From English for Evaluation to English for Communication: Encouraging Authentic Language Use in the

1
From English for Evaluation to English for
CommunicationEncouraging Authentic Language Use
in the Classroom

• Walter Foreman
• Korea National University of Education

2
Presentation Content

• Social Presence

• Interaction

• Collaborative Learning

• Learner-centered Instruction

• Summary

3
Presentation Format

• Definition
• What is it?
• Principles
• Why is it important?
• Operational Activities
• How can I do that?
• Review
• Why should I do that?

4
Framing Questions

• What is the purpose of language?
• What is the purpose of English in Korea?
• Whats the purpose of English in my classroom?

5
Online Support

• www.walterforeman.com

6
Social PresenceWhat is it?

• The dynamic sense of community characterized by
  the occurrence of familiarity and closeness
  between participants in a system.
• Establish maintain
• Never dominate

7
Social PresenceWhy is it important?

• Students need to feel as though they belong in
  the classroom
• Students that feel as though they belong
• Take risks
• Open up and express ideas
• Evaluate peers
• Expose themselves to peer evaluation
• Increased satisfaction for learners AND
  instructors

8
Social PresenceHow can I do that?

• Make students aware of social presence
• Create areas for picture and biography posting
  include yourself!
• Choose social activities
• Weekly reflections on contributions
• Want to vs. Have to
• Nametags

9
(No Transcript)
10
(No Transcript)
11
(No Transcript)
12
(No Transcript)
13
(No Transcript)
14
(No Transcript)
15
(No Transcript)
16
(No Transcript)
17
(No Transcript)
18
(No Transcript)
19
(No Transcript)
20
(No Transcript)
21
Social PresenceWhy should I do that?

• Sense of togetherness created by the instructor
  and the students
• Creates active learners who can achieve more
• Make students aware of social presence
• Non-threatening, social environment
• Contribution reflections

22
InteractionWhat is it?

• The mechanical, intellectual, and social tasks
  that students undertake to incorporate new
  content with prior knowledge
• Learner-to-media
• How learners react to instructional methods
• Leaner-to-content
• Appropriateness of course materials
• Learner-to-instructor
• Types of communication, feedback, access, etc.
• Learner-to-learner
• Communication, feedback, support, dialogue

23
InteractionWhy is it important?

• Knowledge and community building
• Increased interaction increased social presence
• High interaction quality learning
• Interactive vs. Passive students

24
InteractionHow can I do that?

• Include collaborative learning tasks as part of
  evaluation and assessment
• Clearly express expectations of student
  participation early in the course
• Facilitate and guide
• Students cannot interact
• if they are not given the chance!

25
InteractionWhy should I do that?

• How students incorporate new information into
  their existing knowledge
• Social Interaction
• Leaner-to-instructor
• Learner-to-learner
• Increased interaction increased learning
• Participation points
• Express expectations
• Facilitate dont dominate!

26
Collaborative Learning What is it?

• Collaborative (common goal) vs. cooperative
  (individual goal)
• Learning activities that involve students
  communicating, cooperating, and collaborating
  with other in the production of personal and
  group and knowledge.
• Learning together vs. working together

27
Collaborative Learning Why is it important?

• Encourages reflection and enables social
  construction of knowledge
• Digesting new information requires
• Acting on the new information
• Reformulating
• Interpreting
• Sharing
• (re)building based on peer responses
• Provides additional knowledge and skills
• Development of workplace skills

28
Collaborative LearningHow can I do that?

• Expose students to the concepts behind
  collaborative learning
• Focus on social presence, group size, timing of
  activities
• Keep a record of students participation

29
Collaborative LearningWhy should I do that?

• Students actively participating together to
  construct common personal and group knowledge
• Encourages student reflection and promotes
  internalization
• Personalizes instruction
• Inform students of methods and benefits of
  collaborative learning
• Pay attention to learning factors (social
  presence, group size, timing)
• Keep records of student participation for future
  use

30
Learner-centered InstructionWhat is it?

• Learner-centered instruction vs. learner-managed
  instruction
• Instruction that places the emphasis on the
  learner and the learning process as opposed to on
  the teacher and the teaching process

31
Learner-centered Instruction Why is it
important?

• Encourages active and reflective participation
• Diverts focus away from the instructor
• Places focus on students
• Allows students to be autonomous
• Makes students responsible and accountable

32
Learner-centered Instruction How can I do that?

• Requires careful consideration and planning
• Attention on all factors that influence learning
• http//www.apa.org/ed/lcp2/lcp14.html
• Other considerations
• Explicitly defining the learning goals
  (objectives)
• Providing meaningful interaction, paying special
  attention to social presence
• Using appropriate media and content
• Using assessment and evaluation techniques that
  are congruent with lesson objectives
• Providing feedback to learners
• Allowing learners to provided feedback to the
  instructor
• Ensuring effective support is available

33
Learner-centered Instruction Why should I do
that?

• Focuses on the role of the learner in the
  learning process
• Allows students to be more active in the learning
  process
• Teaches responsibility
• Pay attention to factors that influence learning
• Provide clear and explicit goals
• Allow for meaningful interaction between students
• Use appropriate materials, content, evaluation
  schema, and feedback

34
Summary and Conclusion

• Community
• Warm, welcome, wanted
• Facilitate (facilitator)
• Discuss dont dictate
• Personalize
• Embrace technology

35

• REACH EACH YOU TEACH!

36
Online Support

• www.walterforeman.com