Table of Contents

Active methods applied on artistic minds .................................................................................................... 3

Purpose of the study ................................................................................................................................. 4

Research questions ....................................................................................................................................... 4

Active methods ............................................................................................................................................. 5

Thinking hats ............................................................................................................................................. 6

Procedure: ................................................................................................................................................. 6

Application ................................................................................................................................................ 7

Results ....................................................................................................................................................... 8

Projects ....................................................................................................................................................... 10

Duplex-board Projects ............................................................................................................................ 10

Application .............................................................................................................................................. 10

Results ..................................................................................................................................................... 12

Power Point Projects ................................................................................................................................... 12

Application .............................................................................................................................................. 13

Results ..................................................................................................................................................... 14

Puzzle .......................................................................................................................................................... 16

Procedure: ............................................................................................................................................... 16

Application .............................................................................................................................................. 17

Bingo ........................................................................................................................................................... 18

Procedure: ............................................................................................................................................... 18

Application .............................................................................................................................................. 19

Results ..................................................................................................................................................... 20

On tour ........................................................................................................................................................ 20

Procedure: ............................................................................................................................................... 20

Application .............................................................................................................................................. 21

Results ..................................................................................................................................................... 21

Happy art talk .............................................................................................................................................. 21

Application .............................................................................................................................................. 22

Results ..................................................................................................................................................... 22

Conclusions ................................................................................................................................................. 23

Bibliography ................................................................................................................................................ 25

Active methods applied on artistic minds

Purpose of the study The purpose of this paper is to apply active methods in teaching English in order to

highlight the effects of using these methods as a way of fulfiling the art students’ learning needs.

Preliminarily, I carried out a questionnaire to identify whether my art students are right brain or

left brain. My students’ responses indicate that:

Number of pupils Left brain Right brain Balanced

50% left 50%right

80 respondents 12 55 13

15% 68,75% 16,25%

Overall, it is clearly that the majority of my students are mostly right brain and just 15%

are left brain. Consequently, to appeal the right brain, in the English classes, I should incorporate

music, drawing, movement, rhythm and choice. In this way, I give my students the opportunity

to use English language in ways which are meaningful for them.

Research questions

What are the effects of using active methods in the English classes?

left brain0

20

40

60

80 respondents

left brain

right brain

balanced

What active methods are more suitable to my art students?

What are the difficulties encountered when setting up active methods?

Active methods will be applied in order to identify whether these methods prove

effectiveness in acquiring English language by art students or not. To demonstrate this,

introspection on the pupils’ perception of learning through active methods will be collected.

More than that, the advantages and disadvantages when setting –up all these activities in the

classroom will be noted as well, since a class lasts 50 minutes and the classrooms are not

equipped adequately for grouping students or moving round the classroom.

At the end of each active lesson, students will be asked to reflect upon the learning

process by either: filling in a questionnaire, in which they have to note down their impressions

anonymously, or freely answer prompt questions in order to share and compare the impact of the

activity. For the latter, technique I will note down the summary of their answers. The questions

are following:

Did you enjoy the activity?

Were you interested all the time?

What have you discovered about your learning style?

What have you learned?

Would you like to practice this method again?

Active methods

What the activity is design to achieve

1.Thinking hats

Thinking Hats is a technique aiming to change the

perspective of thinking by incorporating various ways of

approaching an issue into the learning process. The hats

represent various perspective of thinking. Thinking Hats help

learners analyze a topic, problem, or situation from different

viewpoints, it also promotes creative thinking.

Procedure: Students are divided in six and are given roles according to their hat. All students in each

group come up with ideas and negotiate for the best interpretation.

White Hat.

The Facts

What are the facts? What information do I have?

What information do I need to find out?

Black Hat

The Negatives

What problems could arise?, What are the

disadvantages?

Yellow Hat

The Positives

Why is this a good idea? What are the advantages and

benefits?

Red Hat

Feelings

How do I feel about this? What do I like about these

feelings? What do I not like about these Feelings?

Green Hat

Creativity

What new ideas are possible? What is my

suggestion? How can this be changed or improved?

Blue Hat

The Big Picture

What thinking is needed? Where are we now? What do

we need to do next?

Emotional intelligence ***

Independence *

Interdependence ***

Multi-sensation ***

Thinking ***

What the activity contains

Kinesthetic *

Intrapersonal **

Linguistic ***

Interpersonal ***

Naturalistic

Spatial *

Musical

Logical ***

1

Application When teaching 12

th grade students for and against essay, I wrote on the blackboard the

following sentence: Animals should be treated with the same respect as humans. I asked students

to come up with as many ideas about the topic. It took it a while for them to bring out ideas

which were mainly about animals rights. However, when applying the thinking hats method, it

generated a lot of inspiration, and students had many brainwaves. Divided in six hats, students

had to write down their ideas, but also to make a sketch or draw something in pencil which to be

representative for both: their role and the content. Also, for drama and music classes I asked

them when delivering their ideas to have the voice accordingly to their role: red-passionate,

yellow-calm and warm, green-persuasive, black- critic, down voice, white- reports news, blue-

teaching a new lesson.

The white hat had to write down the facts about animals’ status in Romania and prejudices we

might have as citizens against them (but it should be neutral). The black hat had to focus on

disadvantages on both: when animals are not treated as equals and when they are.

The red hat had to highlight the emotional relationship with animals, how do we feel? how do

they feel? how do we know they care about their owner or are grateful?

The green hat had to find solutions for animals to be treated fairly, what should we do as a

society, what activities should we promote?

The yellow hat had to identify the benefits of a caring and civilized behaviour concerning

animals.

Blue hat had to summarize all things considered.

After debating and gathering their ideas students were able to write down a for and against essay,

the most skilful ones developed more ideas about the topic, while the weak ones following the

essay outline, only matched the ideas into correct paragraph.

1 http://www.mindtools.com/pages/article/newTED_07.htm, recovered on the 7

th of August, 2011

Results When asked about the efficiency of the method concerning their understanding of writing for and

against essay their answers indicate:

What were the difficulties encountered in

the activity?

70% of the respondents found difficult to

start up their ideas, also was hard to make

the distinction of feelings, being neutral for

instance, they had the tendency to criticise.

It took them a while to think over ideas.

30% said there were not any difficulties,

they knew what to do.

Have you enjoyed the activity? Why? Why

not?

85% tremendously liked the activity, being

surprise of their own and their peers’

creativity, more they inspired each other and

felt better when sharing the same view. Also

some were surprise of being able to have such

ideas. They felt that the activity was

meaningful to them since they learned clearly

not only the essay outline but also acquire new

vocabulary and got motivated to involve more.

At the end they managed to write down an

essay on their own adding more ideas and

supportive details.

10% felt they waste time in elaborating ideas,

also the more skilful ones take over and they

did not have the chance to have their say, even

though they learn from the skilful ones new

words and how to express their ideas.

5% don’t feel confident in their English skills

and think the activity is for the best ones.

What have you discovered about your 95% liked sharing ideas, while talking they

learning style? were inspired, they did not get bored neither

tired.

5% thought they are used to working alone

and even they enjoyed the activity, since they

got inspired, was hard for them to express

themselves and concentrate, they had the

feeling of being overtaken by others.

What did you find difficult in

understanding? Why?

95% declared there was nothing that they could

not understand.

5% said that there were too many words that

they did not know, also grammar patterns were

difficult for them to apply.

Would you like to practice this method

again?

100% said YES

From my point a view the activity was really successful. I did not have the feeling I was

the doer of the activity, on the contrary, I exploited my students knowledge about the topic and

guided them to do the lesson, as some of my students claimed: the time flew without noticing

which left them the impression they “did something instead of nothing”. Maximum participation

was created based on this technique, also enabled students to hear a range of opinions and

practised listening skills as well. Another point would be the encouragement of empathy. More

than that, it deepened students’ thinking skills, enabling them to make connections and express

their own thoughts.

There were not preliminary arrangements concerning the furniture in the classroom, 50’

time is not enough when elaborating and sharing ideas, students wasted time looking up for

words in dictionary, noting down, also they did not have an immediate start. The method is more

successful when sustained for several lessons. In this way, it gives students a chance to get into

routine, and also for the teacher to get more experience in applying it.

Following Gardner’s multiple intelligences theory I tried to satisfy as many intelligences

as possible, and from the respondents’ answers I could see that the majority worked at its high

potential. The impact on my students was a positive one, they enjoyed being challenged,

expressing themselves, sharing ideas, working in group. Also, they

proved highly cognitive skills since they were able to transfer the

knowledge they had in their own language, in English. I could notice a

positive attitude toward learning and a sense of responsibility over it.

Projects

Duplex-board Projects Projects provide students with an opportunity to

produce a piece of work based on their own input and ideas,

while at the same time consolidating and expanding on the

language they have learnt. This method contributes to

students’ general educational development by fostering

creativity, learner independence and cooperation with other

students. Through project-based learning students have the

opportunity to use language in real life settings, engage in collaborative work and improve their

teamwork skills, and think critically and creatively. 2

Application

For grade 6th,

painting section, in the first semester, children were asked to make a project

on the topic: Snapshot of where I live. Since the projects are elaborated assignments, students

are announced at the beginning of the year what projects do they have to prepare and what it is

expected from them. When they are given the task, I spent about 50’ to write down the layout of

2 Alan Crawford, Wendy Saul, Samuel, R. Mathews, Teaching and Learning Strategies for Thinking classes, The

International Education Debate Association, New York, 2005

Specific room layout No

What the activity is design to achieve

Emotional intelligence ***

Independence ***

Interdependence *

Multi-sensation ***

Thinking ***

What the activity contains

Logic **

Kinesthetic *

Interpersonal *

Linguistic ***

Intrapersonal ***

Naturalistic

Spatial ***

their project and to answer all the questions they may have about it. To test the efficiency of

active methods in the first semester the procedure was the following.

1. students had to decide what information to include

2. materials needed : duplex board, colours, blank sheets of paper, glue

3. time for preparation: two weeks

4. the evaluation criteria: content, design, delivery

5. Presentation time 2-3’

6. Procedure:

In alphabetical order students are called to present their project in front of the classroom.

After the delivery, I usually ask them a few questions and mark them down. At the end of project

presentation, students have to vote for the best project. However, the students

were asked to write down what they liked and disliked about the project. 98%

of the respondents, answered that they liked the projects because is a good

way to increase their average and is also fun since for two weeks they had no grammar exercises

to do, but drawing , gathering information and sticking. At the same rate they consider too much

time spent with the presentation, many of them did not understand what presented 2% is declared

they love projects as a way to express their ideas.

I also had the impression that once they present their project they lose interest in being attentive

to the others.

In the second semester, the project topic was Snapshot of my experiences, the procedure

was the same, but I changed the following:

the students could take a partner to do the project if they wanted

the project could have been made on computer but the design to be artistically made with

crayons

the evaluation criteria: content, design, presentation, interaction- to get points for

interaction they had to ask questions to the students who were presenting the project and

in return to be spontaneous in replays

few parents are invited to assist

It took about three classes to finish all the presentation of the students, but the result was

really rewarding. They prepared in advance lists of questions like: What was the weather like?

Who did you go with? What did you enjoy most about the city? etc. Also if the students

Specific room layout No

mentioned the books they had read, there were questions like: Who is the main character’s best

friend? Who is he in love with? Who wrote the book? What nationality is the writer? Etc.

Results When asked to write down what they most liked and dislike about the project presentation

comparing with the previous one, they indicate the following:

Power Point Projects

I liked this project more because I disliked the project because

I learn English by asking questions I dislike the previous project because there

was not as much activity, but this one was

greater

I did not get bored I did not present my project earlier, I had to

wait a whole week

I did not know I am good at English There was nothing I disliked

I felt great when I answered all the

questions my classmates asked

I was stressed about the questions, I wanted

to answer as many as possible

I learned a lot of things about my

classmates

I felt great, I like asking questions

It was fun

I feel more confident concerning English

In the next project I want to do more

What the activity is design

to achieve

Emotional intelligence ***

Through computer project-based learning students have the

opportunity to use language in real life settings, engage in

collaborative work and improve their teamwork skills, and think

critically and creatively. In addition to mentioned benefits, it also

enables students to become acquainted with information technology

and multimedia tools. In order to achieve these, it is important the

project to be interesting, challenging, and integrative. The project

should not only give the students a chance to do research and acquire 21st century skills, but also

leave room for their creativity. What is more it also helps the teachers to be updated with the new

trends experiencing together with their students new challenges.3

Application On the topic BE BIG! Boost solidarity-Inspire-Give voice to your ideas concerning social

inclusion and discrimination, high school students were asked to make projects in which to

identify situations when people are discriminated. They could bring up ideas of how to avoid

these situations or what should be done. In order to apply the multiple intelligences theory by

giving students the freedom to choose, the content and the way of transmitting the information to

their audience, I also followed the Roger’s theory as he claimed:

‘Much significant learning is acquired by doing’.

Also, the experimental learning cycle sequence developed by Kolb (1984) which points

out that learners acquire information best when they are active, take responsibility for their own

learning, and can relate and apply it to their own context. As a result the procedure for the

activity was the following:

Step 1

3 ibidem

Independence *

Interdependence ***

Multi-sensation ***

Thinking ***

What the activity contain

Kinesthetic **

Intrapersonal **

Linguistic ***

Interpersonal ***

Naturalistic *

Spatial ***

Musical **

Logical ***

Specific room layout &preparation & Yes

Class preparation: I divided students in mixed ability groups, I took into consideration their preferences

but also at least one in the group to be good at English, one with computers and so on. Once groups

appointed they had to share the tasks in order to make the project and each of them to be involved and to

draw an outline of their project: heading and sub-headings.

Step 2

Project preparation: Students had three weeks’ time to meet and prepare the project, they decided together

on the content, structure, and way of presentation;

Step 3

Project presentation: each team had to present their project in 7’, they also were given the evaluation grid

in order to know what exactly what is expected them to do.

Evaluation Criteria 1 2 3 4 5

1.the relevance of the content with the topic and the target audience

2. variety of vocabulary and of language used

3. the complexity of the technology used: pictures, drawings, photos,

maps, graphs, relevant with the topic

4. presentation-team work

5. references

Project total score: x /2 = 50 points

Results

The results were outstanding, I was fascinated myself of my students capability and

creativity. At the beginning I thought the topic would not be of high interest for them but since in

2009-2010, the European topic was the year of social inclusion and fight against discrimination I

was willing to provoke my student’s creativity and also to apply the above mentioned theories.

The projects were diverse and apart of revealing students’ capability in thinking critically; being

creative and mastering technology they also proved one of Rogers principal of learning in

groups;

Significant learning takes place when the subject matter is perceived by the students as

having relevance for his/her own purposes.4

In a team there were two gipsy girls (I did not know) and they chose to talk about this

ethnic group, traditions, customs, but also how they are perceived or discriminated by society

focusing on their own feelings. When I asked the students to reflect upon the project they were

presented, the majority declared that they did not perceived gipsy people in that way and from

the information given they change their perspective even their mentality, also they were

impressed by the confessions of their classmates, making them aware of how ruthless they had

been to them.

Another project based on the same approach was on physical impaired people, the team

brought up examples of artists and successful people who manage to earn their life being able to

do something: fighting against prejudices and their physical condition. There were interviews

highlighting the daily obstacles they had to encounter, the way they felt discriminated and

excluded by the society, but despite all of this they managed to have success and a family life.

The impact on students was impressive; some of their answers were the following:

Seeing these physical impaired people so positive, they are not frustrated, they are not blaming someone for their

condition, on the contrary they are fighting to lead a normal life, made me be ashamed of myself, It made me

realized how much do I own to myself to be responsible and learn. Z. R

When I saw how determined that Mum without hands is to rise up her child, how she drove the car, it is a lesson

of life, we, the normal ones own a lot to these people. D. A

It made me more aware of people around me, of their needs and feelings. We are playing with words when

saying that we understand these people, it is not true. No matter how much we say: we care! We will never feel

what they feel! So better realize that we are deeply in debt to these people! C.A

Another project was on women discrimination concerning the work market, they applied

the case study method, and the presentation technique was an interactive one, from the beginning

they introduced their audience which was like an energizer after a period of passive attendance.

As a conclusion the project work addressed real world issues that are relevant to students'

lives and the community they are living in, some students visited places related to the themes

they had chosen in order to raise their awareness, they were in a gypsy family, some went by

wheelchairs round the city, and some used their friends or relatives life experiences. This activity

4 David Jaques and Gilly Salmon, Learning in Groups, A Handbook for face-to-face and online environments, 2007

gave students the opportunity to use technologies effectively as tools in the planning and

development of their project. Also linguistically they developed a lot, not to mention

physiologically concerning their attitude toward less fortunate and how important was to get rid

of prejudices.

The preliminary preparation needed were plugging in the computer, video projector and

also students had to bring their projects beforehand to be installed or copied on the computer’s

desk . I spent 4 classes with the project presentation, needless to say, it was worthy, as teacher I

just organized the activity the learners were ‘the doers’ , however I was stressed by my planning,

there was too much time spent on. Students declared that

they enjoyed and also asked for more challenging

projects. Actually, it was clear that students liked the

activity, however, to some extent I believed that they were also motivated by grades, though I

did not try to assign projects without grades, since they are a condition for students to get

involved so the behaviorists’ theory to condition learners is still applicable.

Puzzle

This method appeals to students’ logical skills in sequencing the

material given also is a cooperative learning technique which

increase enthusiasm as well as educational outcomes.

Procedure:

In groups or in pairs, students work to assemble logically coherent material that has been

cut up into separate parts. Students have to follow the clues in each separate piece to connect it in

Specific room layout &preparation & Yes

What the activity is design to

achieve

Emotional intelligence ***

Independence *

Interdependence ***

Multi-sensation ***

Thinking ***

What the activity contain

Kinesthetic *

Intrapersonal **

Linguistic **

Interpersonal ***

Naturalistic

Spatial *

Musical

Logical ***

a logical sequence. The material to be assembled might be text or pictures or symbols or a

combination.5

Application For 12

th grade students in order to revise writing styles, divided in groups of three or

four, I asked students to group the paper strips, they were given, into a formal letter, a semi-

formal email and an informal email, and then to put the strips into the right order.(see lesson

plan)

Results

When asked about the lesson students responses indicate that:

Did you enjoy the activity?

Why? Why not?

What have you learned? Did you encounter any

difficulties?

89% enjoyed the activity,

since they managed to find

the right order, also they

collaborated and stayed

focus on completing the task.

98% learned how to compose

an email, a letter having a

reference point, also they

noticed the writing style

difference used in the

materials.

67%There were many stripes

of paper at once and it took a

while to arrange them.

11% were confused there

were too many stripes to

match and they failed

finding the right order.

2% feel confident only with

the email writing the letter

remains a task they should

work on.

33% did not manage to

arrange all the pieces in the

time given, they finished their

task when teacher checked the

answers with the whole class.

Apart of being totally involved in the process whether pushing pieces of paper round the

desk, or connecting words, students rehearse key thinking skills as deduction, sequencing,

selecting, and matching. Also, I could see them curious to see how things fit together. The

method proved its efficiency since the students mostly learned the material; it also encouraged

engagement, empathy by giving each member of the group a chance to take part. Group

members had to work together as a team to accomplish a common task, which enabled them to

5 Linda Campbell, Mindful Learning, Corwin Press, INC, California, 2003

value each other as contributors to their common task. In this way learners felt secure and

confident in their learning process.

Another activity, I did based on this method was puzzle reading, in groups of four

students were asked to read a text and to note down any unknown words. After gathering the new

vocabulary they had to share the words in order to see which member of the group knows the

meaning, once finished, each student has to summary the read paragraph.

Bingo

Bingo is a creative method not only of teaching vocabulary but also to revise it. The

technique invigorates students with a competitive spirit and encourages them to speak up,

participate and learn the material. They cannot win the game

unless they know the vocabulary words.

Procedure: Each student has to draw freehand a blank nine-

square bingo grid. Teacher writes about 12 new words on the

board asking the students to pick up any words to fill in their

squares. Then the teacher reads a definition, or calls out a

word at random. Pupils cross off the terms on their card if and when they match the definition or

when they hear the word. When someone calls a line (horizontal, vertical or diagonal), they read

back the key terms and their meaning. Then proceed to a full house. Again, the winner reads

Specific room layout &preparation . NO

What the activity is design to achieve

Emotional intelligence **

Independence ***

Interdependence *

Multi-sensation ***

Thinking ***

What the activity contain

Kinesthetic **

Intrapersonal **

Linguistic ***

Interpersonal *

Naturalistic

Spatial *

Musical *

Logical ***

back the terms and meanings. The rest of the class is asked to agree or disagree with the

student’s answer. 6

Application As stated in the previous chapter for retention, elaborative rehearsal is necessary in order

to provide sufficient time to a learner to review the information, make sense of it, and assign

value and relevance. My students mostly lack writing skills, and for describing people, I wrote

on the blackboard 12 words for students to choose and fill in their squares. In random I called out

the definitions while they were crossing out the words. Then, the students were asked to draw a

grid again and the winners had to come up in front of the class and pick up a card on which one

of the words was written, he or she was not allowed to show the card, instead he had to describe

or define the word for the others to cross it out. For extension, I asked the students to draw the

words for the others to guess, while music and drama students were asked to mime.

shy, lazy, easygoing

Generous Rude Immature

Talkative Bossy Outgoing

Energetic Impatient Popular

The activity engages students and makes them aware of their understanding and retention

level. They also learn that learning can be fun and may use the revision technique at home as

well. There is not a special setting concerning the furniture in the classroom, however the

definitions, the cards have to be prepared in advanced, but may be used in the following year.

There is a time limit for the activity to avoid boredom. I personally prefer to end up an activity

when children are still enthusiastic, so as to repeat it again later. According to Roger’s learning

theory, as I stated earlier, there should be an emotional link for children to get involved.

6 Paul Ginnis, Teacher’s Toolkit, Crown House Publishing Ltd, Wales, 2002

Results When they were asked about the activity (see annex 4)

What you liked What you disliked

They liked the atmosphere, the way they are learning words in English. Satisfied they learned the words and confident in their skills

Some of them did not have the chance to win

On tour

On tour, trains students to answer questions precisely and fully. They learn from the work

of others as they move to paper to paper scrutinizing contributions. Also are enabled with

decision making technique when decided together in elaborating the answer.

Procedure:

This method is a chance for students to get out and about, also

it is an interactive way to find and learn information about a topic.

Around the classroom the teacher displays a number of large sheets of

paper. Each sheet is labeled with a question statement or issues related

to the topic. Then at a sign given by the teacher students walk around

writing their responses on the charts. The teacher assigns a direction

of movement as to avoid congestion. After they have written on all the

charts, learners take a tour of the room reading the answers and jotting

down their observations on a worksheet. Finally they discuss all the

What the activity is design

to achieve

Emotional

intelligence

*

Independence *

Interdependence ***

Multi-sensation ***

Thinking ***

What the activity contain

Kinesthetic ***

Intrapersonal **

Linguistic ***

Interpersonal ***

Naturalistic

Spatial **

Musical

Logical **

observations made.7

Application

To teach phrasal verbs to high school students, I displayed pictures with different phrasal

verbs around the classroom, in groups of three students had to go round and watch all the

pictures in no more than 2’ trying to remember the pictures as much as possible. When they

returned they were given a fill in exercise with the phrasal verbs displayed. They were

challenged not only to deduce from the context the word needed but also to grab the meaning of

the unknown words, not to mention that they had to remember the pictures.

Results To test the efficiency of this method I gave a short test to my students and the average

was 8,80, which clearly highlights the benefits of it.

It needed preliminary preparation concerning the pictures, also I could not displayed

them beforehand, so, while I was checking their homework I slicked them around with blutak,

but I covered the pictures with a blank sheet of paper for students not to be able to see. The

furniture, should be cleared, only, where necessary for students to move with ease from one

place to another.

Happy art talk

This method applies exclusively to my art students since it aims to use art as a way to

reveal their feelings. As stated in the previous chapter there should be an emotional link for

students to be actively engaged. I think most of the children like drawing, but our students are

trained to give sense and meaning to the way they mix colours or design shapes.8

7 ibidem

8 Linda Campbell, Mindful Learning, Corwin Press, INC, California, 2003

Specific room layout &preparation & Yes

Application 1. students were asked to relax and close their eyes, they

were induced into a peaceful atmosphere;

2. they were asked to think back to their childhood and

picture a time or a day when something pleasant occurred

which meant a lot to them when they were children;

3. with eyes closed students had to recall the memory as it

happened, thinking about their feelings;

4. with eyes open students were asked to draw or sketch

using colors and shapes abstractly to capture that

memory or their feelings about it on paper

5. in groups of four students had to share their experiences and talk about how the

drawing represented the event and feelings about it.

6. the drawings were displayed around the classroom for others to see.

7. as homework they had to write a story about this memory

Results This activity was foremost a success with painting and architecture students, they enjoyed

drawing; being their specialty. Apart of using their talents in learning Englis, there was a

nurturing atmosphere for creativity and imagination; also they practiced vocabulary like colors

and feelings as well as asking and answering questions. When asked about the activity 98%

tremendously enjoyed the activity, especially the drawing part and felt that they managed to talk

about it, more than when simply asked to recall a memory without visual support.(see annex 4)

What the activity is design

to achieve

Emotional intelligence ***

Independence ***

Interdependence ***

Multi-sensation ***

Thinking ***

What the activity contain

Kinesthetic ***

Intrapersonal ***

Linguistic **

Interpersonal ***

Naturalistic **

Spatial ***

Musical ***

Logical *

Students spent a lot of time on drawing even in their break, however sometimes it is needed to

get out of shape and have relaxing moments as in the last week of the semester or after a term

paper.

With music and drama students I used this method with music on the background.

Students were asked to close their eyes while listening three different pieces of varied music.

While listening or once the music was over they had to write

down the feelings and fantasies they had while listening. In

groups of four they shared their experience and at the end each group reported in order to

summarize their reactions to the experience.

Conclusions

The conclusions I could draw from the above; teaching English through active methods

indicated that most of the students enjoyed the activities; moreover they were induced to reflect

upon their learning styles and needs which led to responsibility. According to their answers the

efficiency laid in multifaceted of the activity context. As the Gestalts pointed: the human

curiosity has to be fed by challenge9, students need exposure to different approaches and

challenges to meet the 21st century demands. As their answers indicate none of them complained

of being bored, tired or unwilling to take part. On the contrary, they were provoked to use their

creativity, their critical thinking as well as social skills which gave them an insight into learning.

What is more, they immersed deeply in the learning process, acquiring the skills needed.

All their answers were collected and interpreted, also students were informed of the

results in order to make them more aware not only of their learning needs but also of discovering

themselves: style, likes and dislikes.

All data collected related to my students’ answers indicated that:

9 David Minton, Teachink Skills in Further & Adult Education, Macmillan, London, 1991,

Specific room layout &preparation & No

Therefore, is vitally important for the teacher to understand the most prominent theories

in order to be able to cater the 21st century students’ learning needs but also to develop their

toolkit of approaches in order to be better equipped to cope with whatever the profession throws

at them. Furthermore, the passive way of learning as our parents and my generation used to apply

and the diligent workers as the work market used to demand would not be applicable anymore.

As we witnessed a continuous change and evolution at all levels, to meet the claims of a digit

society, the teachers would have to orchestrate the approaches and methods in order to tackle all

the necessary 21st century needs.

Moreover, a great emphasized should be placed on exposing students to a wide variety of

learning experiences as well as of self-study techniques in order to meet the 21st century

demands to achieve educational and personal goals and reach their potential. Encouraging

multiple learning approaches to match diverse learning styles and providing multiple ways for

students to express their understanding is necessary for effective learning.

Without doubt, teachers regularly have to cope with many changes regarding the types of

learning experiences to be offered and the educational outcomes to be fostered. Such changes

require proper resources and support for teachers. This involves both the necessary physical

resources in terms of equipment and materials, and the necessary education and training through

in-service courses and other support activities. Schools need to provide teachers with the

necessary materials like markers, large sheets of paper in order to optimize the learning process

Yes

NO0.00%

50.00%

100.00%

Yes

OK

NO

otherwise the teachers will stay stick to the traditional methods which do not need so many

materials. However, more than these, it requires the time for teachers to engage in the necessary

planning and preparation. This means that schools need to create an organizational infrastructure

to enable such time to be made available.

Effective learning also requires effective teaching which relies on teacher’s commitment

towards being effective. This degree of commitment tends to call for an effort over and above

that strictly required by the call of duty. In return, a teacher needs to feel respected and valued to

feel that his or her work is worthwhile. This remains to be seen with the new law of education

and future political changes.

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