TWO DIFFERENT METHODOLOGIES PPP and TBL

RENEWABLE TEACHERS

ERASMUS PLUS KA1 2016

DISSEMINAZIONE DIPARTIMENTO LINGUISTICO

SCUOLA SECONDARIA DI PRIMO GRADO BERNACCHIA-BRIGIDA

22 DICEMBRE 2016 ORE 16: 45

TWO DIFFERENT METHODOLOGIES
PPP and TBL

THE PPP METHOD

1. PRESENTATION: the teacher presents an item of language in

a clear contest to get across its meaning (text, dialogue, etc.).

2. PRACTICE: the students are asked to repeat target

items through choral/individual drilling, fill gaps, match/complete

sentences, etc. (accuracy).

3. PRODUCTION: free practice stage. The students are given

a communication task (fluency)

PROBLEMS

The students can give the impression that they

are comfortable with the new language as they are producing

it in the class, but a few lessons later they will forget everything.

The PPP method offers a very simplified approach to language learning. It is based upon the idea that you can present language in little blocks.

Research shows us that we cannot predict what the students will learn and that a wide exposure to language is the best way of ensuring that students will aquire it effectively. Restricting their experience to simple pieces of target language is unnatural.

The TBL (Task Based Learning) method

The lesson is based around a central task and the language studied is determined by what happens as the students complete it.

STAGES OF THE LESSON

1. Pre-task The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some language that may be useful for the task.

2. Task The students complete the task in pairs/groups using the language resourses they have as the teacher monitors and offers encouragement.

3. Planning The students prepare a short written/oral report to tell the class what happened during their task; meanwhile the teacher is available for the students to ask for advice and clear up any questions they may have.

4. Report The students report to the class. The teacher gives a quick feedback on the content.

5. Analysis The teacher highlights relevant parts from the text or the language they used during the report phase for the students to analyse.

6. Practice Finally the teacher selects language areas to practice based upon the needs of the students and what emerged from the task and report phases. The students then do practice activities to encrease their confidence and make a note of useful language.

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ADVANTAGES OF TBL

The students are free of language control.

A natural context is developed from the students' experiences with the language, that is personalized and relevant to them.

The students will have a much more varied exposure to language: they will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms.

The language explored arises from the students' needs. This need dectates what will be covered in the lesson rather than a decision made by the teacher or the course book.

It is a strong comunicative approach where students spend a lot of time communicating

It is enjoyable and motivating.

COMPARISON

PPP

Inductive learning style

Teacher-led

Doesn't engage the learner emotionaly

The teacher has and transmits all the knowledge

The student listens and repeats

TBL

Deductive learning style

Student-led

Engages the learner emotionaly

Focused on reflection, research and sharing

The student has to have a task

Autonomous learner

Does studying independently mean the same as learning as an autonomous learner?

An autonomous learner has to be

HOW CAN WE PROMOTE LEARNER AUTONOMY IN THE CLASS?


Make students aware of the concept.
Set learning goals.
Give choices.
Demonstrate learning tasks.
Encourage students to set their own tasks/rewards.
Encourage learners to view learning as a lifelong process.
Encourage learners active partecipation and responsability for their own learning process.
Involve students in all aspects of the learning process.

Give a map of the journey.
Try to understand what kind of learners they are.
Negotiate the syllabus.
Transfer some teacher roles to students.
Make students do more and the teacher do less.
Encourage learners to write down what they have achieved in every lesson.
Use different teaching strategies.
Give students the tools to enable them to identify their strenghts and weeknesses.
Students' autonomy grows as a result of their never-ending effort to understand the WHY, the WHAT and the HOW of their learning.

HOW CAN WE PROMOTE LEARNER AUTONOMY IN THE CLASS?

MOTIVATION

Students become more motivated if they are involved and aware of what they are doing. They are not motivated if they can't see a purpose.

Intrinsic motivation is closely related to the perception of beeing able to choose and of beeing in control of one's actions.

Two types of motivation

Intrinsic (internal)

extrinsic(external)

The teachers need to know what motivates their students.

How can we motivate our students?

Accept you are not totally responsable

Be motivated as a teacher yourself; show that you enjoy teaching yourself

Create a relaxed atmosphere, try to prevent anxiety

Develop a good relationship with the learners, get to know them

Give them one to one contact

Praise them and make tasks achievable

Give them strategies for continuing their education beyond the classroom

Explain why they are doing the task

Use the random principle

Involve them by handing over teacher roles

Vary the activities, don't be boring! Create situations useful for them

Use relevant materials

Work in pairs/groups, not individually

Try new methodologies

Tell them to do things for their own satisfaction

Do not enter the classroom with a sad face

Personalise when possible

Teach at the right pace

Give feedback, don't correct

Let them correct their errors

Use opportunistic teaching

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