1 Sensorimotor Aprox ages birth to 2 years Major acomplishments Children use sensory motor

2Pre-operational Age: 2 to 7 Years Development of the ability to use symbols to represent objects in the world. Thinking remains egocentric.

3 Concrete operational 7 to 11 Improvement in ability to think logically. Thinking is decentred and problem solving is less restricted by egocentrism, Abstract thinking is not possible

4 Formal operational 11 adulthood They begin to think about thinking. Abstract and purely symbolic thinking is possible. Problems can be solved through the use of systematic experimentation

Characteristics of 2-3 year old children There are many milestones in physical, emotional and learning development during the ages two and three. Each child is individual, and developmental milestones should not be compared. Children can reach milestones early to late. Jump with both feet together To hold fat crayons and scribble on paper Run and play chase Ridea Trycicle Dress him or herself

Start potty training Feed him or herself

Learning Understand the differences in sizes and textures, large- small, short-tall, soft- hard. Say up 50 words and make small sentences Name up five different body parts Say her name, identify colors when asked Love to engage in pretend and make believe play.

Emotional May be hard on himself if he makes mistakes Starts to label feelings, such as happy, sad, mad Knows what he or she likes and dislikes May start having temper tantrums Is interested in playing, or being around, other children Children this age tend to excel and flourish with a routine

Characteristics Pre-school or just beginning school Limited motor skills Learn holistically Cannot distinguish between different parts of the language Limited reading and writing skills in L1 Love stories, fantasy See no need to communicative in English

4 to 6 years old Implications Not used to classroom

Need

Cannot analyse language Introducing reading and writing in English Bored with many topics Students use L! Exclusively

Exposure to chumbs of language Lots of listening, spelling activities. Fun Stories, fantasy, fun Reasons to speak in English

Characteristics Beginning to be logical and analytical Asking questions Reading and Writing still minimal in L! Still have problems sharing

7- 9 years old Implications

Need Opportunities to experiment

Need Answers Still need support and help Group activities not always succesful

Practice and

Developing confidence to express themselves Developing knowledge of the world around them

Students will have views on what they want to and tal about Know more than we often give them credit for.

Chance to state opinions

Characteristics Longer attention spin Knowledge of the world growing Talking more seriously Still children More cooperative with peers Intelectual motor and social skills developing Developing own learning strategies

10-12 years old Implications

Need

Can be given responsibility Have need for security and pleasure Can do more group work

Chance to be independent T sensitive to their needs moods Variety of growing in class

Children wont all read in the same way to the same task or topic

Strategy & Activity Learning STRATEGIES Teaching Cognitive Communicative Learning Strategies When the learner consciously chooses strategies that fit his or her learning style and the language task at hand, these strate

Specific actions, behaviors, or techniques such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language tast, used by student teaching to learn

Learning Strategies - Planning learning - Setting learning objectives - Selecting activities - Organizing learning - Reviewing learning - Remembering language or information about language - Using reference resources - Developing hypotheses about language rules - Comparing and contrasting - Self-assessment - Self-correction - Sing reference

Before the task What do I do before I start? What am I looking at? Listening to? Why? What I am I thinking about? Am I Thinking about anything else? What do I want to do for this task? How I will I probably do it? What may be difficult for me? What will probably be easy for me?

During the task I stopped . Why? What am I thinking now?

What can I do when (I see a word I dont know, I dont understand, im comfused) After the ask How well did I do? What was difficult for me? Why? What was easy for me? How did I work through the difficult parts? What strategies did I try to use? Which strategies worked the best? When did they work the best? which strategies didnt work very well? Whe did I try to use them? Will use this strategies again? What did I do really

To motivate SS to speak - Create a story from pictures - Do role- play -See a Tv documentary -Do group work -Watch a video and discuss - Do activities involving actions

WRITE Talk in pairs and write about it Write role-plays Draw and write comic strips One person mimes and the others write what they understand Read adverts and answer them Write dialogues, postcards, etc.

READ Discuss the book cover

Read aloud Describe pictures in the book Make gestures and actions as you read Act out the story Describe settings for what you read Draw pictures to illustrate the story HOWARD GARDNER Know as much as you can about the learners rather than make them pass through the same eye of the needle

Cognitive strategies What is critical thinking? Reflection on the assumptions underlying our actions and considering new ways of looking at the world and living in it engaging, productive process enabling people to be more effective and innovative Cognitive Skills Tools that enable us to solve problems and face cognitive conflicts They empower us from an intellectual point of view. Predicting

How would you say it? Situation Your sister len you her ipad you broke it Your boss invited you to have lunch. His wife coo

You want to.. Apologize Refuse eating it Greet Greet

You say it

Communicative Strategies Can you open this can for me please? Whats her name? I really dont like soup

Can you tell me how to get to the Cathedral? Communicative strategies -Asking for an object May I borrow your eraser? - Asking for clarification or help. - Asking for information What page teacher? -Attracting someones attention. - Clarifying - Describing routines or states - Describing a personal experience - Describing an action Juanito is talking - Describing appearance - Narrating - Offering something Offering something?? - Turn-talking

How to teach grammar or vocabulary? A good class is like a cake

Denotation The definition you find in a dictionary. The literal meaning of a word Connotation- Implied meaning. Ideas you associate with a word Word (sun) Denotation (the star that is central body of the solar system) Connotation (heat, Summer) Vocabulary work Presentation Practice Consolidation How? With - Visuals, mime, cognates, definitions, lexicals sets, translation

Should Be in context

-BE meaningful , Have concept Checking What to take into account -YL aged 3-4 years old should learn a maximum of 3 words in a class - They will need to reinforce those words within the same week, try not to include more than 5 words a week -Children need a conext/situation before they are presented with new words - This provides the m with a purpose for learning and activates heir prior knowledge -Choral and individual repetition is essential not only to help get students tongues round but to provide them with confidence - Visual aids are essential to motivate and check the concept

Concept Checking Making sure students understand the meaning of a word Asking questions, incorrect statement, exemplify.

Grammar shoul be presented

In context

Children learn word at a faster rate than they learn structures Words Tangible Immediate meanings Related to clear images Easier to relate to immediate/ meaningful context

Structures Seem to be less useful Immediate meanings Are to be learned Hollistically Require lots of recycling Lots of both controlled and freer practice is needed}

Practice and consolidation In context

Promote active use Elicitation In combination with other words

Vygotsky developmental theory an introduction (Davison films)

Zone of proximal development Independent performance Zone of proximal development Juggling with language learning theories sociocultural zones Practice /Bridge Produce

Presentation

Present

Scaffolding

Independent

A boy wrote a poem Nicholas Chapman

Scaffolding

Emotional

Cognitive

Social

All the help you can provide SS with So as to enable them/ empower them to learn -Supporting language with gestures and actions( facial, expressions, making sounds, pointing , nodding) - Correcting: Reformulating, -Creating clear or familiar context for an activity .Creating a clear purpose for an activity -Demostrate example for act

- Move from known to unknown -Focus on visible obj or act -Support meaning with visuals -Relate activities to their experience -Use word banks 1c 2a 3b 4c 5a 6c 7b

A S S E S S E M E N T
How do you know when ss have learnt something? Many authors agree to say that individual have learnt when they can transfer information. According by Byrnes, Transfer is: The ability to extend what has been learnt in one context to new contexts EVIDENCE If we state that learning has to do with doing, then one key role of the teacher is to look for evidence that sows what ss can already do. HOW Before the lesson During the lesson Establish learning, outcomes and observable evidence Observe and identify evidence. Observable behaviors. Establish actions points, Follow-up task, Application, Start Again

After the lesson

Assessment has to do with TESTING Testing Mainly product oriented To pass or not to pass EVALUATING Evaluating Focus on process and product Aimed at providing information

Assessment can be.. SUMMATIVE: retrospective FORMATIVE: retrospective and prospective SELF assessment or PEER assessment TEST ITEMS /TASKS -Objective tasks-They are easy to mark because they only have true or false. EG. Multiple choice, true or false, gap-fill, etc -Subjective Tasks- They depend on judgment. Eg. Compositions, portfolio, projects. FEEDBACK: -Providing learners with relevant information that will empower them and allow them to improve -Teachers can provide learners feedback in teams of, language, behavior and learning strategies. Dealing with error: 1 ignoring error 2 echo correction: 3 Reformulating 4 Prompting 5 Recasting