Skip to main content

Home/ Resources for Languages/ Group items tagged structure

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Andrew Graff

TPR Foreign Language Instruction and Dyslexia - 2 views

www.dyslexia.com/...tprlanguage.htm

dyslexia foreign language TPR TPRS CIinstruction lessonplanning differentiation

shared by Andrew Graff on 16 Jul 11 - Cached
  • For language teachers, this accepted presumption of incapacity is a huge hurdle, because it keeps many children and adults from even dipping a toe into the language pool!
  • TPR was and is a wonderful way to turn that presumption on its head and show the learner that, not only can we learn, but under the right circumstances, it's fun!
  • When we are infants our exposure to language is virtually inseparable from physical activities. People talk to us while tickling us, feeding us, changing our diapers... We are immersed in a language we don't speak, in an environment that we explore with every part of our body. Our parents and caregivers literally walk and talk us through activities - for example, we learn lots of vocabulary while someone stands behind us at the bathroom sink, soaping our hands until they're slippery, holding them under warm water, rubbing or scrubbing, all the while talking about what we're doing and what it feels like. In this way, movement and feeling are intimately tied to the process of internalizing the language.
  • ...15 more annotations...
  • Classes are active - you are not in your seat all period. The focus for the first weeks is on listening and moving in response to what the teacher says.
  • There is heavy emphasis on listening comprehension, because the larger your listening comprehension vocabulary is, the larger your speaking vocabulary will become.
  • Lots of language is learned in happy circumstances, especially while you're having fun.
  • In a TPR class, grammar and syntax are not taught directly. Rather, the teacher designs activities that expose the student to language in context, especially in the context of some kind of movement.
  • I'm asked with some regularity about appropriate foreign language instruction for students with a dyslexic learning or thinking style. I'm quick to recommend finding a school or program that includes - or even better - relies on TPR as its principal instructional strategy.
  • Typically, the initial TPR lessons are commands involving the whole body - stand up, sit down, turn around, walk, stop.
  • Fairly soon, the teacher quietly stops demonstrating, and the students realize that they somehow just know what to do in response to the words.
  • You're also encouraged to trust your body, because sometimes it knows what to do before your brain does!
  • As class proceeds, nouns, adverbs, prepositions are added until before you know it, students are performing commands like, 'Stand up, walk to the door, open it, stick your tongue out, close the door, turn around, hop to Jessica's desk, kiss your right knee four times, and lie down on Jessica's desk."
  • It's just that the instruction is designed to facilitate language acquisition, not learning a language through analysis, memorization and application of rules.
  • But consider your native language: you did not need to learn the grammar and syntax of your native language in order to learn to speak it. You learned those structures, unconsciously as you learned to speak.
  • The first is that in a TPR classroom, the focus is not on analysis of linguistic structures, but on internalizing those structures for unconscious use.
  • When we use TPR strategies to teach, our goal is truly to be able to understand, speak, read and write the language, not "about" the language.
  • I think this creativity, the synthetic rather than analytic experience, the low stress, and generally accepting environment engineered by the teacher, are a large part of the reason so many students, including students with learning challenges, find TPR classes so effective and enjoyable.
  • Within these real experiences, students are free to generate all kinds of expressions using the language they're studying, and to lead instruction in unique directions.
Lauren Rosen

Flip This: Bloom's Taxonomy Should Start with Creating | MindShift - 14 views

blogs.kqed.org/...omy-should-start-with-creating

bloomstaxonomy Blooms taxonomy creativity flipped classroom BER

shared by Lauren Rosen on 22 Jan 13 - No Cached
  • Lauren Rosen on 22 Jan 13
     
    Flipping Blooms Taxonomy. Great article. Every time we ask students to use a new structure to talk about themselves and then let them figure out why the sentence order is what it is, we arepracticing this. We see greater results as they move to higher levels of production making more errors but experimenting and learning from their mistakes in production.
Isabelle Jones

YouTube - GRAND CORPS MALADE Un verbe 3EME TEMPS 2010 - 12 views

www.youtube.com/watch

French music creativity

shared by Isabelle Jones on 06 Feb 11 - No Cached
Toni Theisen liked it
  • Isabelle Jones on 06 Feb 11
     
    this structure can used as a model for own poem/ rap
  • Toni Theisen on 07 Feb 11
     
    I find this performer very interesting.
Cristina Felea

Learning English - Exercises, Grammar, Vocabulary, Exams - 6 views

www.englisch-hilfen.de/...index.htm

resources languages grammar exercises learning english vocabulary

shared by Cristina Felea on 04 Mar 10 - Cached
  • Cristina Felea on 04 Mar 10
     
    well structured resources for English in use!
Nergiz Kern

Triptico | Word Magnets - 2 views

www.triptico.co.uk/...WordMagnets.html

worldmagnets web2.0 sentence structure grammar words vocabulary magnets

shared by Nergiz Kern on 20 Apr 10 - Cached
  • Nergiz Kern on 20 Apr 10
     
    Triptico | Word Magnets
anonymous

eLanguages - home - 0 views

www.elanguages.org

elanguages global international_dimension web2.0

shared by anonymous on 06 Apr 09 - Cached
  • alice ayel on 06 Apr 09
     
    eLanguages is a free and simple-to-use tool for teachers to create their own projects with teachers in other countries. Motivate your students to broaden their horizons through fun and curriculum-relevant international collaboration using your own, structured, project space
1 - 10 of 10
Showing 20▼ items per page