Rah awakening advanced adolescents (2013) blue1

AWAKENING ADVANCED ADOLESCENTS

giving a new voice

by Rob Howard - IBEU July 2013

Warm-Up

answer the questions

Where is the Lymphatic System in the common snail?  

Which section of Jordan is original to the country?  What was Genghis Khan’s pet name for his second in command?  

What is the average drying time of concrete?  What song is never played on Pop radio stations?  

How many senators have served more than five terms?  Which famous educator is responsible for pair-work?  

How many licks does it take to get to the center of a Tootsie Pop?  What actor was known for having smelly feet?  

Why does a 15-year-old care about Fung Shui?

Answers

work experience

confronting

adversity

superstition

s

life-changing

events

define intelligence

family relationship

s

work experience

confronting

adversity

superstition

s

life-changing

events

define intelligence

family relationship

s

consumer habits

animal conservation

urban problems

charitable giving

spending habits

financial goals

work experience

confronting

adversity

superstition

s

life-changing

events

define intelligence

family relationship

s

consumer habits

animal conservation

urban problems

charitable giving

spending habits

financial goals

SUMMIT SERIES SUBJECTS

E I E I O

E I E I OEVEN I’LL EVENTUALLY INVENT ACRONYMS

E I E I O

PPPPractice, Presentation, Production

TBITask-Based Instruction

PBLProject-Based Learning

EVEN I’LL EVENTUALLY INVENT ACRONYMS

CLTCommunicative Language Teaching

CBICommunity-Based Instruction

CLLCommunity Language Learning

MSL Measures of Student Learning

E I E I O

PPPPractice, Presentation, Production

TBITask-Based Instruction

TTTTeacher Talking Time

EVEN I’LL EVENTUALLY INVENT ACRONYMS

CLTCommunicative Language Teaching

CBICommunity-Based Instruction

CLL Community Language Learning

MSL Measures of Student Learning

PUBLISHERS vs. REAL LIFE

Eliminating the Generation Gap

Eliminating the Generation Gap

is the right person picking the subject?

Eliminating the Generation Gap

is the right person picking the subject?

Eliminating the Generation Gap

is the right person picking the subject?

What’s in it for them?

THE MINNESOTA LANGUAGE PROFICIENCY ASSESSMENTS

(MLPA)

“Students tend to perform best when they aremotivated by real reasons to use language—

reasons that would be plausiblein their lives outside of the classroom”.

MEANINGFUL

Minnesota Articulation Project membersand the Assessment Team at CARLA

ContextualizedAuthentic

Task basedLearner centered

MEANINGFUL

Education through work: a model for child centered learning

Cooperative learning: pupils were to co-operate in the production process.

MEANINGFUL

Education through work: a model for child centered learning

Cooperative learning: pupils were to co-operate in the production process.

Centers of interest: the children's interests and natural curiosity are starting points for a

learning process.

MEANINGFUL

Education through work: a model for child centered learning

Cooperative learning: pupils were to co-operate in the production process.

Centers of interest: the children's interests and natural curiosity are starting points for a

learning process.

Natural method: authentic learning by using real experiences of children.

.

MEANINGFUL

Education through work: a model for child centered learning

Cooperative learning: pupils were to co-operate in the production process.

Centers of interest: the children's interests and natural curiosity are starting points for a

learning process.

Natural method: authentic learning by using real experiences of children.

Democracy: children learn to take responsibility for their own work and for the whole community.

from

Why aren’t they talking - RAH

Bullying

to

Why aren’t they talking - RAH

Nurturing

from

Why aren’t they talking - RAH

Boredom

to

Why aren’t they talking - RAH

Engagement

from

Why aren’t they talking - RAH

Classroom

to

Why aren’t they talking - RAH

Community

Social Not-working

Social Not-working

are they REALLY participating?

Social Not-working

are they REALLY participating?

are YOU really participating?

______________________________________________

Social Net-working

real interactions

real-life scenarios

real conversations

Social Net-working

Is the subject meaningful?

Social Net-working

Increasing Learning Time

Joan Saslow

Increasing Learning Time

60 classes x 1.25 hours = 75 hours

Increasing Learning Time

60 classes x 1.25 hours = 75 hours

75 hours = 3.125 days per year

Increasing Learning Time

60 classes x 1.25 hours = 75 hours

75 hours = 3.125 days per year

over 6 years = 18.75 days

Increasing Learning Time

what are they doing outside of class?

60 classes x 1.25 hours = 75 hours

75 hours = 3.125 days per year

over 6 years = 18.75 days

RAH based on IBEU Basic 1 to Advanced 4

Increasing Practice Time

WritingSports

SpeechesMusicActing

Life

Increasing Practice Time

Are they really practicing?

Are they practicing the right way?

Are they practicing the right thing?

Does music practice tell us anything about practicing language?

Increasing Practice Time

are they REALLY prepared?

Increasing Practice Time

HWPWGW

Scripting

Pre-speaking activities and testing

IDEAS

GROUP PROJECTSSTUDENT-MADE FILMS

PRESENTATIONSREADING PROJECTS

PLAYSPOETRY

FACEBOOK INTERACTIONLESSON PLANNING

IDEAS

IDEAS

Anabel Nowak - DüsseldorfCarla Arena - Brasilia

Rob Howard – Rio de Janeiro

Intercultural Project 2013 - Brasilia - Düsseldorf - Rio

IDEAS

IDEAS

T

This portion of the lecture is not the opinion of IBEU or it’s staff. It is

the mad rantings of one teacher who is currently doing a supervised

research project. It is strictly for advanced level adolescents, done

under controlled task-based conditions, only once and does not give

permission for the use of L1 in the classroom. Do not attempt this

without the help of Rob, or wait until Scott Thornbury, Jeremy Harmer,

Ken Wilson or another expert says it is ok. Do not try this at home.

Should symptons of success persist, notify Rob or your doctor.

WARNING: May cause more fluency in the classroom.

L1 in the Classroom

there is ample evidence that in a bilingual’s brain, both language systems are active even when he is using only one language…

Why Bilinguals Are Smarter

L1 in the Classroom

there is ample evidence that in a bilingual’s brain, both language systems are active even when he is using only one language…

suppressing one language system: … was thought (to) help train the bilingual mind… that explanation increasingly appears to be inadequate

Why Bilinguals Are Smarter

L1 in the Classroom

L2 users code-switch readily from L1 to L2

L2 processing cannot be cut off from L1

Evidence for Multi-Competence

L1 in the Classroom

Research also shows that immediate emotional reactions to emotively charged words are muted in non-native languages…

Thinking in a Foreign Language Makes Decisions More Rational

L1 in the Classroom

…students only draw on a limited range of language… it is communication without personal

involvement… like throwing them in the deep end of a swimming pool.

We have ways of making you talk

L1 in the Classroom

…students only draw on a limited range of language… it is communication without personal

involvement… like throwing them in the deep end of a swimming pool.

What is needed is a way of providing the students with language before they start...

We have ways of making you talk

L1 in the Classroom

why limit their range by stifling them?

Student as Teacher

…turning the students into teachers… increased dramatically their motivation. They not only spoke far more in each class, by working together they also overcame their inhibitions more quickly.

The Koblenz Model

Student as Teacher

…turning the students into teachers… increased dramatically their motivation. They not only spoke far more in each class, by working together they also overcame their inhibitions more quickly.

A feeling of solidarity developed…

The Koblenz Model

Student as Teacher

Student as Teacher

"Kids love to learn from other kids. First of all, it's often easier. The explanations are usually simpler, better. There's less pressure, less judgment.

SUDBURY SCHOOLS

Student as Teacher

"Kids love to learn from other kids. First of all, it's often easier. The explanations are usually simpler, better. There's less pressure, less judgment.

Kids also love to teach. It gives them a sense of value, of accomplishment”.

SUDBURY SCHOOLS

Student as Teacher

Student as Teacher

Confidence Building

can they really speak?

Confidence Building

can they really speak?

Confidence Built

Julia in an IBEU Theater group play

TODAY

“we need to start by understanding that we are preparing studentsfor the world that is their future,

- Ira SocolUniversal Design for Learning Technology Researcher at Michigan State University

TODAY

“we need to start by understanding that we are preparing studentsfor the world that is their future,

not the world that is our past”

- Ira SocolUniversal Design for Learning Technology Researcher at Michigan State University

Giving a Voice

we must give them a reason to speak

Giving a Voice

we must give them a reason to speak

speak

say

Thank you

AWAKENING ADVANCED ADOLESCENTS

giving a new voice

[email protected]

[email protected]

http://facebook.com/robinhohoward

RESOURCE LINKS

[email protected] www.rahstar.com

THE MINNESOTA LANGUAGE PROFICIENCY ASSESSMENTS (MLPA) http://www.carla.umn.edu/assessment/mlpa/pdfs/miniguide.pdf

Technology: The Wrong Questions and the Right Questions… by Ira Socol http://speedchange.blogspot.com.br/p/blog-page.html

Sudbury SchoolsDaniel Greenberg: Age Mixing, Free at Last - The Sudbury Valley School. 1987 ISBN 1888947004, (pg. 75-80) http://www.sudval.com/01_abou_01.html

LdL: Jean-Pol Martin, Guido Oebel (2007): Lernen durch Lehren: Paradigmenwechsel in der Didaktik?, 2007, ISBN 1342-6575)

The Koblenz Model within Anglo-American Cultural Studies at German Universities by Jody Skinnerhttp://www.developingteachers.com/articles_tchtraining/koblenz1_jody.htm

'Evidence for multi-competence', Cook, V.J. (1992). Language Learning, 42, 4, 557-591‘We have ways of making you speak', Cook, V.J. (1980). http://homepage.ntlworld.com/vivian.c/Writings/Papers/We%20have%20ways1980.htm

Why Bilinguals Are Smarter By Yudhijit Bhattacharjee, SCIENCE THE NEW YORK TIMES, March 17, 2012 http://www.nytimes.com/2012/03/18/opinion/sunday/the-benefits-of-bilingualism.html?_r=0

Thinking in a Foreign Language Makes Decisions More Rational, By Brandon Keim, WIRED, April 24, 2012http://www.wired.com/wiredscience/2012/04/language-and-bias/ Does music practice tell us anything about practicing language? - Jeremy Harmer, 2012-2013http://www.youtube.com/watch?v=5ux3Y-wvzuohttp://www.youtube.com/watch?v=JsWdz0dixgQhttp://jeremyharmer.wordpress.com/2013/01/09/is-there-any-connection-between-music-practice-and-language-practice/

Education through work: a model for child centered learning; Célestin Freinet, translated by John Sivell. Lewiston: Edwin Mellen Press, 1993.

Why aren’t they speaking?, Rob Howard, 2013 (awaiting publication)

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