- •Балаценко л.М.
- •Contents
- •Передмова
- •Theme: Learning and Teaching Styles
- •Text 1 managing your study time
- •Vocabulary Practice
- •Text 2 how I got my first-class degree
- •What does it take to graduate from university with a First?
- •Vocabulary Practice
- •Text 3 how to be a good learner (a gapped text)
- •------------------1------------------
- •------------------2------------------
- •------------------3------------------
- •------------------4------------------
- •Vocabulary Practice
- •Text 4 my lessons in the classroom
- •Vocabulary Practice
- •If necessary, write down your answers to the questions.
- •Text 5 allowing for thinking styles
- •I'm Oligarchic, You're Oligarchic
- •Ibm Professor of Psychology and Education
- •Vocabulary Practice
- •Text 6 applying multiple intelligences theory (Abridged)
- •Implications of Ml theory for foreign language education
- •Vocabulary Practice
- •Text 7 a fresh look at the classroom
- •Vocabulary Practice
- •Vocabulary Practice
- •Text 9 a tale of two teachers
- •Vocabulary Practice
- •Insisting
- •Text 10 teaching with a magic touch
- •Vocabulary Practice
- •Introducing a listening activity
- •Introducing a reading activity
- •Introducing a writing activity
- •Introducing a true/false activity
- •Introducing a gap-filling activity
- •Introducing a discussion activity
- •І. Word Formation
- •My Child’s a Genius!
- •Improve Your Child’s Mind
- •І. Idioms
- •Expectation fortune pressure world undone strike useful force light realise
- •3. Expressions with do
- •І. Defining and Non-defining Relative Clauses
- •Іі. Stative Verbs
- •In each sentence, write the correct form of the verb. Explain the differences in meaning between the simple and continuous forms of the verbs.
- •Continuous Aspect
- •Іі. Modal Verbs
- •I. Fill in the blanks below using these phrases and a suitable form of the verbs in the brackets. The first one has been done as an example.
- •In order to learn to write a summary you should do all the activities.
- •I. In pairs or small groups, discuss the following questions.
- •II. Read the texts about reading skills and do the assignments that follow.
- •Informal letters
- •It's a student's life
- •In order to write a good article you should remember the following:
- •Vocabulary in use
- •How to Be a Successful Learner.
- •What Is the Cost of Genius?
- •The Brain and Intelligence
- •Reference literature
- •For Notes For Notes
- •Learning and Teaching Styles Навчаючи вчимося
- •40002, М. Суми, вул. Роменська, 87
Ibm Professor of Psychology and Education
(from Educational Leadership)
Thematic Vocabulary
Study the Essential Vocabulary; use it while doing the assignments below.
to enhance (to foster) thinking skills
to invariably teach and assess students
to place many students at a marked disadvantage
mismatches in teaching and learning styles; to be mismatched
to expand one’s ways of teaching and assessing students
to accommodate (to match) all thinking and learning styles
immediate and powerful increases in student performance
to have the predominant style profile
to be not locked into one profile
to vary (to shift) styles to suit smb
to emulate the role models at different points in our life
to set priorities
to take a random approach to problems
to be self-sufficient
to defy (to follow) conventions
to do things in tried and true ways
to budget sufficient time for doing smth
to figure out how to do smth
traditional / non-traditional classroom setting
to exhibit an array of styles/ a variety of styles
to chafe at guidelines
to underestimate; to undervalue; to devalue the students’ abilities and achievements / accomplishments
to receive more favourable evaluations
to have situational and dispositional differences
to view smb as a relatively homogeneous group
Vocabulary Practice
A To be sure that you understand the words, match the verbs in the left column with their definitions in the right column.
to concur a) to try to equal or excel, to imitate
to discern b) to promote the growth or development
to enhance c) to increase in size or importance
to expand d) to make or become annoyed
to accommodate e) to understand
to emulate f) to distinguish
to figure out g) to agree, to consent
to chafe at h) to intensify (qualities, value); to reinforce
to defy i) to adapt; to harmonise; to assist
to foster j) to resist openly, refuse to obey
B Match the following phrases as they go in the text. Make up your own sentences with them describing your learning style.
to emulate a) in our flexibility
to vary b) an array of styles
to place c) the student’s abilities and achievements
to expand d) the role models
to accommodate e) the energies in an organized and focused
way
to defy f) more favourable evaluations
to approach g) the ways of teaching
to underestimate h) students at a marked disadvantage
to receive i) problems randomly
to direct j) conventions
Text Comprehension
Complete the sentences referring to the article.
Teachers almost invariably teach and assess students in ways that…
If teachers expand their ways of teaching and assessing students to accommodate virtually all thinking and learning styles, they…
We all have a styles/profile, meaning…
The basic idea of the theory known as mental self-government is that…
To reach every student, teachers must accommodate …
Most teachers are best at teaching children who…
The more students differ from the teacher culturally, ethnically and socio-economically, the more…
The research further shows that students’ styles, at least to some degree, come to match their teachers’ just as…
Teachers’ styles not only differ across schools, but…
It is possible that the two groups of teachers also have dispositional differences, which may account for…
Critical Reading
The writer uses the following phrases. Explain them in your own words.
to be a mismatch between the way a course was taught and the way I think and learn;
to place many students at a marked disadvantage;
to observe immediate and powerful increases in student performance;
to take a random approach to problems;
to be self-sufficient;
to defy conventions;
to do things in tried and true ways;
to follow conventions;
to view smb as a relatively homogeneous group;
to devalue the abilities and accomplishments.
Talking points
Discuss with a partner or partners the questions given below.
What is the basic idea of mental self-government theory?
What factors cause differences in learning and teaching styles?
When does the learning-teaching styles’ mismatch become a problem?
How can a teacher avoid negative effects of style mismatch?
How might a teacher benefit from meeting the needs of students with different learning styles?
The following useful language may come handy.
Asking for Justification
What do you base that on?
What makes you say that?
Where do you get that from?
How can you say that?
OfferingJustification
The reason I say this is…
If you … you will see that…
Well, just look at the facts…
Look, all I’m saying is…
Creative Writing
This time you want to know your own style profile. Build it up using the information of the article. Explain how you can accommodate your teaching style to your learners’ different learning styles. (Write approximately 350 words). Compare your style profile with that of your partner’s.
Test Your Knowledge of Vocabulary
Translate the situation into English cramming it with the Thematic Vocabulary.
Загально відомо, що для кожного вчителя надзвичайно важливо зрозуміти свій стиль мислення, від якого залежить стиль викладання. Якщо це не врахувати, то може виникнути невідповідність між стилями мислення вчителя та його учнів. А це в свою чергу може привести до того, що вчитель буде постійно віддавати перевагу певним видам навчальної діяльності, і як результат, частина учнів може опинитися в несприятливих умова навчання і згодом утратити інтерес до навчання.
Якщо вчитель не зрозумів, що спричинило проблему, він може прийняти несумісність стилів мислення за недостатні здібності учнів і навіть їх тупість. В результаті недооцінки здібностей дітей та невміння підібрати відповідні ефективні прийоми, вчитель спровокує зниження мотивації учнів до навчання та їх байдуже ставлення до своїх учнівських обов’язків. Таким чином, учителю необхідно прагнути до розширення свого педагогічного арсенала. В зв’язку з цим треба визначити пріоритети в навчальній діяльності, а саме використовувати різноманітні стилі навчання, проявляти гнучкість при переході від одного виду діяльності до іншого, змінювати один стиль на інший, щоб відповідати різним навчальним ситуаціям.
Учитель має пам’ятати, що не можна обмежуватися тільки одним стилем. Зацікавлений учитель завжди вміло визначає стилі мислення й навчання своїх учнів і правильно їх оцінює, він вміло пристосовує свій стиль до стилю своїх учнів. Усвідомлення всіх цих аспектів допоможе створити сприятливу атмосферу на уроці, забезпечить взаємодію, дозволить учителю підвищити ефективність своєї педагогічної діяльності та взагалі рівень свого особистого розвитку.