EED-MTB-MLE-121-Content-and-Pedagogy.pptx

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1. EED MTB-MLE 121 (Content and Pedagogy) Lesson 5: LANGUAGE TEACHING STRATEGIES FOR MOTHER TONGUE MEMBERS: Mamalo, Noraisa A. Saunda , Jolina Mamalinta , Jaher Saptula , Bhainor Mat-an, Trixie Mendoza, Rosalie Mantukan , Haynie Mandayan , Ben

2. Lesson 5.1 LANGUAGE AND TEACHING LEARNING STRATEGIES FOR LISTENING AND VIEWING: Lesson Objectives: At the end of the lesson, students are expected to: acquire strategies for teaching listening and viewing; distinguish between bottom-up and top-down models of listening; categorize listening skills and activities as involving bottom-up or top-down approaches; design activities for selected listening skills; and design activities that target the development of viewing skills. 2 2

3. LEARNING ACTIVITIES: I. ACTIVATE communicated by more than one word written text, Audio, still pictures, moving pictures, gesture, use of space, etc. 3 MULTIMODAL

4. READING SPEAKING WRITING LISTENING FOUR MACRO SKILLS;

5. LET’S WATCH AND LISTEN TO JULIAN TREASURE’S TED TALK ENTITLED “5 WAYS TO LISTEN BETTER”

6. NAME HIS FIVE PRACTICAL STEPS TO IMPROVE OUR LISTENING SKILLS. ? ? ? ? ? 6

7. An early view of listening saw it as the mastery of discrete skills or micro skills (e.g. Richards, 1983). A skills approach on the other hand focused on the development of such things as (Rost, 1990): discriminating sounds in words, especially phonemic contrasts, deducing the meaning of unfamiliar words, predicting content, noting contradictions, inadequate information, ambiguities, and differentiating between fact and opinion. Applied linguists theorized bottom-up and top-down models of processing to explain the nature of listening. We can see here the importance of prior knowledge in comprehension. II. ANALYZE

8. Bottom-up processing helps students recognize lexical and pronunciation features to understand the text. Because of their direct focus on language forms at the word and sentence levels, bottom-up exercises are particularly beneficial.

9. Top-down processing relies on prior knowledge and experience to build the meaning of a listening text using the information provided by sounds and words. To arrive at a meaning of a text, the listener draws on personal knowledge of the context, topic, speakers, situation, and the world, matching it to the aural input. 9 9

10. The table below lists some skills for each approach BOTTOM-UP LISTENING SKILLS TOP-DOWN LISTENING SKILLS distinguish individual sounds, word boundaries, and stressed syllables identify thought groups listen for intonation patterns in utterances identify grammatical forms and functions recognize contractions and connected speech recognize linking words listening for gist, main Ideas, topic, and setting of the text listening for specific information sequencing the information prediction Guessing inferencing

11. Understanding the viewing process is as important as understanding the listening and reading process. Effective and active viewers ask these questions: What is the text representing? What is the purpose of the text? To whom is the text directed? How is the text constructed? What assumptions, interests, beliefs, biases, and values are portrayed by the text? What is my reaction to the text? What causes this reaction?

12. They also engage in the following procedure: Pre-viewing. Students prepare to view by activating their schema (the prior knowledge they bring to the study of a topic or theme), anticipating a message, predicting, speculating, asking questions, and setting a purpose for viewing. 12

13. 2. During viewing. Students view the visual text to understand the message by seeking and checking understanding, making connections, making and confirming predictions and inferences, interpreting and summarizing, pausing and reviewing, and analyzing and evaluating. 13

14. 3. After viewing/responding. S tudents respond personally, Critically, and Creatively to Visual text by Reflecting, Analyzing, Evaluating, and Creating. 14

15. Activity 1. Categorize the activities below as involving top-down or bottom-up processing. Before the item, write BU for bottom-up and TD for top-down approach. 1. Listen to a 2-minute-long conversation about getting around the city 2. Listen to sentences giving and asking for directions, paying attention to the intonation, meaning, and grammatical structure of each phrase 3. Answer a completion test by selecting the appropriate verb to complete the thought of a sentence 4. Asking and answering questions about the famous foods in town 5. Holding a class discussion about different modes of transportation to get to the famous city museum 6. Listening to the first 20 seconds of the audio recording to predict the topic of the material 7. Check one's predictions after listening to the audio recording 8. Summarizing a conversation 9. Act out situations 10. Writing a story based on a picture of a city

16. Activity 2. Mendelson (1994) posits the methodologies in the teaching of listening as characterized by the assumptions listed below. Do you agree with these assumptions? Interview language teachers about their current teaching practices and whether they have seen these theories applied in the classroom. 16 ASSUMPTION YOUR COMMENTS/ INSIGHT OTHER LANGUAGE TEACHERS’ FEEDBACK Listening materials should be based on a wide range of authentic texts, including both monologues and dialogues. Schema-building tasks should precede listening. Strategies for effective listening should be incorporated into the materials.

17. 17 Learners should be given opportunities to progressively structure their listening by listening to a text several times and by working through increasingly challenging listening tasks. Learners should know what they are listening for and why. Tasks should include opportunities for learners to play an active role in their own learning.

18. III. ABSTRACT Examining Teaching Strategies for Listening Here are more research-based strategies for teaching listening . In triads, read credible print and nonprint sources and examine the usefulness and effectiveness of the strategies. Complete the table below with your answers. TEACHING STRATEGY GUIDLINESS USEFULNESS/EFFECTIVENESS listen and draw To make listening more intentional and test students' spatial skills, have students follow and illustrate your instructions. Let them compare drawings with peers afterwards. asking question to help students listen Posing questions before the listening task keeps students focused and directed. purposeful listening Research has shown that when students know why they are listening, they are more focused. Systematically presenting (1) listening for main ideas,

19. (2) listening for details, and (3) listening to make inferences, help students develop a sense of why they listen and which skill to use to listen better. Listening with peer interaction Encouraging interaction with classmates and native speakers through listening expands communicative contexts and enhances self-confidence.

20. Examining Viewing Frameworks The table below lists three frameworks for teaching viewing skills. They all require students to interact with the viewed material. Choose one multimodal text or one visual art to view and interpret. Analyze it using one of the strategies below. Write your interpretation in the box after the table 20 The 3Cs ( Color, Camera, Character ) and the 35s (Story, Setting, Sound) framework for Film and Video Paintings and photographs: See, Think, Wonder The visual thinking strategies (VTS) Color What colors do you see? What do the colors make you feel? Why do you think certain colors are used? What mood do you think the colors create? What do you see? What do you think about what you see? What does it make you wonder? Students silently examine carefully selected art images. The teacher asks these three open-ended questions.

21. Camera What shots have been used? Through whose eyes do we see the story? When do we see different characters’ point of view? When does the camera move and when does it stay still? What is going on this picture What do you see that makes you say that? What more can we find? Students then…. Look carefully at the image Talk about what they observe Back up their ideas with evidence

22. Character What do the main characters look like? How do they speak and what do they say? How do they behave? Which character interests you the most? Why? Story What happens in the beginning, middle, and at the end of the story? What are the most important things (events) that happen in the story? How do we know where the story takes place? How long does the story take place in "real" time? Listen and consider the views of others Discuss many possible interpretations Construct meaning together The Teacher….. Listens carefully to each comment Paraphrases student responses demonstrating language use • Points to features described in the artwork throughout the discussion Facilitates student discussions Encourages scaffolding of observations and interpretations Validates individual views Links related ideas and points of agreement/disagreement Reinforces a range of ideas

23. Setting Where does the action take place? When and how does the setting change? How could you tell where the story was taking place? How could you tell when the story was taking place? Sound How many different sounds do you hear? What are they? How does the music make you feel? Are there any moments of silence? Can you hear any sound effects?

24. IV. APPLY It is time for you to apply what you have learned about teaching listening and viewing in the Mother Tongue. Your final task is to create an instructional activity that specifically targets one or more listening or viewing competencies from the Mother Tongue Curriculum Guide. Complete the template on the succeeding page. At the bottom of the template, you will find "Process Questions." Once you are done describing your activity, exchange your work with a seatmate and evaluate your seatmate's work using the process questions.

25. 5.2 language teaching and learning strategies for speaking Lesson Objectives: At the end of the lesson, students are expected to: characterize effective speech, effective speaker, and features of speaking skills in the mother tongue: analyze principles and current approaches to the teaching of speaking skills; examine instructional activities for young learners in terms of their target competencies and language domains; create an instructional activity that specifically targets one or more speaking competencies from the Mother Tongue Curriculum Guide; and evaluate a peer's instructional activity using a scoring guide. 25

26. Learning Activities I. Activate TED (Technology Entertainment Design) talks have become viral nowadays. This revolution in education revived the power of storytelling to disseminate ideas and innovations in many aspects of life. Effective speaking skills is requisite to powerful oral presentations. Recall a TED speaker you heard recently. How about an effective speaker you heard recently? Who is she/he? What was the speech about? What makes an effective speaker? How should we teach young children effective speaking skills?

27. Speaking is an interactive process of making meaning that includes producing, receiving, and processing information (Brown, 1994). Oral Language (OL), Phonological Awareness (PA), Vocabulary and Concept Development (VCD), and Grammar Awareness (GA) are four of the language domains related to speaking.

28. Identify the domain to which the selected competencies belong Write OL for Oral Language and PA for Phonological Awareness. 1 1.Use common expressions and polite greetings. 2. Tell whether a given pair of word thyme. 3. Talk about pictures presented using appropriate local terminologies with ease and confidence. 4. Orally segment a two-three syllable word into its syllabic parts. 5. Listen and respond to others in oral conversation. 6. Use expressions appropriate to the grade level to give opinion in a text listened to, heard, or read. 7. Use the correct pronouns in place of naming words in sentences. 8. Give meanings of words through picture clues. 9. Identify the tense of the action word in the sentence. 10. Add or substitute individual sounds in simple words to make new words. 28

29. II. ANALYZE Read and analyze different instructional activities or learning experiences aimed at developing a child's early speaking skills. For each activity, identify the language domain and the competency/ ies that is/are being targeted by the activity. 1. Play or say a tongue twister then tell the learners that they are going to repeat the sentence bit by bit after you. Start by asking your learners to repeat the last part of the sentence until they complete the tongue twister. Language Domain: Speaking Competency/ ies : 2. This activity is done by pairs. Give each learner a picture. The pictures should be almost the same with two or three elements missing from each picture. Without showing each other the pictures, they should describe their pictures to each other and try to find which objects are missing. Language Domain: Speaking Competency/ ies :

30. 3. Have students listen to stories. Then, have them retell the stories aloud. Record their retellings in their own words to create a language experience chart that can be used for future reading. Language Domain: Speaking Competency/ ies : 4. Use role-play cards for students to assume the role of a specific person or character and to react to a stimulus or prompt as that person. Language Domain: Speaking Competency/ ies : 5. Sing or read songs. Children can bring in a favorite song to perform alone or as a group, but make sure you have heard the song first and can approve it. Language Domain: Speaking Competency/ ies :

31. Read the four note cards about principles and approaches in the teaching of speaking. Read each carefully. Fill out the synthesis matrix afterwards. Topic: Proficiency-Oriented Teaching of Speaking Skills Hadley proposes five principles for proficiency-oriented teaching: Opportunities must be provided for students to practice using the language in a range of contexts likely to be encountered in the target culture. Opportunities should be provided for students to carry out a range of functions (tasks) necessary for dealing with others in the target culture. 31 III. ABSTRACT

32. 32 Instruction should be responsive to the affective as well as the cognitive needs of students, and their different personalities, preferences, and learning styles should be taken into account. Cultural understanding must be promoted in various ways so that students are sensitive to other cultures and prepared to live more harmoniously in the target language community. The development of accuracy should be encouraged in proficiency- qriented instruction. As learners produce language, various forms of instruction and evaluative feedback can be useful in facilitating the progression of their skills toward more precise and coherent language use.

33. 33 2. Topic: Current Approaches to the Teaching of Speaking Speaking and oral interaction is seen as the basis for learning. Non-native usage as well as native usage both serve as models. Both accuracy and fluency are a primary goal with a greater tolerance of errors. Oral proficiency is viewed as dependent upon mastery of lexical phases and conversational routines. Pair and group activities predominate in the classroom. 3. Topic: Case Study on Singapore Schools' Teaching of Tamil Language Use local context-based materials, so that the topics are familiar to the students. Use domain-based vocabulary, that is, words as they are used in real, everyday living. Use age-related content, that is, topics that are relevant to the students at their particular stage in life.

34. 34 4. Topic: Balance between Fluency and Accuracy in the Teaching of Speaking According to Mazouzi (2013), learners' activities should be designed based on an equivalence between fluency and accuracy achievement. Both fluency and accuracy are important elements of communicative approach. Hedge (2000) expressed that fluency is the ability to answer coherently by connecting the words and phrases, pronouncing the sounds clearly, and using stress and intonation. The second characteristic of speaking performance is accuracy. Learners should pay enough attention to the exactness and the completeness of language form when speaking such as focusing on grammatical structures, vocabulary, and pronunciation ( Mazouzi , 2013). To gain accuracy in terms of vocabulary means to select suitable words in the suitable contexts.

35. SYNTHESIS MATRIX 35 COMMON POINTS what are the recurring themes and ideas from the four note cards DISTRINK POINTS What are the unique ideas and insights from each of the note cards YOUR SYNTHESIS What do these approaches and principles mean to you? In what ways will these be useful to you in teaching speaking in the mother tongue?

36. INSTRUCTIONAL ACTIVITY – SPEAKING Activity Title: Target Grade Level: Time Required: Type Of Students Work: Individual, Pair, Or Group Work Learning Activities: At the end the activity, the students are expected to: 1. 2. 3. 36 IV. APPLY Similar to your Apply Activity for Listening and Viewing, you need to create an instructional activity that specifically targets one or more speaking competencies from the Mother Tongue Curriculum Guide. Complete the template on the next page. Follow the same process. The same Criteria for Grading will also be used.

37. 37 Activity Description: Criteria for Grading (if possible, include a rubic if necessary): PROCESS QUESTIONS: 1. Are the learning objectives clearly defined? If not, what suggestions do you have to improve them? 2. Is the instructional activity well-aligned with the learning objectives? 3. Does the activity encourage active student engagement? 4. If the student completes the activity, can the teacher determine whether or not the student has met the stated learning objectives?

38. 5.3 LANGUAGE TEACHING AND LEARNING STRATEGIES FOR READING Lesson Objectives: At the end of the lesson, students are expected to: know the different language domains in the Mother Tongue curriculum related to reading: examine instructional activities for young learners in terms of their target competencies and language domains) familiarize themselves with the different approaches to reading through an analysis of sample instructional activities: create an instructional activity that specifically targets one or more reading competencies from the Mother Tongue Curriculum Guide; and evaluate a peer's instructional activity using a scoring guide. 38

39. Learning Activities: ACTIVATE Reading as a macro skill is an "interactive process" that involves the reader, the text, and the writer. Goodman (2005) specifically defines reading "as the process of relating written symbols to oral language, of constructing meaning from written text." In simple words, reading involves decoding the written text and making sense and deriving meaning from the printed word. 39

40. From the definition of reading, the two basic processes in reading were highlighted-decoding and comprehension. Decoding is the ability of the Individual to figure out the pronunciation of printed words and ultimately determine the word's meaning; on the other hand, C omprehension is the ability to construct meaning by interacting with a text (Harris & Hodges, 1995, in Cooper, et al, 2018). 40

41. Listed below are some of the language domains in the Mother Tongue curriculum directly related to reading. Your task is to match the language domain, to its equivalent performance standard, and to a sample competency of that domain. 41 Language Domain Content/Performance standard Competency 1. Phonological Skills A Uses developing vocabulary in both oral and written form 1 Gives the beginning letter/sound of the name of each picture 2. Phonics and Word Recognition B Values reading and writing as communicative activities 2 Reads grade level texts with appropriate speed

42. 42 3. Fluency C Reads with sufficient speed, accuracy, and proper expression in reading grade level text 3 Uses expressions appropriate to the grade level to react to local news, information, and propaganda about school, community, and other local activities 4. Reading Comprehension D Demonstrates knowledge of the alphabet and decoding to read, write, and spell words correctly 4 Shows love for reading by listening attentively during story reading and making comments or reactions 5. Vocabulary and concept Development E Demonstrates understanding that words are made up of sounds and syllables and uses this knowledge to discriminate and manipulate sound patterns 5 Notes important details in a grade level narrative or informational text 6. Attitude towards Reading F Comprehends and appreciates grade level narrative and informational texts 6 Uses the combination of affixes and root words as clues to get the meaning of words

43. WRITE YOUR ANSWER HERE: 1.____/_____ 2.____/_____ 3.____/_____ 4.____/_____ 5.____/_____ 6.____/_____

44. 44

45. Selecting visual aids Enhancing your presentation

46. Effective delivery techniques Voice modulation is a powerful tool in public speaking. It involves varying pitch, tone, and volume to convey emotion, emphasize points, and maintain interest.  Pitch variation Tone inflection Volume control 46 Effective body language enhances your message, making it more impactful and memorable. Meaningful eye contact Purposeful gestures Maintain good posture Control your expressions

47. Navigating Q&A sessions Know your material in advance Anticipate common questions Rehearse your responses 47 Maintaining composure during the Q&A session is essential for projecting confidence and authority. Consider the following tips for staying composed: Stay calm Actively listen Pause and reflect Maintain eye contact

48. Speaking impact Your ability to communicate effectively will leave a lasting impact on your audience Effectively communicating involves not only delivering a message but also resonating with the experiences, values, and emotions of those listening  48

49. Dynamic delivery   Learn to infuse energy into your delivery to leave a lasting impression One of the goals of effective communication is to motivate your audience Metric Measurement Target Actual Audience attendance # of attendees 150 120 Engagement duration Minutes 60 75 Q&A interaction # of questions 10 15 Positive feedback Percentage (%) 90 95 49

50. Our competition Seek feedback Reflect on performance Explore new techniques Set personal goals Iterate and adapt Consistent rehearsal Practice makes perfect, so strengthen your familiarity with the presentation Refine delivery style Pacing, tone, and emphasis Timing and transitions Aim for seamless, professional delivery Practice audience Enlist colleagues to listen & provide feedback 50

51. Speaking engagement metrics 51 Impact factor Measurement Target Achieved Audience interaction Percentage (%) 85 88 Knowledge retention Percentage (%) 75 80 Post-presentation surveys Average rating 4.2 4.5 Referral rate Percentage (%) 10 12

52. Thank You Brita Tamm 502-555-0152 [email protected] www.firstupconsultants.com