Key concepts

1. COOPERATIVE LEARNING
LEARNING STRATEGY TRAINING
MULTIPLE INTELLIGENCES
LING 306
TEFL METHODOLOGY

2. LEARNING STRATEGY TRAINING
 “good language learners are willing and accurate
guessers who have a strong desire to communicate…
They attend to both the meaning and the form of
their message. They also practice and monitor their
own speech as well as others.” (Larsen-Freeman,
p159)

3. WHAT IS LEARNING STRATEGY TRAINING?
• LEARNING STRATEGY – used to achieve learning
strategies
• - usually tied to the needs and interests of students
to enhance learning and based on many types of
learning styles
• LEARNING STRATEGY TRAINING – learning will
be facilitated by making students aware of the range
from which they can choose during language
learning and use (to improve learning effectiveness)

4. EXAMPLES OF LEARNING STRATEGY
SEMANTIC MAPPING
COPS STRATEGY
READING COMPREHENSION

5. GOALS OF STRATEGY TRAINING
• Self diagnose their strengths and weaknesses in language
learning
• Become aware of what helps them to learn the target
language most efficiently
• Develop a broad range of problem solving skills
• Experiment with familiar and unfamiliar learning
strategies
• Make decisions on how to approach a language task
• Monitor and self-evaluate their performance
• Transfer successful strategies to new learning contexts

6. FRAMEWORK
FOR
LEARNING
STRATEGY
TRAINING
AIMS AT
RAISING STUDENT
AWARENESS OF THE
PURPOSE AND
RATIONALE OF
STRATEGY USE
GIVES STUDENTS
OPPORTUNITIES TO
PRACTICE THE
STRATEGIES THEY
ARE BEING TAUGHT
HELP THEM USE
THE STRATEGIES IN
NEW LEARNING
CONTEXTS
• SEQUENCE FOR FRAMEWORK
i. Initial modeling of the strategy by
the teacher with direct
explanation of the strategy’s use
and importance
ii.Guided practice
iii.Consolidation – help students
identify the strategy and decide
when it might be used
iv.Independent practice
v. Application of strategy to new
tasks

7. COOPERATIVE LEARNING
“WHAT CHILDREN CAN DO TOGETHER TODAY,
THEY CAN DO ALONE TOMORROW” – LEV
VYGOTSKY, 1962
“THERE IS POWER TO WORKING IN GROUPS” –
DAVID AND ROGER JOHNSON
“IT’S MORE THAN 3 PEOPLE AND FORM A
GROUP”

8. COOPERATIVE LEARNING – WHAT IS IT?
• Is an approach to organizing classroom activities
into academic and social learning experiences
• An instructional method that allows students to work
in small groups within the classroom, often with a
division of assignment of several specific tasks or
roles. Allows students to practice working in a group
and taking leadership roles
• Structured form of small group learning. Based on 2
key assumptions – positive independence and
individual accountability

9. POSITIVE INTERDEPENDENCE &
INDIVIDUAL ACCOUNTABILITY

10. PROMOTIVE INTERACTION &
INTERPERSONAL SKILLS

11. GROUP PROCESSING
 individual members of the team follow correct
procedures to analyze how well their team is
functioning and how well their team is using
interpersonal skills

12. COOPERATIVE LEARNING - OBJECTIVES
• Students learn from each other in groups
• Students think in “positive interdependence”
• Groups are mixed in gender and race
• Individuals help each other
• Teacher teach students social skills
• Students communicate in L2 to achieve language
acquisition
• Students are tested individually
• Students responsibility are distributed
• Teacher teach L2 & cooperation
• Cooperative learning teaches language for academic and
social purposes

13. HOW TO IMPLEMENT COOPERATIVE
LEARNING?
Big project – report writing based on findings,
observations etc.
Jigsaw – divide the group to focus in special areas of
the material to be learned
Peer review – learn how to provide and receive
constructive feedback

14. COOPERATIVE LEARNING
Not random – involves intentional planning that
focuses on goals and objectives
Based on students’ multiple intelligences,
learning styles, interests, readiness vs ability
Fosters positive social and interpersonal skills
demonstrated by members of the team
Assigns roles to members of the group
Individuals as well as group members
responsible for learning
Encourages individual members to reflect upon
their roles in the group and work

15. MULTIPLE INTELLIGENCES
PHILOSOPHY
The ability to enhance and amplify our intelligence
Can be taught to others
A multiple reality that occurs in different parts of the
brain/mind system
Intelligence – the ability to solve problems, create
products that are valued in more than 1 cultural
setting

16. MULTIPLE INTELLIGENCES
PHILOSOPHY
Howard Gardner found we have 7 intelligences – we
have all of them but not fully developed
“IT IS NOT HOW SMART YOU ARE, BUT HOW
YOU ARE SMART!”

17. MULTIPLE INTELLIGENCES

18. MULTIPLE INTELLIGENCES
APPROACH
Better regard for intellectuality
Provide opportunities for authentic learning based
on needs, interests and talents of students
Parents and community involvement may increase
when students demonstrate work before panels
and audiences
Students will be able to demonstrate their abilities
and strengths – can help increase self esteem

19. BENEFITS OF IMPLEMENTING MULTIPLE
INTELLIGENCES
When you teach for understanding students will
accumulate positive educational experiences and the
capability for creating solutions to problems in life

20. HOW CAN MI HELP STUDENTS LEARN
BETTER?
Learning is both a social and psychological process.
When ss understand how they are intelligent – to
manage own learning , to value individual strengths