Lecture 3 Technologies of teaching foreign languages Lecture outline

LECTURE 3

Technologies of teaching foreign languages

Lecture outline:

1.Modern Pedagogical technologies

2.Discussion.

3.Aquarium.

4.Cluster.

5.Method “Know/want to know/ has learnt”

6.Modern Pedagogical technologies

Nowadays knowledge allows you to live a couple of years at the most, whereas the method of acquiring it – entire lifetime.

Nowadays knowledge allows you to live a couple of years at the most, whereas the method of acquiring it – entire lifetime.

• J. Andrzejewska

Interactive method - it’s interaction of teachers and learners and learners and learners.

• Pedagogical technology is a set of psycho-pedagogical instructions defined special combination of methods, strategies, and techniques for teaching.

TEACHER

TEACHER

TEACHER

STUDENT

STUDENT

STUDENT

STUDENT

STUDENT

STUDENT

STUDENT

STUDENT

Discussion

• Discussion
• The main task of any discussion is identifying variety of participants’ viewpoints concerning the problem and analyzing them in the case of necessity. The word “discussion” has several synonyms like “arguing/disagreements”, “polemics”, “debate”, dispute”. It has a sense to point out that psychologists call disagreements discussion leading to interpersonal conflict, where each one defends own opinion. Polemics is supposed facing ideological opponents. Debate – discussion, exchanging opinions at meetings. Dispute (from Latin dispute) – reasoning, arguing. Dispute is called public discussion organized and aimed at special audience.

DISCUSSION

Advantages of Discussion

• It gives impulse to problem teaching (learners don’t get knowledge passively but they find out knowledge through solving problems).
• Discussion help to develop such skills as to formulate thoughts, present arguments for supporting own viewpoint, critical thinking.

SIX THINKING HATS – this method is particularly useful when students are expected to cooperate with each other and in accordance with their predispositions

White hat – facts, figures, the measured and the proved, source-based information, analyses outputs and statistic data.

Black hat – a pessimist who can see threats, shortages and dangers of a suggested solution; criticism, precaution, taking a black view of things.

Red hat – emotions, gut reactions.

Blue hat – analysing processes; a conductor, a chairman who presides a meeting, gives a voice to discussion participants, sums up a debate.

Green hat – opportunities; an innovator, a creative person.

Yellow hat – optimism; seeing the word through rose-coloured glasses, noticing advantages and benefits of a solution, positive thinking.

Aquarium

Aquarium – it’s a role play for 2-3 participants the rest learners are observers. Participants act out situation observers analyze and go through the situation.

Advantages of the method – it’s effective in the time deficiency situation where it’s necessary to demonstrate skills, emotions, conditions; learners may be experts and analysts; it stimulate learners to work practically.

Cluster

Cluster-Method serves for stimulating brain activity. Spontaneous thinking is free from any censorship. It’s graphic strategy for semantic explanation of the material. Thoughts are not crowded but clustered in special order.

Procedure:

Key word/term/phrase;

Noting words coming into mind spontaneously around the key one. They are circled and linked with the key point.

Each word forms new point for further associations. Thus new associative chains are created.

CLASTER

Education

High school

Compulsory school

Elementary school

Institute

University

5-6 classes

1-4 classes

7-9 classes

DECISION TREE is a technique which makes use of a tree-like graph with a decision analysis displayed. The problem and possible solutions to it have to be written down respectively in the “trunk” of the tree and on the level of its branches. The positive and negative consequences of particular solutions are gathered on the third level. The aims and values taken into account by decision-makers should be defined in the „crown” of the tree.

Method “know/want to know/ have learnt ”.

This strategy may be applied for reading or listening to the lecture. Learners draw table of three columns - know/want to know/ have learnt. The same table is established on the blackboard.

Column “know” contains main information due to the topic (after topic discussion).

Column “want to know” is for inserting disputable ideas and questions about the topic learners want to know the answers.

Column have learnt is for noting everything got from the text placing the answers in parallel to questions from the second column, and extra information is located beneath. Then information is discussed by the group and the results are inserted into the table.

know	want to know	have learnt

FISHBONE DIAGRAM– this method is used for identifying problem generating factors. The poster of the fishbone model should be prepared. The problem is written down in the „head” of a skeleton. Brainstorming, students identify main causes and write them down into relevant boxes at the top of “the big fishbone”. The number of groups equals the number of „big fish bones”. Each group has one “fish bone” and is responsible for identifying the origins of a main cause, i.e. sub-causes. Next the representatives of each group write them down into sub-causes gaps and out of the gathered data indicate the most significant ones. They draw conclusions and the problem is solved. It is required to set time limits for performing the task.

SWOT ANALYSIS aims at the analysis of the problem situation and developing possible solutions to it. At the initial stage of SWOT analysis it is required to provide the description of a current state of affairs, i.e. to establish what is satisfactory, what mistakes have been made or find out where shortcomings are. Consequently, it is necessary to look into the future and consider what should be changed and to what extent, and what threats may be posed concerning the proposed alterations.

Terminological game

The teacher asks trained to rise and explains the task. The problem trained to name the term or a word, or the grammatic offer and only after that they can sit down on the place. Terms should not will repeat.

For example, Fruits – apple, banana, orange, pearch etc.

THANK YOU FOR YOUR ATTENTION !!!