pedagogy skills in supporting language learning
DESCRIPTION
The presentation explores the pedagogical skills used to support language learning. I'll revisit the way we teach by exploring how we learn; Investigate teaching as a “Design Science”, and explore pedagogical models of learning associated with practice. Finally I will question how we can promote non-formal learning through communities of practiceTRANSCRIPT
Pedagogy skills in supporting language learning
Robin TrangmarPennaeth Raglen - Addysg a
HyfforddiantHead of Education and Training
Smartphone / Tablet users Look for the Wifi: Go to the following website:
m.socrative.com In Room Number type 546546 Click ‘join room’
Socrative Quiz
Demographics• Q 1, 2, 3 – answer alone
Aims and Outcomes Learning Intentions
To explore the pedagogical skills used to support language learning
Success Criteria Revisit the way we teach by exploring how we
learn Investigate teaching as a “Design Science”
Explore pedagogical models of learning associated with practice
Question how we can promote non-formal learning
"Teaching is more like a design science because it uses what is known about teaching to attain the goal of student learning , and uses the implementation of its designs to keep improving them”(Laurillard 2012; 1) (my emphasis)
Socrative Quiz
Internet use• Turn around to the person sat
behind you and discuss Q4, Q5 and Q6 before you answer
Active mobile broadband subscriptions by region in 2010 and 2011(2011 figures are estimates)
Global
Developednations
Developingnations
AfricaArabStates
Asia & Pacific
CISEurope
The Americas
Active mobile broadband subscriptions 2011 (millions)
1,093
635 458 27 42 422 87 226 279
Per 100 people 2011
15.7%
51.3% 8.0%3.3%
11.7%
10.7%
31.3%
36.5%
29.7%
Active mobile broadband subscriptions 2010 (millions)
773 516 256 14 26 281 63 174 206
Per 100 people 2010
11.2%
41.8% 4.5%1.8%
7.4%
7.3%
22.5%
28.2%
22.1%
Source: International Telecommunication Union (June 2012) via: mobiThinking
What it takes to learn
Behaviourism
Conceptual Learning
Social Constructivis
m
Experiential Learning
Cognitive Learning
Associative Learning
Collaborative
Learning
Construction-ism
A comprehensive account of what it takes to learn?
TeachingBehaviourismAssociative learningCognitive learning
Self – directed LearningExperiential learningSocial constructivismConceptual learningConstructionismCollaborative
learning
The Teacher – Learner partnership Behaviourism
Learner learns to exhibit certain behaviours “operant conditioning” Reinforcement after a behaviour is demonstrated
Associative learning “Connectionism” (ie connecting events) – more
useful than “operant conditioning” Important that teacher optimally sequences tasks
required for learning (eg) literacy (Frith 2007) Cognitive Learning
Importance of meaningfulness of learning activities to the learner
Technology + Learning Teaching Teaching is supported through ‘technology’ Historically
Books, blackboard, chalk Currently
Internet supported, computer mediated
A comprehensive account of what it takes to learn?
TeachingBehaviourismAssociative learningCognitive learning
Self – directed LearningExperiential learningSocial constructivismConceptual learningConstructionismCollaborative
learning
Experiential Learning Dewey (1938) – learning through experience
Learner’s own organisation of the problem situation is what enables them to develop new knowledge within a curriculum, just as they do in their untaught, informal learning
Learner will continually develop their knowledge through attempting to work through realistic, experiential problems
Ideas are formed, the resulting conditions observed, facts and ideas created for future use
Collaborative Learning Experiential learning that requires the learner
to produce an output by acting on the world in some way More than discussion, argument, question or
answer Demands group consensus on producing an
output Output may be represented in different ways –
essay, report, presentation, performance, proposal …
Group collaboration creates output as a ‘shared understanding’ (agreed output) and requires each learner to reflect on the others’ ideas in order to critique of extend them
Social Constructivism Learning happens automatically in the brain for our
evolved capabilities Skills and knowledge developed by other individuals
must be learned through imitation, discovery or communication Communication is enhanced through the use of language
which can express complex ideas Dewey & Vygotsky emphasised the role of language
and social interaction Through discussion between learner, teacher &
each other, they develop ideas in ways that are different from the learning they do through practice & experience
See also Frith 2007, 2011
Conceptual Learning Deep and Surface level processing (Marton & Säljö,
1976) Deep approach
Seek meaning Looking at the broad picture Relating ideas to previous knowledge & experience Looking for patterns & underlying principles Checking evidence & relating it to conclusions Examining logic & argument cautiously & critically Monitoring understanding as a learning process Engaging with ideas & enjoying intellectual challenge
(Entwhistle & Peterson, 2004)
“teaching is about moving minds”
(Laurillard 2012; 5)
Non-formal learning
Slide 19
Subject – specialist pedagogy[It is] ‘a fact that different ways of knowing and understanding demand different ways of learning and teaching. Mathematical, linguistic, literary, historical, scientific, artistic, technological, economic, religious and civic understanding are not all the same. Some demand much more than others by way of a grounding in skill and propositional knowledge, and all advance the faster on the basis of engagement with existing knowledge, understanding and insight’.
(Alexander (2000, 561) in Coffield et al, 2004, 144)
Non-formal language learning “People are constantly learning
everywhere and at all times. Not a single day goes by that does not lead to additional skills, knowledge and/or competences for all individuals. For people outside the initial education and training system, adults in particular, it is very likely that this learning, taking place at home, at the workplace or elsewhere, is a lot more important, relevant and significant than the kind of learning that occurs in formal settings”
(OECD)
Socrative Quiz
Language• Q 7, 8 – answer alone
Technology + Teaching Learning “Knowledge technology” shapes what is
learned by changing how it is learned
Constructionism Laurillard (2012; 54) summarises this as:
Learning through experience Learning through practice Learning by doing Learning by constructing Situated learning
Learning through a practice environment (Papert 1980) learners learn more deeply because the actions
they take to produce something elicits results that feed back information about how to produce their next action (similar to situated learning)
How could we use the internet to support non-formal second language
learning?
Disruptive Technologies Smartphones and Tablets
Apps Engage with authentic language speakers
Networking, Video conferencing Hear authentic language spoken
Podcasting YouTube
We can customise information to come to us Widgets RSS feeds News aggregators
Networking Services Google +
Social Networking Small group communications
Skype 1:1 conferencing
Socrative Quiz
Demographics• Q 9, 10 – discuss with the person
sat next to you
Online Services The BBC
http://www.bbc.co.uk/podcasts/series/tae http://www.bbc.co.uk/worldservice/learningenglis
h/
Minds on Fire … “The places that are globally competitive are
those that have robust local ecosystems of resources supporting innovation and
productiveness … these ecosystems must … provide support for continuous learning … Nor is it likely that the current methods of teaching and learning will suffice to prepare students for the lives that they will lead in the twenty-first century”
(Seeley Brown & Adler, 2008; 16)
Contact details Robin Trangmar FHEA, FIfL, FRGS, M.Ed.,
CharteredMCIPD
@yrathrohttp://yrathro.wordpress.com
Head of Education and Training, Coleg Llandrillo , Colwyn Bay LL28 4HZ
01492-546666 x427 [email protected]
Presentation at http://goo.gl/nOsqy
References Coffield, F., Moseley, D., Hall, E., & Ecclestone,
K., (2004) Learning styles and pedagogy in post-16 learning: A systematic and critical review. LSDA, London
DeJong, T., & Ferguson-Hessler, M., 1996. Types and Qualities of Knowledge. Educational Psychologist, 31(2), 105-113.
Dewey, J. (1938) Experience and Education, New York: Collier Books (see http://www.infed.org/thinkers/et-dewey.htm)
References Entwistle, N. and Peterson, E. (2004). Conceptions
of learning and knowledge in higher education: relationships with study behaviour and influences of learning environments. International Journal of Educational Research. 41 (6), p.407-428
Frith, C., (2007) Making up the mind: How the brain creates our mental world. Oxford, Blackwell Publishing
Frith, U., (2011) Brain Waves 2: Neuroscience: implications for education and lifelong learning, London, The Royal Society available at http://royalsociety.org/policy/projects/brain-waves/education-lifelong-learning/ accessed 15 October 2012
References Laurillard, D., (2012) Teaching as a Design
Science: Building Pedagogical Patterns for Learning and Technology. London, Routledge
Marton, F & Säljö, (1976) On Qualitative Differences in Learning: I—Outcome and Process British Journal of Educational Psychology, Volume 46, Issue 1, pages 4–11, February 1976
References OECD. Recognition of Non-formal and Informal
Learning. downloaded from http://www.oecd.org/document/25/0,3343,en_2649_39263238_37136921_1_1_1_37455,00.html 28 February 2013
Papert, S., (1980) Mindstorms: Children, Computers, and Powerful Ideas. Brighton, The Harvester Press
Seeley Brown, J., & Adler, R., EDUCAUSE Review, vol. 43, no. 1 (January/February 2008): 16–32
Wertheimer, M., (1959) Productive Thinking. Michigan, Harper