![A Simple Guide To 4 Complex Learning Theories [Infographic] | TELT | Scoop.it](http://img.scoop.it/fd_yj28rfDmeuTg0WPtcujl72eJkfbmt4t8yenImKBVaiQDB_Rd1H6kmuBWtceBJ)
Do you know the actual theories of learning? A learning theory is an attempt to describe how people learn, helping us understand this inherently complex process.
Via Gust MEES, Alazne González, Luciana Viter, Inna Piankovska
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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Shona Whyte
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Rescooped by Shona Whyte from Tips for teacher development onto TELT |
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Via Gust MEES, Alazne González, Luciana Viter, Inna Piankovska
Shona Whyte's insight:
Useful for key ideas in learning theory, though perhaps more a demonstration of someone's constructivist/connectivist thoughts on learning/teaching than a useful end product for others. (Constructiorism => constructionism).
Via Katie Lepi http://edudemic.com/author/katie/
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Glossary of ESL EFL terms for easy reference.
Shona Whyte's insight:
Worth a look for basic acronyms, methods and key concepts. Delete the scoop?
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Marisa Constantinides on TEFL Matters analyses a recent talk by Krashen on technology.
Shona Whyte's insight:
Links and quotes from Krashen's recent talk in Turkey. Delete the scoop?
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Learning activities based on 10 Key Principles for Designing Video Games for Foreign Language Learning, by Purushotma, Thorne and Wheatley, 2009. Delete the scoop?
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"Module One – Powerful Learning Experiences During this module, we will think about, explore, and discuss these areas: Qualities and characteristics of epic learning. Building a community and student engagement as prerequisites for a successful flipped classroom." Jackie Gerstein
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Shona Whyte: Paul Nation has a huge number of publications on vocabulary, particularly in relation to second language learning and teaching. Many of the older articles are available for free download. Delete the scoop?
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Shona Whyte: Interesting 10 minute video of an EFL lesson based on critical thinking. The starting question is "which is bigger, Australia or Greenland?" and Alister Widdowson presents this lesson for what looks like a B2 young learners class.
Lots of inventive use of physical props as well as technology (IWB used for voting at 7:25) and we see the learners working in groups, though no specific language work - it might have been a CLIL class.
Alister Widdowson sums up: "the hook is the question, and if you've got that fascinating question, then as long as the question stays interesting, you've got the attention of the learners and I think so much of effective learning is about motivation, wanting to be there, wanting to listen, wanting to understand." Indeed. Delete the scoop?
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Jim Scrivener and Adrian Underhill: "A discussion about re-inventing our profession..." Delete the scoop?
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Shona Whyte: Laura Patsko describes a one-on-one lesson with an elementary learner on the past tense combining low-tech and high-tech elements. She explains how the activities fit with her view of learning and teaching, and the integration of technology.
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Shona Whyte: Very clearly structured 2006 conference presention - given with lectern and mic and no slides - in Busan, Korea, by Rod Ellis. The video is online at the Asian EFL Journal website, accessible with the login member and password busan2006 (which are helpfully posted on their video page).
Ellis explains what task-based language teaching (TBLT) is and why it is relevant to teaching English in Korea, illustrates with Korean students and discusses criticisms of the TBLT approach
Ellis identifies 3 dimensions of language teaching - goals (learning objectives) - content (Type A versus Type B syllabus) - methodology (accuracy vs fluency)
He introduces the notion of the Type B syllabus, which specifies learning activities or tasks, but not the language to be used. "Language is a by-product of the tasks."
TBLT aims to develop knowledge of language for natural communication, using a series of message-focused tasks, and the methodology is fluency, "saying what you want to say" rather than "using the language accurately." However, there is an accuracy side to the methodology of TBLT.
Why tasks? 1. develop implicit knowledge incidentally through the effort to communicate (an attempt to recreate the same conditions in the classroom as for L1) 2. allow automatisation - unless you experience trying to communication in "real operating conditions" (like outside the classroom) you will never use the language fluently
What is a task? 4 criteria 1. goal-directed (not a linguistic purpose) 2. primary focus on meaning (using language) 3. participants choose linguistic resources (unlike Type A frameworks which provide language resources) 4. task has clearly defined outcome
Unfocused versus focused tasks: unfocused tasks are not designed to use a particular language feature, which focused tasks are oriented towards a particular grammatical structure, although primary focus is always on meaning. No situational grammar activities, to practice a particular structure.
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Shona Whyte: Spanish teacher Emilia Carrillo shares her reflections and experience of the flipped classroom (content delivery at home, language practice in class). This is the first of a four-part series on how language teachers can go about flipping their classrooms, beginning with things to take into consideration before you start.
This article includes links to other posts on Emilia Carrillo's technology blog and to presentations by other teachers. This is the Harvesting Stage (Washing, peeling, chopping, Let’s get cooking Stage and Digesting to follow). Via Yuly Asencion Delete the scoop?
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A nice 3-part overview of the Flipped Classroom in the Daily Riff by Jon Bergmann, Jerry Overmyer, and Brett Wilie, US high school maths, science and technology teachers.
This has been a fashionable topic in recent months: "The idea of the flipped class started with lecture and direct instruction being done at home
For language teachers, if you're already using communicative or task-based approaches, there won't be much lecture material to be removed. But the flipped class is worth thinking about if your learners spend a lot of time copying down lessons to memorise or reciting rules in class: is there a way to transmit this explicit grammar instruction outside class time (videos, PDFs?) to leave more space for using the language? Delete the scoop?
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Saskatoon Public Schools: "A sampling of instructional methods with accompanying explanations are presented in this website."
Succinct and practical overviews of different types of instruction (direct, indirect instruction, experiential learning); interactive learning seems particularly relevant to language teachers since interaction is such an important element of current communicative and task-based language teaching approaches.
The authors conclude on interactive instruction thus: "The success of the interactive instruction strategy and its many methods is heavily dependent upon the expertise of the teacher in structuring and developing the dynamics of the group." Delete the scoop?
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Shona Whyte's insight:
For the 50th anniversary of the US Department of State's journal English Teaching Forum, the veteran language educator revisits his own transition from ALM to CLT as a language learner and teacher in a new introduction to his 1971 article. Delete the scoop?
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Do you know the actual theories of learning? A learning theory is an attempt to describe how people learn, helping us understand this inherently complex process. Via Gust MEES, Alazne González, Luciana Viter, Inna Piankovska
Shona Whyte's insight:
Useful for key ideas in learning theory, though perhaps more a demonstration of someone's constructivist/connectivist thoughts on learning/teaching than a useful end product for others. (Constructiorism => constructionism).
Via Katie Lepi http://edudemic.com/author/katie/ 
Kari Smith's curator insight,
February 17, 1:17 PM
Great background information to build our understanding. I really like seeing them all presented this way for easy comparison. 
Christine Cattermole's curator insight,
May 16, 4:58 AM
A very visual illustration of learning theory.
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1. David Nunan - Task-based Language Teaching in the Asia Context: Defining ‘Task’
2. Rod Ellis - The Methodology of Task-Based Teaching
3. Francis Mangubhai - What do we know about Learning and Teaching Second Languages: Implications for Teaching
4. Roger Nunn - Designing Holistic Units for Task-Based Teaching
5. Rebecca Oxford - Task-Based Language Teaching and Learning: An Overview Delete the scoop?
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Emily Hillier of Cardiff Metropolitan University (http://www3.uwic.ac.uk/) talks about the findings so far following data collection and teacher surveys as part of the iTILT project Via Graham Stanley Delete the scoop?
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Task-based learning quote from John Norris via the Leaky Grammar blog:
"Though challenging, this vision of task-based language learning offers one comprehensive alternative to the status quo. That alternative may help us realize a language education practice that is valuable to a variety of discourse communities, the language learners who need and want to interact with them, and the language teaching profession whose job it is to facilitate their doing so." Delete the scoop?
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Shona Whyte: Nice outline of blended learning: what it is, why it's helpful, how it works. Education Elements is a company selling a blended learning management system and training teachers for it. Via Xavier Van Dieren, Marcel Lebrun Delete the scoop?
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Shona Whyte: Interesting presentation and discussion of different types of teacher contributions to classroom interaction by Phil Chapell using Alexander’s repertoire of teaching talk (2008). Via Phil Chappell Delete the scoop?
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Shona Whyte: A 2012 article in English Teaching Forum by Crissa Stephens, with Rocio Ascencio, Ana Luisa Burgos, Tatiana Diaz, Jimena Montenegro, and Christian Valenzuela describing an action research project for group work on a film viewing activity. A clear description of class activities including the roles ascribed to each learner to ensure maximum participation and learning, many of which are relevant to other topics and teaching contexts. Delete the scoop?
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Jackie Gerstein made a 2-minute video on the Flipped Classroom, "a model of learning based on the experiential learning cycle" using a tool called PowToon.
Shona Whyte: It's too much too quick if you've never head of the flipped classroom, but otherwise it's a neat summary of the main elements of this teaching approach. Delete the scoop?
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Shona Whyte: Well-structured and detailed summary by Laura Patsko of Twitter discussion by EFL teachers on giving feedback on learners' writing.
Practical suggestions as well as reflection on practice, with links to tools and resources at the end. Useful for pre-service and practicing language teachers.
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Here's what I think is relevant to language teachers about the flipped classroom:
"“If you structure your class exactly the same way you have always done but employ it flipped,” warns Richard Talyor, CMO for Echo360, “effectively what you have done is added an extra hour of class for every hour of class the student has. Respect the students’ time"
It's the extra time that language learners need, in addition to opportunities for interaction. Delete the scoop?
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Jackie Gerstein of User Generated Education has this extremely well-documented and readable article, including information, illustrations, links and examples of pedagogical changes linked to technology integration in post-secondary education.
It's relevant to my own teaching/training context in the French university system; these quotes stand out for me:
- Educators need to be re-educated as to what to do with the class time that previously was used for their lectures. - Learning institutions are no longer the gatekeepers to information. Anyone with connections to the internet has access to high level, credible content. - The educator becomes a facilitator and tour guide of learning possibilities – offering these possibilities to the learners and then getting out of the way.
Without wishing to make spurious or superficial connections, it seems these points also apply to modern language teachers moving from grammar-translation to more communicative and/or task-based approaches to language teaching. Teachers trained in grammar-based approaches need to learn how to plan and implement different types of learning activities. They need to adapt to the fact that their learners can access good target language input and information without their teachers' help. And they need to de-centre their teaching to allow learners the opportunity to use the language amongst themselves. Delete the scoop?
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Great background information to build our understanding. I really like seeing them all presented this way for easy comparison.
(Edudemic - 24 Déc 2012)
A very visual illustration of learning theory.