ON "PAYING ATTENTION"
I think that
our daily challenge is to get to a point where students (in my case elementary
school students) become intrinsically motivated to pay attention because "they
need to solve a problem or answer a challenging question" or they need to
write a note giving an opinion on something they care about" or because "they
want to test a previous idea" or
because "they want to be part of something with their classmates" or
because "they expect certain serious feedback on their work" and so
forth. In my experience this seems to be the case when I work with Content and
Language Integrated projects. Most students get motivated to learn about
authentic content and they need the language/grammar to express themselves, to
convince others, to publish their work, to post their work in cyberspace and
more. I am sometimes astonished to see how many students ask for the language
they need (really paying attention) in order to express themselves.
This, of course, works when we are careful to consider all the opinions (in different formats, not only orally but also by inviting them to write, to make mind maps, to draw, to write cartoons,
to finish incomplete ideas.......and more). I would also add the topic of
"being patient" to listen, to refrain from correcting before is time
to do so, realizing and being aware that our opinion and our reactions as teachers are fundamental to keep the right
learning atmosphere and their valued attention.
Hi Marta, your comments about CLIL are very interesting and relevant (and I LOVE the cartoons too, haha!). This kind of task-based approach to classroom activity seems to fit well with the science and theory we are reading - but isn't it so much harder for teachers to learn how to facilitate that kind of lesson effectively? As a teacher trainer, I often come across teachers who are just so far from there in terms of teaching skill.... that's my challenge :)
ReplyDeleteHi Carole, thank you for your comment. Yes, I agree with you in relation to the challenge of helping teachers make this theoretical and practical shift towards a "meaning matters" perspective.
ReplyDeleteI also think that when teachers come across the right materials it is easier for them to slowly understand the idea that knowledge is constructed rather than transmitted.
In my personal experience I have been designing and using CLIL materials for more than ten years in non-bilingual schools in Buenos Aires with very good results (children take English classes 3 weekly hours only). Both experienced and inexperienced teachers have approached the units with our teacher's manual and they have been achieving impressive learning outcomes. We compared results of same age group classrooms working with regular EFL textbooks and found significant differences. The CLIL groups were much more involved, loved the units and accomplished a lot more in all four skills.
But, of course, it does require supervision and guidance.
Hi Marta!
ReplyDeleteThose a good reasons for students to WANT to pay attention, intrinsically. I notice all of them start with the word "THEY". If THEY find what is interesting about the task or how it relates to their lives or something that is challenging to them, then they will want to solve/complete the task.
When you mention students asking for the language they need, it reminds me of Task-based learning. Which, I agree with Carole, sometimes teachers don't feel they have enough languge themselves to expose themselves to having to provide language they have not prepared for. It is a shame and there are solutions, I mean, of course, we can use dictionaries in class, either hardcopy or online, but I have heard many teachers saying they don't feel secure enough.
Best,
Sarah
Thanks for your comment Sarah!
DeleteI think a good way to lower teachers 'anxiety is by providing specific controlled learning situations with choice. When I mentioned the "language they need" I do not necessarily mean that is an uncontrolled teaching situation. Many times we can create a situation where students will need certain language we can anticipate for. For example, if you work with a story for some time and then their task is to write a similar story changing the character, the setting, the actions, the message......we can prepare in advance the language that will probably be needed.
Hi Marta
ReplyDeleteI loved the cartoons too : )
Yes, our job is to create situations where our students NEED language and then they will ask for it, or make use of handy resources. It's the need that is motivating.
Thanks for your comment Karen!
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