Individual Learner Differences - Module 11

Professional development program “Shaping the way we teach English”

Federico Arteaga C. Centro Colombo Americano Manizales 2009

Session goals  To celebrate language.  To explore different learning styles

present in large groups.  To go over the categories seen in Gardner’s multiple intelligences theory.  To find and design activities usable to diagnose the learning styles of our students.

A word on motivation: factors (Stella Hurd)

 The demands of self-instruction.  Shift of control from teacher to learner.  Difficulty in coping with the materials.  Assessing personal progress.  Perceived inadequacy of feedback.  Frustration at unresolved problems.  Lack of opportunities to practise with

others and share experiences.

How do you keep yourself busy…  … standing in line at the bank?  … during a commercial break on TV?  … while your students take a test?  … before Sunday service begins?  … on rainy afternoons at home?  … while you listen to a story you

don’t want to hear?  … right now?

What do your students do while you speak?  Draw? What?  Talk? What about?  Stay put? Do they fidget? Do they

stare at you?  Play? With what?  Do something different? What?

Learning styles “Learning styles are characteristic cognitive, affective and physiological behaviours that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment (Keefe, 1979:4).”

What affects our style          

Age. Gender. Personality traits. Cognitive ability. Cognitive development stage. Socio-economic status. Preferred learning styles and strengths. Educational background. Language proficiency level. Motivation.

Something to read

http://www.llas.ac.uk/resources/gpg /1573

Things to consider and adapt  Input using different types of language:

formal, informal, academic, social.  Input with a wide variety of content depending on the purpose of the activity: 1. Social needs. 2. Survival needs. 3. Academic needs.

 Different media of delivery.

Things to consider and adapt  Using learning strategies at the macro

level (letting students know what they will do and why) and at the micro level (techniques for teaching certain vocabulary items).  The creation of procedures that allow Students to take responsibility for their own learning.  Usage of different group sizes for different tasks.

They must have it really difficult… Those who accept authority as the truth Instead of truth as the authority. -G.Massey ~Egyptolgist