecipation and responsability for
their own learning process.
Involve students in all aspects of the learning process.
Give a map of the journey.
Try to understand what kind of learners they are.
Negotiate the syllabus.
Transfer some teacher roles to students.
Make students do more and the teacher do less.
Encourage learners to write down what they have achieved in every
lesson.
Use different teaching strategies.
Give students the tools to enable them to identify their strenghts
and weeknesses.
Students' autonomy grows as a result of their never-ending effort
to understand the WHY, the WHAT and the HOW of their
learning.
HOW CAN WE PROMOTE LEARNER AUTONOMY IN THE CLASS?
MOTIVATION
Students become more motivated if they are involved and aware of
what they are doing. They are not motivated if they can't see a
purpose.
Intrinsic motivation is closely related to the perception of beeing
able to choose and of beeing in control of one's actions.
Two types of motivation
Intrinsic (internal)
extrinsic(external)
The teachers need to know what motivates their students.
How can we motivate our students?
Accept you are not totally responsable
Be motivated as a teacher yourself; show that you enjoy teaching yourself
Create a relaxed atmosphere, try to prevent anxiety
Develop a good relationship with the learners, get to know them
Give them one to one contact
Praise them and make tasks achievable
Give them strategies for continuing their education beyond the classroom
Explain why they are doing the task
Use the random principle
Involve them by handing over teacher roles
Vary the activities, don't be boring! Create situations useful for them
Use relevant materials
Work in pairs/groups, not individually
Try new methodologies
Tell them to do things for their own satisfaction
Do not enter the classroom with a sad face
Personalise when possible
Teach at the right pace
Give feedback, don't correct
Let them correct their errors
Use opportunistic teaching
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