Contextualized Instruction

1
Evidence of Learning
Functions
SLA
Backward Design
Contextualized Instruction
Higher order thinking
Vocabulary
Blooms Taxonomies
2
Objectives

• Gain some knowledge of Language Learning
  Strategies (LLS)
• Re-Activate knowledge of Learning Styles
• Learn 20 LL Strategies
• Link LLS to Instruction
• Apply LLS in developing lessons
• Resource
• Sailing the 5 Cs with Learning Strategies

3
Language Learning Strategies(LLS)

• Why teach them?

LLS instruction focuses on making the students
more active learners by teaching them how to
learn and how to use what they have learned, and
be more successful second language learners.
4
What are learner strategies for?

• for enhancing learning.
• for performing specified tasks.
• for solving specific problems.
• for compensating for a deficit in learning.
• for making learning easier, faster, more
  enjoyable.

5
Distinct from Learning Styles

• learner's "natural, habitual, and preferred
  way(s) of absorbing, processing, and retaining
  new information and skills" (Reid, 1995, p. viii)

6
STYLE INVENTORY

• Take 5 minutes to fill out the survey.

7
Language Learning Strategies

• specific actions, behaviors, steps, or
  techniques that students (often intentionally)
  use to improve their progress in developing L2
  skills. These strategies can facilitate the
  internalization, storage, retrieval, or use of
  the new language. Strategies are tools for the
  self-directed involvement necessary for
  developing communicative ability. (Oxford,
  1992/1993, p. 18)

8
National Standards

• Students who use learning strategies effectively
  begin to see themselves as language learners and
  take on more responsibility for their own
  learning. Learning strategies benefit all
  students since even those who use some strategies
  effectively can be taught additional ones.
  (Standards, p. 30-31)

9
Take 2 minutes to think about some strategies you
personally use.Then talk with your table group
for 5 minutes.
When you learned your L2, what strategies did you
use?
10
Some strategies

• Highlighting
• Listening to media
• Peer tutors
• Study groups
• Color Coding
• Self Talk
• Visual imagery

• Graphic organizers
• Draw pictures
• Physical gestures
• Flashcards
• Mnemonic devices
• Note taking
• Paired items

11
(No Transcript)
12
Why Use Strategies?

• learner-centered and allow learners to become
  more self-directed
• expand your role as the language teacher
• are problem-oriented
• involve many aspects, not just the cognitive
• can be taught
• are flexible
• are influenced by a variety of factors
• (Oxford, 1990, p. 9)

13
Why are these important?

• they are tools for active, self-directed
  involvement, which is essential for developing
  communicative competence (Oxford, 1990)
• help students become better language learners.
  Graham (1997)

14
Students are already using strategies to learn
language and to learn in other subjects. However,
many of them are not conscious of the techniques
they are using. By explicitly identifying
learning strategies as learners use them, you can
empower learners to use these strategies more
effectively and in a wider context.
Strategies they use
15
How Teachers Can Help

• Identify students learning styles and current
  strategies through surveys, interviews, etc.
• Help students discern the most relevant LLS for
  their learning style, tasks, and goals
• Aid students in systematically using them

16
Building Students Repertoire

• Metacognitive - reflecting upon your learning
• Organize/Plan Your Own Learning
• Manage Your Own Learning
• Monitor Your Own Learning
• Evaluate Your Own Learning
• Task-Based - use their own resources to learn
  most effectively
• Strategies That Use What You Know
• Strategies That Use Your Imagination
• Strategies That Use Your Organizational Skills
• Strategies That Use a Variety of Resources

17
(No Transcript)
18
Metacognitive Strategies
19
Metacognitive Strategies
20
Task-Based Use What you Know
21
Sample Anticipation Chart
22
Task-Based Use What you Know
23
Task-Based Use your Imagination
24
Task-Based Use your Organizational Skills
25
Task-Based Use your Organizational Skills
26
Task-Based Use a Variety of Resources
27
Determining Success!

• Knowing Learning Style

Applying Appropriate Learning Strategies
Accomplishing the Task
28
Integrating LLS with Instruction

• Effective strategies instruction is not an
  "add-on" or a separate content area rather,
  strategies instruction is used to support
  language learning and to accomplish authentic,
  meaningful language tasks. Although some initial
  explanations are needed, most strategies
  instruction should occur while you are working on
  language tasks.

29
LLS and the 3 Modes

• Interpersonal
• Interpretive
• Presentational
• Culture!

30
Interpersonal Mode
31
Interpretive Mode
32
Presentational Mode
33
Culture Practices/Perspectives
34
Culture Products/Perspectives
35
Resources

• http//www.nclrc.org/sailing/index.html
• http//www.nvcc.edu/home/lfranklin/strategies.htm
• http//www.metamath.com/multiple/multiple_choice_q
  uestions.html DVC Learning Style Survey for
  College has a good introduction, four categories
  of styles (visual/verbal visual nonverbal
  tactile/kinesthetic auditory/verbal), and a
  self-assessment web-based tool. Results/scores
  are based upon 32 questions.
• http//www.engr.ncsu.edu/learningstyles/ilsweb.htm
  l Index of Learning Styles Questionnaire
  (Felder/Silverman) introduction, learning
  preferences on four dimensions (active/reflective,
  sensing/intuitive, visual/verbal, and
  sequential/global) and a self-assessment
  instrument self-scored. Results/scores are based
  upon 44 questions.

36
Your Task (between now 1100)

• Form groups of 3 by language and level
• Define language lesson objectives to include a
  real-life cultural/social situation
• Decide what strategies students will be able to
  use by the end of the lesson and self-evaluate.
  List strategies objectives.

37
Continued.

• List materials. Create samples of any
  worksheets/graphic organizers that will be
  needed.
• Sequence of Activities
• Presentation At least one step-by-step activity
  that describes how you will model your
  expectations and learning strategies.
• Practice in which students use the language to
  achieve the communicative objectives using
  strategies you model/suggest.
• Debriefing/Self Evaluation students reflect and
  share their strategies for learning.