Transformative Learning for the Lifelong Learner

Transformative Learning for the Lifelong Learner


so I’d like to briefly start by
introducing dr. Paul our beloved speaker and I’ve known him for a number of years
he’s an honored instructor at UC Berkeley Extension in art easels
certificate program and he teaches in many different programs he teaches our
students about many different teaching methodologies as well as there is rooted
in second language acquisition and more importantly dr. Paul has personally
helped countless talking about hundreds of teachers cert transformative teachers
because they’re really focused on culturally responsive teaching and
student-centered learning so it’s wonderful how he uses his passion and
skills for education and how he uses to transform classrooms and by extension
the world so I really hope you will join me in providing a very warm welcome for
Dr Pullicino very kind and very generous introduction into the great honor and
privilege for me to be here tonight at the share my expertise and experiences
under strict topic transformative learning for the lifelong learner and
culturally sensitive teaching instruction I should mention that I
originally come from Afghanistan I you citizen and I’m very I feel very
blessed and fortunate to have to live in this beautiful country and to be a
citizen of this country and also among all other states to live in this very
multicultural multilingual goal in states where most of the you know
technological instructional initiatives are basically initiative initiative over
here so I feel very very good about that also every morning as nancy mentioned
that I teach a number of different places one of the places I Teachers
College of Alameda there I teach English as a second foreign language actually I
did it as a second farmers and the kind of a meeting with students from around
the world last time I counted we have students from 58 different countries is
studying together each culture class I teach there are at least sixteen
seventeen different linguistic groups so every morning when I enter my easier
classes and iguanas one of the researchers who was doing a study for
her dissertation and she was there last weekend or this week and she there were
45 students rallied from 16 17 different countries every morning when I entered the
classroom I really feel blessed to have this opportunity to be in this
multi-lingual multi-cultural environment in every morning when I look at these
students I always remember what affiliate Garcia said in relation to
multiculturalism in relation to diversity and california writes this
actually affiliate Garcia who work has been published in common because book
basis the principles informations of bilingualism in bilingual education she
used the Garmin metaphor for the united states and from multicultural she said
the united states like huge beautiful garden of flowers flowers
of different colors flowers of different shapes flowers of different texture
flowers of different flavors and she believed that what all these different
types of flowers different types of colors and fragrances makes this country
beautiful this huge garden she also believes that the teachers are like
gardeners and our schools just like gardeners are the teachers should make
sure that everything like a good gardener in this beautiful garden should
make sure that what every flower get enough sunshine enough water enough
nutrients in enough attention so if you want to read she’s she wrote this a lot
more elegantly than I just a paraphrase of words go to foundations and
principles of bilingualism and Colin Biggers as she’s written a lot of all
that one in this metaphor in particular but in order to give you a glimpse of
this multiculturalism like to share some statistics with you diversity in California as of 2012 this is our pics here we have 39.4%
white Hispanic 38.2% and then followed by Asian that includes all Asian
countries 13.9% almost 14% and then african-american 6.6% American Indian
1.4% Pacific Islander 0.5% and then we have two or more races or mixed racist
3.6% this was California 2012 out of 38 million people this is the make up of
course the United States populations is there too and then to look at the
linguistic diversity you see that English is the primary language spoken
in california makes about 57.2 percent of people here speak English as their
primary language followed by other languages other than English that is
what one 42.8% on a 43 percent of California’s speak a language other than
English and and foreign-born or about 27.2% I couldn’t do the math to give you
the number but I don’t make mistakes so I lifted up but this shows why that’s
what exactly what he’ll say the beauty of the diversity Mr T’s and languages in
our state of California to give you a picture of different languages spoken
the 10 top languages spoken in California English 28.8% of people speak
what english is the primary which and then followed by Chinese and
then buy Spanish and Spanish was actually 8.6% and then Chinese 2.8%
regalo this followed by other languages Vietnamese koreans Armenian persian
Japanese Russian allotted top 500 or other languages close I made it 12 ok to
be more inclusive Arabic which is the same number with Hindi point 38% and
then followed by French which is very close so this shows you how diverse our
state is actually years ago there was something a newspaper about the court
system in Los Angeles I did I don’t know about the court system here in San
Francisco that on a weekly basis English was translated into one hundred
and ten different language so that tells you how diverse our state and this is
what this is what she was referring to and i dont with thick and ethnic
diversity there is digital divide also diversity here that we need to look at
and what does it mean to us as educators and structures and what how we can deal
with this diversity not only that but also what the digital devices use 88
percent of American adults hops hopefuls you might think that everybody has it
only 88 was 20 percent of people don’t have it ok so 59% of Americans on a laptop so
the computer companies must think that what 41% still need a laptop so they
could probably work on it to make it more attractive nineteen percent of
Americans or ebook a long way to go there and then sixty-two percent of
Americans go go online wirelessly and a 78 percent of
American adults use internet look at the next one ninety-five percent of american
teenagers use internet so those of you that you’re dealing with teenagers and
school system this is the district’s tell you something that you really to
utilize that what education so what does it mean to us as a mission so what do we
do with this story does this make our job easier for this going to make our
job more challenging the answer is one that probably makes our job more
challenging because we have to use culturally sensitive matters to reach
out to these two answer to the receipt to reach out of these different types of
students in you something of a multi-sensory approach to construct this
to us in our classrooms so what I’m going to what I’m going to share with
you will be a number of approaches methods practices I’ll suggest some of
you may find it very new either a final review but I certainly hope all of you
will find it useful idea that the methods techniques that I have used in
my classes and the College of army than other places and have proven to be
extremely helpful in practical and they could work with although the emphasis
that we have over here I’ve been so far emphasizing what linguistic minority
students but you will find other work with anyone I need school system just
basically sensitive method of instruction what what you cover in this presentation
we will look for meat for reality and simulation so I will talk about that
takes a few minutes in actually give you a couple of demonstrations so you
actually experience learning another language a language other than
English and then you could judge whether what that particular approach is useful
did you learn or did you not you could judge that by yourself we’ll talk about multiple intelligences
after that scuffling what techniques can use their
number of visas couple but I’ll just share couple of those so you look at that and
then we’re going to look at Bloom’s taxonomy those of you that you’re
dealing with teaching reading teaching listening are you may want to use your
become familiar with bruising and the learning through participation so making
learning experiential what can you do to make learning experience oil some people
wouldn’t learn things to do it it’s the doing that would make the difference for
it and then you look at the most important thing knowing our students
what can we do to know who instruct and how it will go to the other part of this
and at the end you have time to ask questions and I’ll do my best and I will
do my best to provide you with the answers and if I cannot provide you with
the answers take Microsoft find answers for it so
easy and mental stimulation doctors Steve crash and who is
internationally known cycling was and is a professor of linguistics at USC please
don’t mention that on campus over here because their football team is always
coming here and doing not making a very happy so he came up with a model of
language teaching article in which he refers to as the national approach and
I’m going to explain that to you how this works to want to help students
comprehend English with very limited English language cells and I’ll lose another language to
do that so what he did was he came up with this morrow would you call that the
natural approach means you learn language natural children learn their
first language that’s what he means by national and then the mean enforces the
mean premise office office model is included to dr. crashing means you mean
i +1 it means comprehensible he says that learners can get your input
understand your input only if it is 1+1 I plus one that doesn’t need to be for
linguistic input on language but you can teach physics or biology or chemistry
history but it has to be one that I +1 lap so I mean the current level of
competence that’s what it means where students are right now in +1 means
what one level above it sweetie Commons at what if students are at this level
you teach one level above if you teach like six level above the level of
competence they’re going to lose you if you teach the same level they’re not
going to learn very much the chances are you’re going to bore them if you teach
below their level you’re just basically wasting her time so the most important
thing is 12 fine what their students wear the suit or the supervised in the
bill proposes very difficult to go to class of 34 Michael situation 45 or 50
students to find what everybody’s you have to go for the bill difficult it’s easy to say it’s
difficult to do but it is possible to do things one should provide that i +1 and
then it gives you a lot of tips and I’ll share this with you what what are the
things you can do to make it 11 starts for violet calls it a filter which is a mental
block if students have this mental block whatever you provide it’s not going to
go through that because whatever then structure provides it has to go through
what it actually gets to the language acquisition device and this is the
wording that it took wrong Chomsky a doctor chance considered one every child
every person is born with the black box on the back left side of the head or
brain in that black box which we call it lasts or language acquisition device
that enables a person to pick up the linguistic input and the kind of learn
the language he said whatever input we give it has to reach land if it doesn’t
reach my nothing but what can you do to reach there is a mental block is this
soldier if you don’t like the bill to rock and filter anxiety level if
students are anxious they’re uncomfortable physically or emotionally
whatever you do it’s not going to get so what are the things you can do to lower that’s the most important thing so you
need to touch why is one we need to teach culturally sensitive ways to reach
out to other one thing you can do is what is valid valid experiences talented
students cultures validate students and respect what they bring in once they see
that they are validated their languages valid experiences cultures validated
their respective comfortable that’s the first principle
and then of course there were a number of other things other than our nation
that could watch how the person to get the input to the lab with Getzlaf the
person will somehow gotten too Dr crashin why pick it up so conscious
like the way children do that’s what he means by acquisition so there’s a
difference between if you look at the dictionary acquisition in learning
they’re synonymous terms but not doctor crashes Book II makes a distinction acquisition is like you pick up with
something other than this case language subconsciously effortlessly like the way
children pick up your first language they don’t come to UC berkeley to learn
english the just pick it up but learning is while formal learning that you go to
take notes you suffer you do all the work you fill in the blanks you conjugate all of that’s what that’s
the learning part so he says is model promotes what position learning language effortlessly and and
like the way the child but the most important thing to me model is input distinction between two types of inputs
1 you call the finely tuned and the other one you call it roughly 25 is an
input that the instructor is using charts graphs pictures reality which
means real object everything possible to kind of what concrete eyes all these
abstract notions so if you do that you’re providing what finely tuned and
put our give examples of the few minutes and roughly to an input is something
like this did you hear you mean somebody talked
you mean percent of world here in a word there but you really what you’re hearing
is what toys like if you’re if you’re sure a lot of soon as I know here this
week several other languages in addition to English so initial stages of the
second or foreign language acquisition it’s extremely difficult 21222 to talk to somebody on the phone because
you don’t see the person you don’t see the body language used it just shows you
it’s extremely hard to do it so can a console without using visual aids is an
example of what roughly to give an example of roughly 2 I’ll give you two
examples 1 properly tuned input and one finely tuned and I will use another
language not English see which one you can understand and I would be surprised
if you understand what the roughly 20 of course I will test you extensively understand that so I’m going
to speak another language so please don’t leave the classroom ok so what the teachers they just what
they hear is what like what you her knowing not it doesn’t sound like much
but that’s how can you take this knowing that you her and give it one shape and
make it comprehensible that’s what you need one sensitive crashes this you know I use
the word chance which means comes from the word chance you know if you listen
very carefully probably couldn’t get the comment that I know what chance plz plz
plz but you may know we’re here and there in the new house and I’m afraid of
the party continued for next 15 minutes in that language I would not have as
many people as I have right now so doctor crashes in a classroom this kind of input
doesn’t have a place you really need to go out of your way and make your input
comprehensible i +1 and what can make it finally to find other mentioned is one
you use pictures used chalk use graphs use bombing use racial expression and by
using all of this you could make what your input comprehensible I’m going to
use the same language and demonstrate this one and you’ll see whether you can
understand something or not ok I know the name of some of the
participants were here some of the audience but not the others so I’ll
probably make myself familiar with at least some of you that I don’t know so
have you participated so I’m going to demonstrate the finally to input the US
the nineties now me eat dinner now who leaders artists michelle has no issues Michalis knowledge management Norma
Sharma and Carlos number should be no assurance James Hyman novice wages but
not as much as may not suffer no penis nom de Michelle US businesses my mother’s marlys the Marlins artists gone matters nancy’s nothing but she on the bus now
mia Lina Lina nominee marion barry are you want nancy
c God on its economist mothers normal others nominee leaders Lena no more limits my level Nani the Chargers normally Michalis
Michelle Shockers nominee Maria Maria Shriver not meeee knees and Jacques de
Michelle Shogun Shogun so what you can do to me exactly that’s one very important that
you need to watch chunk information don’t get too much because there is
another linguist who is a rival to dr. attraction is very mclaughlin human
being limited capacity process can take so much information at one time and
processes if you overwhelm the system if you overwhelmed the learner so you need
to be very careful distinction this is culturally sensitive to that what we
need to be there different needs and to all Muslims may be able to pick a lot
and process but most people will have what difficulties in the doesn’t matter
whether you teach math or English or or or or history we need to consider this
principle as you say we need to change information one law change the time then
once thats internalized then we go on to the next
and practice that so what difference between want finely tuned in roughly two
hours what changing what do differently and presenting the trial attorney please
exactly don’t tell me the petition doesn’t work ok language acquisition there are two
principles and the two different opposing theories one is called
behaviorism by beef scanner and he believes that what people earn or it
could learn their or their infants learn their language their first language by
repetition repetition position are any got a lot of criticism
of that and then now in between in real life when you learn something along with
you really want to hear it one more time is right for repetition does help even
though this doctor’s killer stories is not marketable these days but there are
some part of it that what we could still use when you teach no matter what you
teach language or any other things find a way to kind of what repeat if
repeating is not the right word we came up with other fence viewers we call it
the recap it’s the same thing ok repeat the same thing ok recap for a lecture
like in a place like this recoveries what you proud of racy the
same thing in different words students to benefit whether you teach language or
whether you teacher so we try to find ways because the world is a petition
memorization so what not good quality of their negative so in a sort of
memorizing memorizing internalized used it sounds very good further we
internalize things just like you don’t buy a used car anymore you buy a
pre-owned car okay so it’s the sink notion that we need to work what we need
to teach language just 11 principles what little bit of the time secondly do
what the petition or recapping something that what will help the
learner here the same thing one more time and we will talk about learning
styles in multiple intelligences in few minutes and there are people that we
call them auditory learners auditory learners do benefit to expect things to
be repeated they never get tired of repetition but there are people that is
the position they want to even the same thing is repeated they wanted two
different work but there is a learning the group of people there are other to
learners to benefit from the expect the teachers repeating what else was
different so the petition help Chongqing help what do they do differently the
second time engagement if you just give a lecture
people but when you when you want you to think that what students are engaged and
they expect that what they will be called ok so they kind of prepare you
keep them on their toes into my God is going to call me this is hard to watch
and then you kind of what think about that one and and this distance hopes to
what so keeping students while on your toes and alert is another technique that
these are all the precautions ideas of how you can help it become more what
comprehensible and provide finely tuned in to no matter what you teach what else
do different things at your name chunking repetition and keeping Athens
on the terms interaction right so interacting with students exactly at the beginning its position
it’s always good to start from here and now then go up so you go from concrete
upset not obstructed Congress doesn’t work that way so when you teach language
or anything you need to start from here and now and then ago one absolution so
that’s why it was insufficient with language you want to know people that’s
somebody wants to add to the different exactly so this for teachers if you’re a
shy person teaching is not the right thing to do you really need to go out of
your way in what use body language facial expression I contact people that
that’s another important principle that’s what we have to use charts graphs
visuals body language facial expression I contact everything that what kind of
express ourselves and make it one conference of anything else that you
could add to this list of things that you can make input comprehensive
introduction that you want to know the person’s name persons proficient in
probably all of you god is that when I think my name is normal muscle what does
it mean my name is my mother’s i’m ok mom I’m a teacher right when I
think that is what is her name is but she did you use a dictionary to get you
have a degree in English Dictionary right now ok to use a translator did you know that
how did you get it is the question you got it because of what all of these
things we said because of contextualization because of talking
about here and now because of what because of repetition because of
Chongqing because of interaction because of keeping visitors on the toes so
that’s why I don’t believe somebody said they would try doing the first day of
class I don’t I don’t speak one word of Spanish and my students pick one of
things have to translate into what do I do read crash teaches you how to make
input and there’s a lot of tips on that one I just share to comprehensible case of I was because he didn’t speak the first
time I give you this the speech so it was zero plus extolled doesn’t work ok so but when I heard one the finely
tuned input I used my name to just build at 101 and then build on it to learn the
gender occupation so you can do all of this
kind of teaching there is a good chance that you could get input 122 language
acquisition device lad and that translate to 12 wire competence means
you pick up the language of course you can’t prepare to the city you you can
only prepare them for what for this interpersonal interaction so if
you want them to pasadena City this is a good start but don’t do all that you
have to do other matters so there’s so many other things to do in order to take
them prepared for a city in order to make your input comprehensible you need
to do you could make it three ways one used in reality pictures pictures
reality is what real objects using the characteristics characteristics of
people in objects around you that’s exactly what I did I use your characters
I use my characters male named occupation that’s what using
characteristics of object in people around you that’s the way to make input
comprehensible the third one which is a very very popular method and some of the
members of the audience I know they know it and some of them probably do not
already forgot it is called CPR CPR stands for total physical response and
we are very lucky in the state that we have all these leaders of Education also
we do not will not run on behalf of the leaders in technology education also
distinct CPR was originated shape it is right now by Professor James russia and
he popular around bro going to almost every country which
is on the map and a stop this one and now that you cannot travel so i think is
message to twice a year and one use CPR total physical response he believed that
one total physical cognitive psychologist dr. James I’m sure he
believes the show so when you teach adult learners you should not deprive
them from this mood ok like like if you look at the command that you give to a
child at the beginning of language acquisition for the first year fourteen
one that they cannot talk you tell them things to do they cannot talk back to
thank God they do it was alright give you some commands that we give to kids
to perform and they do it around young kids will be quiet quiet the chances of
a percent 70% that they will be quite okay what else stand up stand up ok eat thank you eat okay what else go
to sleep ok not know what else was sure didn’t have to work on that one thing it
TV talk was your house or something expensive to write what else is the kind
of community give to him to social linguistic was very early life but
before they can see things they want you ask them to do something and then do it
without being able to talk to a doctor I should believe that one you can use for
teaching language of the beginning stages while doctor using you know
characteristics and input could apply to other disciplines as well CPR is mostly for
what language you could use advanced ages and other disciplines so he
believes that one adult learners from this one so you could learn a lot
because you will find out the problem of you didn’t feel comfortable to see her
because you don’t have the sound and in English you thought that if you do this
over and over you make it a sort of the lead editorial
with those sort of their so because of that you didn’t feel comfortable to say
we believe that what the beginning stages we should not make the learners time honor silent period we should honor
silent period mean we should give us time to be silent but still learn the
language so children when they learned their first language for the holier
their quiet it doesn’t mean that they’re not learn the art of learning internally
but they are not verbalize so cool in stock we need to do using 1 I’m going to use to help you how
you learn some dirty words which was what
model and 15 minutes that’s very good actually to learn other words by using CPR let me
ask I know that some of you here to classes you know who defeated you did
not take classes here do you know what if yours works but I was trying to do a
short version because the longer it takes a long time so too do the short version of TPR I’ll
have to bring a couple of people here and remember when you come here because
you want to see them ok here’s to go there sure that wasn’t there was a shop so everybody 122 minutes probably took us two minutes
or or I did not do because it takes time it means what I do the same comment with
everybody I don’t want to inconvenience you provide a copy of which you what you
don’t ask them to produce they just short comprehension after six weeks go
back and watch for while the beginning all oral oral oral oral and then they
see they hear it and then the copy and indeed they make it everybody repeat and
then student teacher practice with one another so unique a very unique that no other better and
that is what the student told the teacher what to do for the students of
the Taoiseach stand up stand up what cha cha pick up to erase erase the history
teacher that economy Dr Asha kind of changes the
dynamic learning and teaching the teacher becomes kind of one barriers something about psychology of
learners if you if you do this and and the learner to kind of connect with a
teacher and teacher becomes part of that was ok so these were the command that
you her so this is what you said but of course because to do the written form of
the language provide this information what all this writing in English English
so they can read it if you do both American students the written form and
also the language to New it’s very hard to process so one thing at a time so 1st
2011 which ones they develop some or proficiency then go to writing and
reading imposing both of them at one time will be difficult for using reality students do not understand a word you
have no back now all you do is what they can listen to you give them what non
verbal responses and some students are silent and the silence could be from 10
hours to six months we have to be extremely patient teacher if the
students come out top with the first six months to smile don’t expect them to do want to to
produce its own production the learner uncomfortable and anxious and give them
and when the learners inches uncomfortable other guy is not
comfortable one way to make them comfortable what to expect them to talk
as long as my body language point to this point all the object in the console
can you up pointed are all other reason there are
for example wash all these verbs bring through to bring vegetables you can show
them to two possible peel a proper the popular in the world peace washer and dryer and you can just see
how many verbs you can teach them by just so everything which was won by
using TPR for the first beginning to be 90% teacher talk because
you are the talker they can produce so you talked you tell them what to do like
what I’ve been doing I did all the talking a little bit better so there is
a continuation but still they cannot produce long sentences so you go with
one question is this for example or pencils you point and then they said we
don’t expect it to come up with complete sentences or what did you eat last night
the afternoon anyone think peter that’s one word ok so where where did you go to
UC berkeley ok or on the floor they need things so they didn’t have to come up
with that the whole thing we give them time and that’s why they’re very patient
and the stage 3 here emerges so you could kind of raised
the bar and give you one more chance here it’s 40 percentage of top 60
percent student fee for ninety percent we got to 40 percent each attack you
consider that at this stage you are why would you think question described
question this means what you ask one question expect them to come up with
several cities like how do you make green then the after come up with
sentences at you world war or something you put the key back there and wait and
then shortly thereafter come up with several why do you want to learn english
because they come up with a number of reasons why they’re learning I do want
businessperson why why did you choose business major then they have to come up
with so far these questions you have to wait until the already so that’s what
the russians suggesting that you need to find the students are level and you
teach them be but there are so if they are not ready for a while how question
if you ask the question then its way above the level of competence they’re
not going to perform is not going to be what is successful teaching learning
situation and the stage for the really big pitches in da precaution make a
distinction between big sitting because mission on here this one this big social
language that you need for social interaction that stands for basic
interpersonal communications social interaction social interaction you know it’s easier to 1 cup which is
academic language here they need to learn academic vocabulary they need to
be able to compare to summarize all of these are what we believe that if you’ve
always matter to this could reach this level of competence to be able to watch
from being totally to being politically dominant in the class over
here it’s only 10 percent teacher top 90% one student died and that simply
means what the teacher is basically facilitating communication the cost of
this is basically silently just great situation where students can express
themselves right treetops and all do all of that but he said that’s how this
thing can happen of course everything that you say or anyone could be
criticized so this is models but also criticized but a few users morrow if you
expect people to become conversationally competent to talk about themselves to
talk about it does work but to preparing for take Izzy team president come to UC
berkeley you probably need of more than one crash and you also need prayer and a
lot of help so but it does help so it’s a good stop not a good in so those of
you who are involved in language teaching these teaching and learning
this is one method that can get you started what one thing I should mention
is that all of these efforts are made to avoid the one thing and that one thing
is what translation that you don’t translate in the class and see if you
really want students to learn to become competent the language to to speak the
language understanding foreign language you do not translate see dr. Christian
knows a lot about the East you learn several languages himself you learn
English of course as first language to learn French you learn Hebrew you learn
German learning English five languages you speak from experience that
translation does not help because translation make it easy for you
remember easy come easy go if people don’t put their best effort so the best
thing is what to make students as possible yes it’s not easy yesterday
made you frustrated yesterday need fuel tire but that’s what learning doesn’t
tell those kind of things deals with transformative learning for
the lifelong learner and especially culturally sensitive instruction is that
regardless of what subject matter you teach and where he teaches at UC
berkeley main campus or extension or USF-four here in China or India and
China you teach here in teaching Korea you really need to make sure that won
multiple intelligences in your classes and that means that you try to activate
every learning modality possible you find an excuse when you’re right you
listen you really need to ask yourself what do I have for special intelligence
or for somebody who is what we call it a visual what do a full visual learner if
you use dark russians method you a lot of body language pictures your reality
that takes care of what the spatial intelligence visual learner so you must
try and something that students could do I can see even if it takes something
very very upset I’ll try to make it visualizes that the short term on the
board Paul point I think is the best friend
for 14 teachers it really makes life a lot easier so if they just see the text
of what you’re saying that the requirement of special intelligence and
then watch the musical intelligence there are people that what they feel
comfortable with music and also due to what people want to hear things that
they are watched that the other two learns and there are a lot of auditory
learners and other terrorist benefit from one hearing so they also benefit
from the petition they want to hear them do so if you like music you like a song
how many times you listen to field so I found one of the last three months it
takes you from Concord to Alameda every morning and brings me back from UC
Berkeley 22 Concord again I never never get enough it’s a result song it’s one
of these Indian style has all I want to apologize I one of the languages that I
used to speak very fluently and losing a little bit so as I hope you want you
never get off it’s just the same thing those people that are the torah learners
they want to benefit so in your classes whether to give lectures with you give
easily advanced classes provide them with one with tapes most books these
these come with one with a CD that because the reason they’re doing as what
they want to take care of these are the two runners because they could whatever
they hear the class is one thing but they can go home and listen to this
dialogue like 15 times there’s nothing wrong with that you want to hear it like
somebody said again you wanted to give it one more time the
same thing that so that’s important and teaching and other intelligence is what
bodily kinesthetic intelligence it’s the movement they need to be moved
to touch things touching things you bring an object to the statute make a
physical connection with that that will really really want that physical
connection with the object you bring it always guarantees learning the name of
the toxic the pronunciation of the object it’s just the physical personal
touch that you do so having students to move around not sitting like this discharge of
wanted person will not be very happy actually
this mysterious dr. Howard Gardner from Harvard University came up with this
multiple intelligences 1980 and he will not be very happy to see these chairs
and do not lose this is not what that movie when you want to wake up but what
to do what to do group work to move the chairs to walk around like we cannot a
face-to-face interaction this is not good for that thing so they can decide
that you’d meet this physical movement find reason and officially all of us classrooms regardless of what little we
teach we’re dealing with here generations and in TV generations would
be what every 15 20 minutes watch this commercial the people expect 2012
something of a break of a different activity so if you if you if you talk
like what I’m doing right now over an hour and without a break in the chances
are that what I did you break when I was doing the total physical response that’s
the difference so the chances are that you could lose what the students so you
really need to what for why this public static activity and interpersonal
intelligence in learning styles culture independent learners these are the one
that should learn of the death benefit from interacting with others talking to
each other conversing with each other through
cooperative group work is the best thing for this one so there are people that
they will not learn and listen to the talk to somebody because this
cooperative group would provide some gonna watch support structure you you
find the data support for you it’s just like we in a few minutes I’ll talk about
scuffling and its coupling is basically what a support system you’d support
students when is kind of what vulnerable that does not feel comfortable you see
that there are two other people with me in the same boat and this board is not
syncing so they’re going to help me state so this is doing just that we have
diff names for this interpersonal group work
while there are other people that they hate group are you told them who put
their blood pressure goes up after work with people again there are there is
nothing wrong with that so we but the thing is a custom we don’t
know who likes what what kind of intelligence is their preferred learning
without it so we have to use what I’m multi-sensory approach so that’s what I
said that this what affiliate garcias it about this diversity in the united
states and the diversity that I shared with you linguistic and ethnic diversity of
California this doesn’t make our job easier because we have to use a
multi-sensory approach because we have to reach out to people of different
backgrounds so that is that and then try personal all these people that they are
they want to work they just don’t want to do want to be part of a group in
there is nothing wrong with that either ok if they want to buy a house they want
to buy the houses very in at least there on one side they don’t have a neighbor
ok just don’t like to be surrounded by people just go to some computer labs
somebody wants a working computer they come in they find a computer there’s
nobody around gotta sitting back there is an example of what I feel sensitive
letter nobody around him so he’s a few independent interpersonal honor it
doesn’t want to be what up sorry gotta just give an example I needed that
example yeah ok he’s sitting all by and citizenship leave so people that they
work with UC Berkeley Extension they want to be left alone ok that’s what they want to be left
alone yeah yeah yeah yeah exactly what extension dependent interpersonal intelligence
thing by themselves to do want to be bothered ok intelligence is of course
there are some people to do good with language you can create language taken
dick and write short stories they can express the victim King use their
imagination right off that that’s what that’s so in our classes again we have
to have activities that kind of what is inclusive of that that’s why we have to
ask people to write journals for it because that’s the expression in writing
that has to do with linguistic we have to expose them to what fiction in the
class ask them to read something which is
fiction or non-fiction stuff a lot of reading that deals with one with those
types of expressions either personally or productively either the reader to connect to expect
them to producer so that’s what you need to do with linguistic intelligence and
of course with analytical intelligence as your people that they have this
mathematical intelligence today they are able to what take the whole break into
parks and then put it back together so we need to think of what we are
activating down intelligence and our customers and then nationalistic or do
that one that they want to be close to nature and the new number of other
intelligences that has been listed on if you go to our gardener just type
multiple intelligences they have listed three other one’s spiritual intelligence
existing national intelligence but that’s not us we don’t want to class and
have a prayer session which is the spiritual in 2007 deal with things so
these three or four or seven that we are eight these are the kind of things that
we can do one with with a class of like naturalistic intelligence like with you
teach science you you bring for example ya soon as the
water recedes and take care of this lawsuit because the planting a plant
flowers and flower this food so where do these things like that is finally her
things and kindergarten you’re doing what you were active in naturalistic
fish for example lead them to the water ocean if you do things like this you’re
dealing with naturalistic intelligent and there are people who did a lot to do
that especially they they just left to do that and so that’s what this
beautiful garden this beautiful garden requires a lot of work from the teacher
so we really need to watch making sure that one every every to the beauty of this column it’s not
easy so we have to pay attention to this because these flowers what you’ve
acquired this type of attention from us so in every little one you really need
to 12 to make sure that you have something for these different types of
intelligence that’s what the implementation of multiple intelligence
means the other thing I want to talk about which already covered is the way
we use this when you print a building you have to have a scaffolding or parent education that simply means while
the jump to provide instruction when the concert in the skills to prison for the
first time are kind of difficult so at the beginning you try to provide on life
support but gradually once the students you feel that they can stung by
themselves they don’t need to school but when they are just beginning to learn
the language or beginning to survive in that class you need to go out of your
way to provide that support system and that support the system is what
scuttling like what we did in this so far in this class and this this
presentation today that like using TPR is what a way to talk about because in
TPR when you talk about learning styles here one of the reasons TPR this is so
successful is because of what activating different learning modalities so in TPR
you’d see what the teachers doing the physical act you hear what can you do
what he’s doing you’re basically auditory canal standing
in the visual all these two or one activated in learning becomes very
experienced so there is not a coincidental that one night the
coincidence that what she piata successful why that successful because
of activists different learning without these the visual learner benefit from
the other two wheeler benefit from it and also deconstructing learning
different from so that’s coupling that when you when you when you use when you
use multiple intelligence your classrooms then establish one once they
move from the state while the concrete handle abstract you don’t have to have
as much support so what are the things that in addition to what we said so far
you can do to to to scuffle are provided by the way is to using play w ill talk
that’s a technique for scuffle and does a few you don’t know what it is you can
use this and teaching science you can use this in teaching history you can use
this in teaching language you can use this in teaching social studies politics
linguistics what time it is a very very successful I have used it all over the
world has never ever feel and the way it works is this ok wlk stands for what I
know and for what I want to learn and Ella stands for what ok so you when you use this when you
describe the process we’re not going to do it because of time and I don’t want
to bore you to death too with all these activities and late hour but I’m just
going to describe how this could be used and I’ll ask you if you have used it
before to give us your experience and idea of
all this so this is what I know we give the students every student you could use
this also individually with students receive thirty strategic victory copies
of this give it or you can put students in groups so you could you could use for
interpersonal and interpersonal what activities so you could you could use
the multiple intelligences so it could be a class the whole cast could work totally flexible and that’s so you give
them this and then you introduce a topic that you intend to teach you want to
teach them to stop let’s say we these days when we hear a lot about Syria
because of the Civil War everywhere you go the
newspaper you know radio television internet over there something with syria
and see the topic is syria to ask the students in groups or individually write
down everything you know when you do that what doesn’t happen what happened
you activate one prior knowledge in this this the fact that you offer this is a
way that you honor what students bring to class then maybe studio very quiet
all of a sudden you bring a topic that they feel so comfortable talking about
it ok so you activate the prior knowledge
that’s what it is you create a scuffle their own knowledge becomes what their
support system in the new one of them after the road right now so you can go
from class you can bring it into five different groups one group two groups
each group rates that part what is it that you know syria the fact that each
group’s share their knowledge a lot of learning takes place you
haven’t done anything yet you haven’t given the passages and then you ask them
to one in the middle column there write down what we never ask all the questions
I always had to go back myself in the past I didn’t know very much always win
their own did all the research myself now I have found the way I told the
students to find their own answers and then sharing ok so here you tell them to
do what to write down what is it that they want you know and told the class so there’s a
lot of what class participation then it may be too long to read silently and
then after the retirement Lee the after what will this point what the dealer and
they present then again it takes a lot longer than what given collection of
giving a lecture these are you give a lecture everything is covered but did
students learn some question with this one you really make sure that they have
a lot and they also learn things that you did not intended to learn but that’s
the real questions they want allure so this the middle part what I want to
learn after they arrive down what I learn you bring them back to 122 this
part and say ok now are questions that you have that this reading did not
answer 12345 write down the questions you may find that for every group there
is one or two questions that one will not answer then you need to find a way
to deliver that information and that’s real thing deal even want to know that
that’s the knowledge do you want to seek and that’s very important that we need
to give what’s to this you basically Taylor teaching to the students need
that’s what they need that they want enough ok so they want to know for
example who was the father of this president of syria for example or how
long have you been in power or ok this civil war who is hoping the opposition
while helping the opposition so they give the question you don’t have the
answers but when you bring that information you’re asked the students to
go into remission bring it to class the next day then it becomes a very real good
situation that what students are really soft knowledge and then they are found
that knowledge and they would want that kind of knowledge is what kept longer
internalized because you deliver it I’m sure a lot of people discuss problems
some people in this class views that anybody has used this knw in the past
the real classroom and wants to say something about their impression you
moved ok and how this works great I was testimony over on this side of the class
anybody use it in a real class you did it work for you when to use it to use at
the Mandarin Chinese quite out of the world so learning facilitators of knowledge
make learning easier so when you use kewl you basically a quake of not in
literature like you know what we have and universities so you you just
facility because students do all of the world they live this time they write
their own question and then I don’t know what the indeed read what they learn and
do what they want this is the best example of what student-centered
learning you just needed to lower it to the students need and what it always
worked ok never even if your interpersonal learner
ok yourself okay it does work ok I have also used it all over the world pitching different languages different
contents teacher training linguistics education testing as always work and
housework and the keto system for about six years the top middle school high
school this was like a lifesaver because it
really involve students especially the keytool system junior high high school
kids if you go in literature review become impatient you really need to have
give them something to do in this really gives them a lot to do they think they
talk to each other that’s what they want so they get that and it’s been a very
productive way and they also produce how many people are killed hope teachers
here great this is it’s a life-saving believe
me it’s a life saver and I’ve used it never ever ever failure yeah we’ll get to companies I don’t know
how we can get copies but copies of this one you can email me I’ll give you my
email others outside color copies yes another matter another method that you
could use or another way that you could use to scuffle to provide the support
structure and to help students what activities prior knowledge in one way or
the reason we activate prior knowledge is what we want to honor what students
bringing the class they’re not what they know that’s the first question asked
what is it you know so that’s that’s that’s respecting what the thats
validating what this one but it does require with work on your side the job
to do some typing and making quite a while the other one was what a lot more
teachers friendly because you don’t have to do it with other than making want
wants it just making copies of the farm take the classes smile all that works
this one you need to do a little work meaning what you do of course read the
passage and then come up with some statements about that passage that you
are you wants to this story what you do with anticipation guide here you AGREE
another column and then statements about what they want and then before you read
the passage you give them this and ask them to what real estate walk either
agree or disagree agree disagree agree disagree you may have turns 29 statements I think
you make it very long it becomes boring I think it’s one page statements 9
statement statesman statement becomes more hundred you can handle it better so
go over just again PowerPoint is the best thing you can do
is used in overhead projector or something to help students visualize its
and gore and then once you go over it and you get students to say whether I
agree or disagree with it then you do want to give them the passage and then
gone again to see what after this something they didn’t
disagree before the read it but then they read information they agree with
them some knowledge to what to think about this what they knew that the
product was right was wrong and they agreed with something and they read the
passage in this still keep the same thing agree you confirm they’re not it makes
them feel good while I thought I know it now this they will remember that one way
is what this is another way of one kind of hoping to the internalized the new
information it really really works let me give you an example I will not give
you the passage because copies for you but I will give you an example let’s say
that you’re going to read about this this this this statement and I’m going
to read for you just in case you cannot sit wherever you are the first taken as
a bamboo is really three some kinds of bamboo grove four feet and one day the
bamboo plant grows best in cold weather bamboo is not very strong man who is
used to build bridges bamboo shoots a useful food bamboo is used like pipes to
carry water bamboo grows in Asia and Central America bamboo is a member of
you give them this is a agree this is okay let’s do that how
many people think that bamboo is actually the name of this passage is
what and their the bamboo tree and it’s a song and the bamboo tree yeah I would
not think it’s ok and the bamboo tree although if you do it you could say
instrument remember you also activate one musical intelligence yeah and
bamboozled really agree with this one 222 333 people only people agree with us
for one day ok the bamboo plant bamboo is not very
strong agree bamboo shoots are used for food and then and for the rest and then
you give them to read about them three pages to pay his and then ask them to do
after reading the first time in the early reader the answer is one you
confirm their dick really really kind of solidifies what they know and if they
agreed first time in the read the passage in the passage disagrees with
what they know then that really you were you wrong and now this is a real it
really helps them comprehend me he now it really really hope so with
this in this works with non-fiction mature when you teach social studies
science or you could find some creative way to use it for fiction but it’s hard
to kind of do that it works better with one nonfiction because with fiction you
know it’s hard to agree or disagree things could be imagination so that may
not work so anybody in this crisis as use this type of scuffling many of you
use it at your reviews this will cost no matter what teaching reading anybody
else’s use this one the class I’m to use it really highly recommend this one then
see if not you have what subject user making learning fun students have fun with it that’s what
you wanted to have fun culturally sensitive although we all
talk about second language learners and this is no different linguistic groups
different cultural group but this will work it’s just good sensitive to check
whether your native speakers of english words because if you just use this is
just good teaching I’ve lived in a good techniques to teach in using the class
regardless of what your class so these were the scuffling that it’s just you
create a structure supporting the structure to help them at the initial
stages to kind of deal with the material successfully and once they become
competent you slowly and gradually remove the cover them let them stand
without the scuffle and deal with the area the other thing is the question types of
question and usually text books of two types that you make questions would do
in the care of that there’s also a question that also comes into that the
other group of questions or what the WH question those nine words like you know
what the wind where or why not those kind of question the what we call it a
cool questions and issues includes these regular question yes no and this is not
the common legal but this is it we do use it a lot when you’re teaching
English as a second language especially this is used a lot by native speakers so
it’s a good way to what kind of expose second language learner at the distal
question because the first two are very common values the actually the first
question is or the first semester petition how to make question would do
it doesn’t but a lot of time they want they use regular W provided to example
greenhair somebody says so I could work what it means that just like with music
up toup some sound forced to get if you don’t have a summit so you have to have
statement first statement you a quick question and to somebody makes it just
has green I always think about the health wise it just screams so you just
make question from the city doesn’t follow the rules of the question to make
what you would do or does or something but the fact that you say you could
emphasize the name just because you can’t believe that just tired or you
know that one just dyed her hair with you do that should I agree so you could
put the emphasis of the echo or the prominence as the other two terms on
what on the now that hair green had so that’s basically exposed to the
statistical and then the other type is the WH echo that again likely yes no or
regular echo you are from the statement you make one question like somebody says
that brokers help him so it was just like what is now the answer is one so
that kind of a question is used a lot in interaction in daily conversation but
unfortunately is absent from his original so we really disciplined now but these are questions between you
teach reading these are you teach grammar you deal with this but the last
question when they hear something when the in the class so that’s why you need
to look at questions that are not about just what
when where surface so there is a divided this question types of cooperation and
he calls it analysis question and then synthesis
question evaluation application comprehension
question and knowledge questions we believe that when you teacher reading
passage like what Mendes it if you teach reading for example if you teach social
history if you teach psychology sociology if you teach discipline to do
you want him to answer questions about what the red medicine for example
anything to do not do well this is what it is not just be happy to ask what
where when why is a good question to ask force to see what show service
comprehension but you need to ask the one question the deal with one announces
application why would you do now I’m going to shoot example each type like
college level question for knowledge level for example
let’s say they really story it could be fiction it could be non-fiction could be
newspeople so you are still name all the characters in the story you want to see
whether they have the knowledge of what they read or not that’s an odd question
you asked him for Windows the story take place within the security place they
need to know that information service where so the characters the place the setting
all of that is what dealing with the knowledge with a competition to go
deeper than that own words what the story is about to hit
you don’t want them to memorize but what internalized to say the same thing what the different
words that’s a good level of competence if you can see the same thing not using
the author’s work but your own words refuted the beginning of the story I’ll
explain why this story has the title it has so there is a title why do you think
it’s a good title for this if you justify why this is a good title then
that means what that person is good comprehension good understanding of the
passage draw a picture of the meaning of the story for limited English
proficiency this is like when you ask him this question wow you really really hoping that
because of what the linguistic ability to explain what the main idea is what
they can do that with the picture so you’re also using what activating
different intelligences but again you just think what is in there you’re not
promoting critical thinking yet so that’s what doctor bruises what these
questions are beginning but they shouldn’t be just you really need to
promote justice critical thinking this is to make students to become more
sensitive to what connection to what they know what they’re so you need to
take them a level beyond that and that’s what I’ve read something you ask the
other person story I’m really questionable too so the person has to
know the story first that’s the first principle that they need to know the
story and then they can come up with another situation so again here there is
no wrong while in the first two types of
questions the knowledge and comprehension there is a right answer
and there is wrong with this one there’s the right and wrong answer they give you
a situation and that’s what they think is while a similar situation what could
you do if you could go to the place where the main character Liz it’s an
imaginary that application questions if I go there I will do that this is just
the right for this does no wrong but that is what I asked students to use
their I they mention I taught in middle school at the very heart everytime I
teach a class of the answer is yes I usually do the pencil unusually nice to
have because I knew that what you really hard time after I learn techniques like
using my my classes that I put students in groups to do the other four level
application analysis and evaluation and put them in groups with me I did not
have discipline because the reason they were acting out there were giving me a
hard time because I was challenged to a lot of time students misbehave because
they are not challenging if you challenge involved but using some of
these practices that I recommended you also take care of a lot of what
classroom management so this is one of them that they just
coming up with ideas of how if you go to that place was in the 2012 strange funny ideas and you want them to
share with another level of comprehension is analysis question you
ask them to do want to analyze things happen in the story but could not have
happened in real life so they need to know the story and then they need to
know that’s how these things so there is no wrong answer is doing to pass think
of a title for each part the story has one title let’s bring it into four parts
each part time they need to know the main idea repower to come up with a
title that’s keeping busy listen five compound words from the story again you
let them there they want to find out what compound words are and then they
figure out and come up with the answers this question these are questions that
you really wanted to show 1 overall comprehension passage and so we have to
make a pop-up toaster or puppet or painting etc of the main character of the story
that’s another thing that you wanted to express themselves usually use other
loads of what expression right ending to the story that’s different from the
author’s what the authors road that’s shoes good thing they need to have
complete control of the story in order to be able to come up with this compared to characters in the story
which one is better likely or like to spend a day with love
to talk about the number of different characters is it totally which character
you want to spend a day with and why wow these kids different characters and this
is what is it that they like with like to get married again there’s no right
answer it’s a way to one involved but they need to show the comprehension
opportunity go to the place where the story took place which is why or why not Syria to them not okay yeah not so that
is what Bruce taxonomy using that one is also a way to watch scuffle because you
really hope the one you honor what they bring to class you help them get
involved with one another there is one because the way that the recommended by
dr. bloom you use the first level comprehension in the sickle knowledge
for the whole class the other four levels of comprehension analysis
application synthesis and evaluation should be done in 10 you divide the
class from that passage from each type you give them so it also entails what
different learning more about these activities different learning styles
another thing that I like to add to this presentation is making learning
experience TPR and other than the other tips that I
give you the other thing you can do to make learning experience here is a list
of recommendations and one of them is one to use operative learning activities
in your classes so again because you want what the way that we should ensure
democratic demographics of our children for example or raise and single-parent
families or how many children or born out of wedlock and join our public
schools in what does it mean to us and our neighboring city here in Oakland 75%
of newborn children of one out of with and that is what they are raised by
single parents single pound that single parent is busy with one with bringing
food on the table that means what the child goes to school at age comes home
and what watches TV and there’s no interaction and when the mother or
father we were the single parent is coming home after working eight nine ten
hours a day doesn’t have time to do what down and talk to the child communication watching TV so there is
this despite this the social structure that requires what this cooperative
learning and we need to kind of what some of these practices are designed to
make up for what social structure so this helps with that because you brings
to this together they interact with another do you work together these soft
problem together also people to work on it too solid you basically respect the
fact that while you are in or not the learn means you do you expect them to
know the answer for this so psychologically they believe that the
teacher is thinking of me or someone who can solve a problem so that’s why doctor
king who came up with these principles he believed that by using principles of
cooperative learning you basically consider students as an or rather than
one learn and that kind of idea hope students think highly of themselves and
and work together and solve problems and so I will not be able to cover all of
this on in detail with cooperative learning how
just basically the main parts of it that work together basically help them to
achieve a common goal and then you create a climate of what sharing care
that’s another important piece of property and when you do that you
basically asked and you are encouraging students to work cooperatively problems hours problems right indicator system
other universal but at the cato system at least my experience teaching middle
school a lot of time you know you just go there and try not to have problems
sometimes they do create problem but when you put them in cooperative
learning groups this is sort of creating problems so as I mentioned before you
rather just when it comes to second language acquisition and also as a lot
of benefits for single language acquisition but I should tell you that
not all educators agree with the benefits cooperative learning with
Second Language Learners because of different levels of proficiency in
accidents and all of that but it does help that I have my classes at the
college of Alameda or extremely large and she’s seen the i45 5057 students in
one class if I just talked like this all of them listen their life is going to be
shortened because you’re doing is only one day they have to do it every day so
they want to be like to learn to talk in 15 minutes how many chances they will
have to do the talking if there are 57 people less than a
minute if I could find each person to talk so one way you could do is what do
you say that what if you refuse to put people to work together on a task and
repair work all the talk simultaneously they don’t have to wait for me to call
so that’s the benefit that’s what this one is maximizing language output and
doctor taking always compares judicial situations with what this cooperative
learning he believed that in traditional costume the learning or output is
usually the teacher called on people sequential cooperative learning
everybody talks as if you’re 45 groups in this class also talk of Tennessee so
there’s a lot of language learning takes place and also when people talk and
groups they don’t talk to get the attention of the teacher the arena talk
for a real cooperative communicative tasks you really want to express
something they also learn what to take turn to contribute to conversation they
learn the rules of conversation went to ask questions when to take term when to
terminate conversation all of this can happen with his experience of talking and so they see want support system that
they are not free to talk when you put the students on the spot in a class like
this because it’s everybody’s attention kind of if you’re going to talk a second
or third language you don’t feel comfortable you’re a further 14 incision
grammar and vocabulary choice so you feel uncomfortable so in cooperative
learning the second small groups they’re not afraid that’s why it is one that
there is a willingness without year so there is no fear in
cooperative groups so again this is another culturally sensitive way of teaching and in providing help for the Lawrence I think I did cover one of the
other pulling in this case the teacher doesn’t have to call each person
distance calling each other in the language learning game development that
simply means what this thing that I mention that they develop social skills
taking terms for asking questions interrupting for example asking not to
be in trouble for example all of these could be what part of social skills that
can only happen if the action takes place and that’s not just for a second
language learners that’s for all students as I mentioned because of this
distance deficit communities because of lack of
what interaction between parents and their kids and also the other thing is what the social structure in
the past families were bigger than a family like there are many brothers and sisters 345
now we have one one or two and usually people want to keep a distance between
number one and number two because of whatever reason they have so that means
one lack of interaction do not enough people in the house so you have to find
a place for them and that’s what class other things that are important to the
future of not use cooperative learning is that you try to create it genius groups do
not put all students are for example female in one room all-male in the other room or do not put
all our thanks to speak one language one tried to mix them every viewpoint mix
them linguistically they should be mixed ethnically gender wise quality wise will put all able susan one group and all very

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