1.
 Que es la “Triada Didáctica”?
 Por qué el aprendizaje escolar es diferente a otros tipos
de aprendizaje no escolarizado?
 En que son similares?
 Cual es la diferencia entre un “agrupamiento” y un
“grupo”?
 Por que el trabajo con un grupo puede ser mas rico?

2.
Student
ContentTeacher
4

3.
 What is language?
 What is learning a language?
 How do people learn languages?
 What should we teach?
 How can teachers facilitate language
learning?
5

4.
Linguistics
Applied Linguistics
Psychology of Learning
Curriculum
Teaching Methodology
6

5.
7

6.
Diferenciated roles
Teacher VS Student
“jug and mug” phylosophy
“Knower vs unknower”
Kowledge is perceived as a commodity
Decisions are made by the teacher
Lecturing mode
8

7.
 The students feel uninvolved
 Responsibility is not shared
 Passive students
 Little participation
 Little interaction
 Teachers feel frustrated as students don’t
“learn” what they “teach”
9

8.
 Language is learnt behavior
 Learners are organisms that can be
conditioned to produce a response.
 Pavlov: Stimulus-response
 Skinner: Operant conditioning.
10

9.
 “A theory that regards learning as an active
process in which learners construct and
internalize new concepts,ideas and knowledge
based on their present and past knowledge and
experiences”
 Knowledge is constructed

10.
 Schools should create the conditions for
learners to generate their own skills and
knowledge
 Students are at the centre of the learning
process
 Self-discovery
 Humans are both looking inwards and
operating outwards
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11.
 Humanisim emphasized the inclusion of feelings and emotions
in education
 Learning that leads to personal growth and development, as
was Maslow.
 Experiential Learning (1983)
 He believed that the highest levels of significant learning
included personal involvement at both the affective and
cognitive levels, were self-initiated, were so pervasive they
could change attitudes, behavior, and in some cases, even the
personality of the learner.
 Learnings needed to be evaluated by the learner and take on
meaning as part of the total experience.
13

12.
Conginitve Constructivism:
Piaget
Social constructivism:
Vogotsky

13.
 Learning is a serch for meaning
 Learning is active and takes time
 Learning involves language and higher thinking

14.
 Learners organize, reorganize and structure
and restructure new experinces to fit them to
existing schemata, knowledge and conceptual
stucture through an adaptation process.
 Learning is an individual and social activity

15.
17

16.
 Differentiated by reference to social basis of
higher order cognition
 Learning is a social, collaborative and
interactional activity.
 Teachers must provide “scaffolding” in
developing and acceleration sts’s ability to
think themselves and take responsibility.

17.
Actual
development
Zone of
proximal
development
Level of
potential
develpment

18.
 Learner centered: more interaction
 Teacher a s collaborator and guide
 Emphasis on relationships, inquiry and
invention
 Knowledge conceived as transformation of
facts
 Assessment of knowledge application.
Performance of tasks to demonstrate
understanding.

19.
'learning from experience'

20.
22

21.
 Types of learning vary according to the subject matter
› Signal Learning: A general response to a signal. Like a dog
responding to a command.
› Stimulus-Response Learning: A precise response to a distinct
stimulus.
› Chaining: A chain of two or more stimulus-response connections
is acquired.
› Verbal Association: The learning of chains that are verbal.
› Discrimination Learning: The ability to make different responses to
similar-appearing stimuli.
› Concept Learning: A common response to a class of stimuli.
› Rule Learning. Learning a chain of two or more concepts.
› Problem Solving. A kind of learning that requires higher order of
thinking.
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22.
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23.
25
http://www
.redwoods.
edu/Depart
ments/Dist
ance/Tutori
als/Blooms
Taxonomy/
bloomstaxo
nomy_print
.html

24.
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25.
 Immediate personal experiences are a point of
departure
 It facilitates personal growth by helping learners
to adapt to social change.(Kohonen, 1992)
 Takes into account differences in learning ability
 It offers an atmosphere of shared partnership
with a common purpose
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26.
28

27.
 Essential
motivation
exposure
use
 Desirable
instruction
29

28.
 Personal interest
Tailor-made courses
30

29.
 Rich comprehensible imput (listening and
reading)
 Meaningful content
 It allows a conscious/unconscious process
through which st. Learn to grasp meaning,
observe how to express their ideas, noticing
“chunks” in particular contexts.
31

30.
 There may be a “silent period”
 Using the language for real purposes in class
(supportive atmosphere)
 Practice
 Different kinds of interaction
Teacher Student
Student Student
Student Whole group
Teacher Whole group
32

31.
 Through interaction sts learn discourse skills:
 Opening and closing conversations
 Interacting and turn-taking
 Organizing discourse
 Reaching an agreement
33

32.
 It cannot alter the order of acquisition
 It can help sts to notice patterns and features
in L2.
 New examples of the L. Will lead to the
restructuring of the current system.
 Activities promoting awarenes are more useful
in the long run than form-focused activities.
 Teachers should foster learning opportunities
34

33.
35

34.
 DEDUCTIVE LEARNING
ADDING TO OUR
KNOWLEDGE BY
WORKING FROM
PRINCIPLES TO
EXAMPLES
36
RULE: Present Simple adds –es to the 3rd
person singular
EXAMPLES: He watches TV.
She washes the dishes.
We go to school.
Tom goes to the beach.

35.
 INDUCTIVE LEARNING
WORKING FROM
EXAMPLES TO
PRINCIPLES, RULES AND
GENERALIZATIONS
37
RULE: Present Simple adds –es to the 3rd
person singular
EXAMPLES: He watches TV.
She washes the dishes.
We go to school.
Tom goes to the beach.

36.
 It’s important to give people opportunities to
do things themselves
 Mistakes are part of the learning process
 Provide students with enabling techniques:
learning strategies
38

37.
39

38.
41

39.
 1. They perceive reality efficiently
and can tolerate uncertainty;
 2. Accept themselves and others for
what they are;
 3. Spontaneous in thought and
action;
 4. Problem-centered (not self-
centered);
 5. Unusual sense of humor;
 6. Able to look at life objectively;
 7. Highly creative;
 8. Resistant to enculturation, but not
purposely unconventional;
 9. Concerned for the welfare of
humanity;
 10. Capable of deep appreciation of
basic life-experience;
 11. Establish deep satisfying
interpersonal relationships with a few
people;
 12. Peak experiences;
 13. Need for privacy;
 14. Democratic attitudes;
 15. Strong moral/ethical standards.
42

40.
(a) Experiencing life like a child, with full absorption and concentration;
(b) Trying new things instead of sticking to safe paths;
(c) Listening to your own feelings in evaluating experiences instead of the
voice of tradition, authority or the majority;
(d) Avoiding pretense ('game playing') and being honest;
(e) Being prepared to be unpopular if your views do not coincide with
those of the majority;
(f) Taking responsibility and working hard;
(g) Trying to identify your defenses and having the courage to give them
up.
43

41.
 People whose attitudes towards language-
learning are negative, will acquire less than
those whose attitudes are positive.
 A high Affective Filter keeps the input out of
the part of your mind responsible for
acquisition.
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42.
45

43.
 are willing and accurate guessers;
 have a strong drive to communicate;
 are often uninhibited, and if they are, they combat
inhibition by using positive self-talk, by extensive
use of practicing in private, and by putting
themselves in situations where they have to
participate communicatively.
 are willing to make mistakes;
 focus on form by looking for patterns and
analyzing;
 take advantage of all practice opportunities;
 monitor their speech as well as that of others;
 and pay attention to meaning.
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44.
47

45.
 The four modalities
 visual learning
 auditory learning
 kinesthetic learning
 tactile way of learning
48

46.
 Field-independent vs. Field-dependent
 Left-brain dominated vs. right-brain
dominated
 Innovative learners...
 Analytic learners...
 Common sense learners...
 Dynamic learners...
49

47.
50
existential
naturalist
intrapersonal
interpersonal
kinaesthetic
mathematical
musical
linguistic
visual

48.
51
In second language learning, the
learning strategies mean the
intentional behavior and thoughts that
learners make use of during learning
in order to better help them
understand, learn or remember new
information.

49.
 Advance Organizers
 Directed Attention
 Selective Attention
 Self-Management
 Functional Planning
 Self-Monitoring
 Delayed Production
 Self-Evaluation
52

50.
 Repetition
 Resourcing
 Translation
 Grouping
 Note Taking
 Deduction
 Inducing
 Recombination
 Imagery
 Auditory Representation
 Keyword
 Contextualization
 Elaboration
 Transfer
 Inferencing
 Classifying
 Predicting
 Concept Mapping
 Diagramming
 Discriminating
53

51.
 Conversational Patterns
 Practicing
 Using Context
 Summarizing
 Selective Listening
 Skimming
54

52.
 Personalizing
 Self-Evaluating
 Reflecting
55

53.
 Cooperation
 Question for Clarification
 Role-playing
56

54.
 Brainstorming
57

55.
 Learner contribution to the leaning process fosters
involvement and responsibility
 Moving learner along the negotiating ladder:
 Make instruction goals clear to them
 Allow learners to create their own goals
 Encourage sts to use L2 outside the classroom
 Raise awareness of the learning process
 Help learners to identify their own preferred styles and strategies
 Encourage learner choice
 Allow learners to generate their own tasks
58

56.
60

57.
 The language
Systems:Phonology, Lexicon, Grammar, Functions,
Discourse
Skills:Reading, Speaking,Listening and writing
 Methodology
 Teaching and learning strategies
 Planning
 Classroom management
 Error correction
61

58.
 Teacher Talking Time
 Echo
 Helpful sentence completion
 Complex instructions
 Not checking understanding
 Fear of genuine feedback
 Over-politeness
62

59.
 Running on commentary
 Lack of confidence
 Over-helping
 Going too fast
 Weak rapport
 Not really listening
63

60.
 The explainer
 The involver
 The enabler
64
The mediocre teacher tells. The good teacher
explains. The superior teacher
demonstrates. The great teacher
inspires. ~William Arthur Ward

61.
 Teacher as controller (traditional role)
 Teacher as director
 Teacher as planner
 Teacher as facilitator
 Teacher as resource
65

62.
 1. Realness - the instructor should not present a "front" or
"facade" but should strive to be aware of his/her own
feelings and to communicate them in the classroom
context. The instructor should present genuineness, and
engage in direct personal encounters with the learner.

2. Prizing the Learner - This characteristic includes
acceptance and trust of each individual student. The
instructor must be able to accept the fear, hesitation,
apathy, and goals of the learner.

3. Empathic Understanding - The instructor can understand
the student's reactions from the inside.
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63.
The child comes home from his first day at
school.
Mother asks, "What did you learn today?"
The kid replies, "Not enough. I have to go back
tomorrow."