UNIVERSIDAD DOMINICO AMERICANO

Education and Human development

Bachelors Degree in Education

With

a major in English

Case study of an online course on teachers methodology procedures for teaching English in the
EFL program at Dominico Americano, Santo Domingo R.D 2017.

By

Lidia Lozada

Nairobi Firpo

Rosa Calzado

Santo Domingo, Dominican Republic

August 15, 2017

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Case study of an online course on teachers methodology procedures for teaching English in
the EFL program at Dominico Americano Santo Domingo R.D 2017.

Advisors Signature ___________________________________

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Stage I
Research Proposal

1. Introduction
The aim of this project was to create a course online for preparing all those EFL teachers that do

not belong to education career, providing them essential information that as teachers, they would

know for having an effective classroom. Further, it helps them to get more knowledge about

theirs students learning process in the same way understand that the key to learning is connecting

content to prior knowledge, and what traits of their learners as a pedagogues they need to have

present on theirs mind at the moment of planning in other words, they will improve and update

their teaching. The project is divided in five stages: the first stage called Research Proposal

shows the problem and the solution that we proposed in our investigation giving support to our

work, it contains the objective of it, justification. Second stage Project Goals is the achieving

some desired outcomes of our research, it has the benefits, needs and problems, antecedents and

theoretical framework. Third stage has a description of the workshop applied to the participants,

the methodology, budgeting and strategies used for recollected the information of it. Fourth

stage

1.1 Problem Statement:

2 Actually, some teachers of the EFL program (EDI) year 2017, are not major in education,

and they do not use appropriate methodology according with the program and the level they
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should teach, they do not know about this, is an issue because their teaching sometimes do

not have an effective and direct impact in their students.

The teachers are not an education major

They have limited or no knowledge about the methodologies.

Their students are not grasping the language as they should.

Possible Solutions:

Work with the teachers a blended online course to give them feedback about their planning and

strategies provide them an online space to develop their teaching methods for EFL education,

and work in class observation to assess and correct teaching practices.

1.2 Objectives

General Objectives:

Case study of an online course on teachers methodology procedures for teaching English in the

EFL program at Dominico Americano Santo Domingo R.D 2017.

1.2.1 Specific Objectives:

. Identify the weakness and strength in their teaching practices. .

Determine the action plan to follow with the teachers in the classroom

. Evaluate the development of their teaching methodologies.

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1.3 Justification importance of the online course

Given the absence of research on teachers methodology procedures for teaching English in the

EFL program this type of research is important due to that all those pedagogues who know the

language, but not belong to education career will improve their teaching.

This online course prepares them through the platform; giving them meaningful information like

strategies, techniques, activities and methodology and so on that they should be implemented

in their teaching in order to have a good effect on the class in other words, it represents a positive

impact in their students cognitive process, and will be useful to increase their learning process,

and also, engage them with lesson topic that is taught. Above all, it benefits them because they

will have a direct contact with some principle aspect that as an educator they would know and

handle at the moment to teach their learners.

1.4 Hypothesis

How can I help to develop the teaching practices?

What action can I take with the teachers in the classroom?

How can the online course help the teachers methodologies?

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Stage II

Project Goals

2.1 Benefits

Help teacher in the English methodologies teaching practices (EFL)

Increase the revenue for the school (because they have certificated staff)

The students are going to grasp the language as they should.

2.1.1 Needs and problems

The teacher are not major in education and they are used to work in EFL programs that have

different goals and expectations, they have limited or no knowledge of the methodologies, they

know the language, but they do not manage the strategies to target student on learning the L2,

the students are not grasping the language as they should.

2.1.2 Background to the Project

These stages present the theory that serves as grounds to justify the themes presented throughout

the project. Also, they present the researches belonging to the area of acquisition of a second

language that has been made previously which served as a frame of reference for this research.
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2.1 Antecedents

Antecedents

A Case Study of Bilingual Student-Teachers Classroom English: Applying the Education-

Linguistic Model. Han, J., & Yao, J. (2013). It explores how these student-teachers used English

as the instructional language in class and what strengths and weaknesses they demonstrated

compared to their host teachers. The difficulties experienced by this cohort were more due to

their lack of skills and flexibilities in teaching and classroom management rather than their

inappropriate use of instructional English. Their skills as educators need to continuingly improve

in their future teaching, and their experience linking theory into practice should also continue to

improve as part of their life-long learning. This investigation contributed to our case study

because gave some details of what as teacher should do to convey their knowledge to the

students.( Han, J., & Yao, J. (2013). A Case Study of Bilingual Student-Teachers Classroom

English: Applying the Education-Linguistic Model.)

2.1.1 Methodology definition

A branch of pedagogics dealing with analysis and evaluation of subjects to be taught and of the

methods of teaching them.(Methodology. (n.d.). Dictionary.com Unabridge).

Origin of methodology

From the New Latin word methodologia, dating back to 1790-1800.

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2.1.2 Definitions of EFL

A traditional term for the use or study of the English language by non-native speakers in

countries where English is generally not a local medium of communication.

English as a Foreign Language (EFL) corresponds roughly to the Expanding Circle described

by linguist Braj Kachru in "Standards, Codification and Sociolinguistic Realism: The English

Language in the Outer Circle" (1985).

"ESL and EFL instructional approaches differ in significant ways. ESL is based on the premise

that English is the language of the community and the school and that student have access to

English models. EFL is usually learned in environments where the language of the community

and the school is not English. EFL teachers have the difficult task of finding access to and

providing English models for their students. . . . As the number of ESL students has increased in

schools across North America, more classrooms and school have become more like EFL than

ESL environments." (Lee Gunderson, 2009)

(Lee Gunderson, ESL (ELL) Literacy Instruction: A Guidebook to Theory and Practice, 2nd ed.

Routledge, 2009).

According to Lam (2001:93), bilingualism refers to the phenomenon of competence and

communication in two languages. (aiiulistya. (2013). TheBilingual Method.)

There are very strict and very demanding psycholinguistic definitions, such as Bloomfield's

(1933) claim that a bilingual should possess "native-like control of two or more languages".

Others, such as Weinreich (1953) and Grosjean (1997) propose definitions that are based on
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language use rather than language competence. (Bilingualism / multilingualism | LLAS Centre

for Languages, Linguistics and Area Studies. (n.d.)).

English as a foreign language (EFL)

English as taught to people whose main language is not English and who live in a country where

English is not the official or main language.(English as a foreign language Meaning in the

Cambridge English Dictionary. (n.d.)).

It refers to teaching and learning of English in a setting in which English is neither widely used

for communication among the nation, nor is it used as the medium of instruction.(What is

English as a Foreign Language (EFL) | IGI Global, n.d.)

EFL - English as a Foreign Language:

The term EFL has its fans and detractors in various countries. Most commonly, it's used to

describe English language learning in countries where English is not an official first language.

(Glossary: define EFL English as a Foreign Language. (n.d.)

2.1.4 Teaching English as a Foreign Language (TEFL)

Usually describes English being taught to non-native English students in their home countries.

Teaches English to students for whom English isnt their first language, with an emphasis on

spoken English, in Ireland or overseas. (Ruairi.Kavanagh, 2014).

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2.1.5 Language teaching methodologies

The Direct Method

In this method the teaching is done entirely in the target language. The learner is not allowed to

use his or her mother tongue. Grammar rules are avoided and there is emphasis on good

pronunciation. (Language teaching methods, n.d.)

Grammar-translation

Learning is largely by translation to and from the target language. Grammar rules are to be

memorized and long lists of vocabulary learned by heart. There is little or no emphasis placed on

developing oral ability.(Language teaching methods, n.d.)

Audio-lingual

The theory behind this method is that learning a language means acquiring habits. There is much

practice of dialogues of every situations. New language is first heard and extensively drilled

before being seen in its written form. (Language teaching methods, n.d.)

The structural approach

This method sees language as a complex of grammatical rules which are to be learned one at a

time in a set order. So for example the verb "to be" is introduced and practiced before the present

continuous tense which uses "to be" as an auxiliary. (Language teaching methods, n.d.)
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Suggestopedia

The theory underlying this method is that a language can be acquired only when the learner is

receptive and has no mental blocks. By various methods it is suggested to the student that the

language is easy - and in this way the mental blocks to learning are removed. (Language

teaching methods, n.d.)

Total Physical Response (TPR)

TPR works by having the learner respond to simple commands such as "Stand up", "Close your

book", "Go to the window and open it." The method stresses the importance of aural

comprehension. (Language teaching methods, n.d.)

Communicative language teaching (CLT)

The focus of this method is to enable the learner to communicate effectively and appropriately in

the various situations she would be likely to find herself in. The content of CLT courses are

functions such as inviting, suggesting, complaining or notions such as the expression of time,

quantity, location. (Language teaching methods, n.d.)

The Silent Way

This is so called because the aim of the teacher is to say as little as possible in order that the

learner can be in control of what he wants to say. No use is made of the mother

tongue.(Language teaching methods, n.d.)

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Community Language Learning

In this method attempts are made to build strong personal links between the teacher and student

so that there are no blocks to learning. There is much talk in the mother tongue which is

translated by the teacher for repetition by the student. (Language teaching methods, n.d.)

Task-based language learning

The focus of the teaching is on the completion of a task which in itself is interesting to the

learners. Learners use the language they already have to complete the task and there is little

correction of errors.(Language teaching methods, n.d.)

The Natural Approach

This approach, propounded by Professor S. Krashen, stresses the similarities between learning

the first and second languages. There is no correction of mistakes. Learning takes place by the

students being exposed to language that is comprehensible or made comprehensible to them.

(Language teaching methods, n.d.)

The Lexical Syllabus

This approach is based on a computer analysis of language which identifies the most common

(and hence most useful) words in the language and their various uses. The syllabus teaches these

words in broadly the order of their frequency, and great emphasis is placed on the use of

authentic materials.(Language teaching methods, n.d.).

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2.1.6 Learning Styles in the ESL/EFL Classroom

According to Christison and Bassano, reading poetry aloud help ESL/EFL learners develop a

love of words and sounds, improves vocabulary, builds, a positive affective classroom climate,

and lends itself to instructional techniques that address different sensory and cognitive learning

styles..(Reid, J. M. (2002). Learning styles in the ESL/EFL classroom).

2.1.7 Learning Styles

Background History

Accounting for individual learning styles in not a new idea. As early as 334 BC, Aristotle said

that each child possessed specific talents and skills and he noticed individual differences in

young children. (What are Learning Styles, n.d.)

In the early 1900s, several personality theories and classifications for individual differences

were advanced; these focused especially on the relationship between memory and visual or oral

instructional methods. The research in learning styles then declined due to the emphasis on the

students IQ and academic achievement.

In the last half of the 1900s, however, there has been a renewed interest in learning styles

research and many educators are attempting to apply the results within the classroom.
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Definition of Learning Styles

According to Cornett (1983), pg.9) learning styles consistent pattern behavior, but with a certain

range of individual variability. Learning styles include an array of cognitive, affective (emotional

and attitudinal), and social aspects (Oxford, 1990c; 1988). (Reid, J. M. (2002), pg. 34 Learning

styles in the ESL/EFL classroom).

Learning styles can be defined, classified, and identified in many different ways. Generally,

they are overall patterns that provide direction to learning and teaching. Learning style can also

be described as a set of factors, behaviors, and attitudes that facilitate learning for an individual

in a given situation. (What are Learning Styles, n.d.)

Styles influence how students learn, how teachers teach, and how the two interact. Each person

is born with certain tendencies toward particular styles, but these biological or inherited

characteristics are influenced by culture, personal experiences, maturity level, and development.

Style can be considered a contextual variable or construct because what the learner brings to

the learning experience is as much a part of the context as are the important features of the

experience itself.

Each learner has distinct and consistent preferred ways of perception, organization and retention.

These learning styles are characteristic cognitive, affective, and physiological behaviors that

serve as pretty good indicators of how learners perceive, interact with, and respond to the

learning environment.
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Students learn differently from each other and it has been determined that brain structure

influences language structure acquisition. It has also been shown that different hemispheres of

the brain contain different perception avenues. Some researchers claim that several types of cells

present in some brains are not present in others. (What are Learning Styles, n.d.)

The term learning styles speaks to the understanding that every student learns differently.

Technically, an individuals learning style refers to the preferential way in which the student

absorbs, processes, comprehends and retains information. For example, when learning how to

build a clock, some students understand the process by following verbal instructions, while

others have to physically manipulate the clock themselves. This notion of individualized learning

styles has gained widespread recognition in education theory and classroom management

strategy. Individual learning styles depend on cognitive, emotional and environmental factors, as

well as ones prior experience. In other words: everyones different. (Learning Styles, n.d.)

Different learning styles

a. Kolb - Learning Styles

David Kolb published his learning styles model in 1984 from which he developed his learning

style inventory. (McLeod, S. A. (2013). Kolb - Learning Styles)

Kolb's experiential learning theory works on two levels: a four stage cycle of learning and four

separate learning styles. Much of Kolbs theory is concerned with the learners internal

cognitive processes.

Kolb states that learning involves the acquisition of abstract concepts that can be applied flexibly
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in a range of situations. In Kolbs theory, the impetus for the development of new concepts is

provided by new experiences.

Learning is the process whereby knowledge is created through the transformation of

experience (Kolb, 1984, p. 38).

The Experiential Learning Cycle

Kolb's experiential learning style theory is typically represented by a four stage learning cycle in

which the learner 'touches all the bases': (McLeod, S. A. (2013). Kolb - Learning Styles).
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1. Concrete Experience - (a new experience of situation is encountered, or a reinterpretation of

existing experience).

2. Reflective Observation (of the new experience. Of particular importance are any
inconsistencies between experience and understanding).

3. Abstract Conceptualization (Reflection gives rise to a new idea, or a modification of an

existing abstract concept).

4. Active Experimentation (the learner applies them to the world around them to see what
results).

Effective learning is seen when a person progresses through a cycle of four stages: of (1)

having a concrete experience followed by (2) observation of and reflection on that experience

which leads to (3) the formation of abstract concepts (analysis) and generalizations (conclusions)

which are then (4) used to test hypothesis in future situations, resulting in new experiences.
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Kolb (1974) views learning as an integrated process with each stage being mutually

supportive of and feeding into the next. It is possible to enter the cycle at any stage and follow it

through its logical sequence.

However, effective learning only occurs when a learner is able to execute all four stages of the

model. Therefore, no one stage of the cycle is an effective as a learning procedure on its own.

Learning Styles

Kolb's learning theory (1974) sets out four distinct learning styles, which are based on a four-

stage learning cycle (see above). Kolb explains that different people naturally prefer a certain

single different learning style. Various factors influence a person's preferred style. For example,

social environment, educational experiences, or the basic cognitive structure of the individual.

(McLeod, S. A. (2013). Kolb - Learning Styles)

Whatever influences the choice of style, the learning style preference itself is actually the

product of two pairs of variables, or two separate 'choices' that we make, which Kolb presented

as lines of axis, each with 'conflicting' modes at either end:

A typical presentation of Kolb's two continuums is that the east-west axis is called the Processing

Continuum (how we approach a task), and the north-south axis is called the Perception

Continuum (our emotional response, or how we think or feel about it).

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Kolb believed that we cannot perform both variables on a single axis at the same time (e.g. think

and feel). Our learning style is a product of these two choice decisions.

It's often easier to see the construction of Kolb's learning styles in terms of a two-by-two matrix.

Each learning style represents a combination of two preferred styles. The diagram also highlights

Kolb's terminology for the four learning styles; diverging, assimilating, and converging,
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Accommodating:

Doing (Active Watching (Reflective

Experimentation - AE) Observation - RO)

Feeling (Concrete Accommodating Diverging (CE/RO)

Experience - CE) (CE/AE)

Thinking (Abstract Converging (AC/AE) Assimilating (AC/RO)

Conceptualization -
AC)

Learning Styles Descriptions

Knowing a person's (and your own) learning style enables learning to be orientated according to

the preferred method. That said, everyone responds to and needs the stimulus of all types of

learning styles to one extent or another - it's a matter of using emphasis that fits best with the

given situation and a person's learning style preferences. (McLeod, S. A. (2013). Kolb - Learning

Styles)

Here are brief descriptions of the four Kolb learning styles:

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Diverging (feeling and watching - CE/RO)

These people are able to look at things from different perspectives. They are sensitive. They

prefer to watch rather than do, tending to gather information and use imagination to solve

problems. They are best at viewing concrete situations at several different viewpoints.

Kolb called this style 'diverging' because these people perform better in situations that require

ideas-generation, for example, brainstorming. People with a diverging learning style have broad

cultural interests and like to gather information.

They are interested in people, tend to be imaginative and emotional, and tend to be strong in the

arts. People with the diverging style prefer to work in groups, to listen with an open mind and to

receive personal feedback.

Assimilating (watching and thinking - AC/RO)

The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are

more important than people. These people require good clear explanation rather than practical

opportunity. They excel at understanding wide-ranging information and organizing it in a clear

logical format.

People with an assimilating learning style are less focused on people and more interested in ideas

and abstract concepts. People with this style are more attracted to logically sound theories than

approaches based on practical value.

This learning style is important for effectiveness in information and science careers. In formal

learning situations, people with this style prefer readings, lectures, exploring analytical models,
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and having time to think things through.

Converging (doing and thinking - AC/AE)

People with a converging learning style can solve problems and will use their learning to find

solutions to practical issues. They prefer technical tasks, and are less concerned with people and

interpersonal aspects.

People with a converging learning style are best at finding practical uses for ideas and theories.

They can solve problems and make decisions by finding solutions to questions and problems.

People with a converging learning style are more attracted to technical tasks and problems than

social or interpersonal issues. A converging learning style enables specialist and technology

abilities. People with a converging style like to experiment with new ideas, to simulate, and to

work with practical applications.

Accommodating (doing and feeling - CE/AE)

The Accommodating learning style is 'hands-on', and relies on intuition rather than logic. These

people use other people's analysis, and prefer to take a practical, experiential approach. They are

attracted to new challenges and experiences, and to carrying out plans.

They commonly act on 'gut' instinct rather than logical analysis. People with an accommodating

learning style will tend to rely on others for information than carry out their own analysis. This

learning style is prevalent within the general population.

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Educational Implications
Both Kolb's (1984) learning stages and cycle could be used by teachers to critically evaluate the

learning provision typically available to students, and to develop more appropriate learning

opportunities. (McLeod, S. A. (2013). Kolb - Learning Styles)

Educators should ensure that activities are designed and carried out in ways that offer each

learner the chance to engage in the manner that suits them best. Also, individuals can be helped

to learn more effectively by the identification of their lesser preferred learning styles and the

strengthening of these through the application of the experiential learning cycle.

Ideally, activities and material should be developed in ways that draw on abilities from each

stage of the experiential learning cycle and take the students through the whole process in

sequence.

B. Myers-Briggs Theory

Myers-Briggs theory was developed by the mother-daughter partnership of Katharine Briggs and

Isabel Briggs Myers. It is an adaptation of the theory of psychological types produced by Carl

Gustav Jung. There is a lot of depth in the theory but, at its simplest, it consists of 16 types.

(Myers Briggs Personality Types - Introduction and Overview, n.d.)

Briggs Myers, they developed a convenient way to describe the order of each persons Jungian

preferences this is how the four-letter acronyms were born. There were four possible pairs of

personality traits: (Our Theory | 16Personalities, n.d.).

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Introversion (I) or Extraversion (E)

Intuition (N) or Sensing (S)

Thinking (T) or Feeling (F)

Judging (J) or Perceiving (P)

Definitions:

Extraversion and Introversion

- The first pair of styles is concerned with the direction of your energy. If you prefer to direct

your energy to deal with people, things, situations, or "the outer world", then your preference is

for Extraversion. If you prefer to direct your energy to deal with ideas, information, explanations

or beliefs, or "the inner world", then your preference is for Introversion.(Myers Briggs

Personality Types - Introduction and Overview, n.d.)

Sensing and Intuition

The second pair concerns the type of information/things that you process. If you prefer to deal

with facts, what you know, to have clarity, or to describe what you see, then your preference is

for Sensing. If you prefer to deal with ideas, look into the unknown, to generate new possibilities

or to anticipate what isn't obvious, and then your preference is for Intuition. The letter N is used

for intuition because I have already been allocated to Introversion. (Myers Briggs Personality
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Types - Introduction and Overview, n.d.)

Thinking and Feeling

The third pair reflects your style of decision-making. If you prefer to decide on the basis of

objective logic, using an analytic and detached approach, then your preference is for Thinking. If

you prefer to decide using values - i.e. on the basis of what or who you believe is important -

then your preference is for Feeling.(Myers Briggs Personality Types - Introduction and

Overview, n.d.)

Judgment and Perception

The final pair describes the type of lifestyle you adopt. If you prefer your life to be planned,

stable and organized then your preference is for Judging (not to be confused with 'Judgmental',

which is quite different). If you prefer to go with the flow, to maintain flexibility and respond to

things as they arise, then your preference is for Perception. (Myers Briggs Personality Types -

Introduction and Overview, n.d.)

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Myers-Briggs Types

ISTJ ISFJ INFJ INTJ

ISTP ISFP INFP INTP

ESTP ESFP ENFP ENTP

ESTJ ESFJ ENFJ ENTJ

(Myers Briggs Personality Types - Introduction and Overview, n.d.)

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(Personality Type Myers-Briggs Type Indicator (MBTI) Natural Learning, n.d.)

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Five Personality Aspects

This section will describe five personality aspects that, when combined, define the personality

type: Mind, Energy, Nature, Tactics and Identity. Each of these aspects should be seen as a two-

sided continuum, with the neutral option placed in the middle. The percentages you would

have seen after completing the test are meant to show which categories you fall under, and how

strong your preferences are. (Our Theory | 16Personalities, n.d.).

Five personality:

1. Mind

2. Energy

3. Nature

4. Tactics

5. Identity.

Mind

It is safe to say that Extraversion and Introversion are probably the oldest notions in the history

of personality theories. It is as if the former sincerely enjoy engaging with the external world and

recharge by communicating with other people, and the latter prefer to rely on themselves and

their own inner world instead of seeking stimulation from the outside.

This aspect shows how we interact with our surroundings:

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Introverted individuals prefer solitary Extraverted individuals prefer group

activities and get exhausted by social activities and get energized by social

interaction. They tend to be quite sensitive interaction. They tend to be more

to external stimulation (e.g. sound, sight or enthusiastic and more easily excited than

smell) in general. introverts.

Energy

The second scale in our model is called Energy and it connects Intuitive and Observant styles.

Observant individuals is far more significant as it actually determines how you see the world and

what kind of information you focus on. Individuals with the Observant trait focus on the actual

world and things happening around them.

The second aspect determines how we see the world and process information:
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Observant individuals are highly practical, Intuitive individuals are very imaginative,

pragmatic and down-to-earth. They tend to open-minded and curious. They prefer

have strong habits and focus on what is novelty over stability and focus on hidden

happening or has already meanings and future possibilities.

Nature

The Nature scale determines how we make decisions and cope with emotions. While we all have

feelings, there are significant differences in how we react to them and what role those feelings

play in our lives. This then influences a number of other areas, mostly related to our interactions

with other people.

This aspect determines how we make decisions and cope with emotions:
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Feeling individuals are sensitive and

Thinking individuals focus on objectivity emotionally expressive. They are more

and rationality, prioritizing logic over empathic and less competitive than Thinking

emotions. They tend to hide their feelings types, and focus on social harmony and

and see efficiency as more important than cooperation.

cooperation.

Tactics

The Tactics scale determines how we approach planning and available options. However, this

affects more than just our calendars at its core, this scale determines our attitude toward

certainty and structure in our lives, both at mental and physical levels.

This aspect reflects our approach to work, planning and decision-making:

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Judging individuals are decisive, Prospecting individuals are very good

thorough and highly organized. They at improvising and spotting
value clarity, predictability and closure, opportunities. They tend to be flexible,
preferring structure and planning to relaxed nonconformists who prefer
spontaneity. keeping their options open.

Identity

Our last scale, Identity, affects all others, showing how confident we are in our abilities and

decisions. In a way, it acts as an internal sensor, reacting to the input we get from the

environment for instance, success or failure, feedback from other people, pressure caused by

unexpected events and so on.

Finally, the Identity aspect underpins all others, showing how confident we are in our abilities

and decisions:
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Assertive (-A) individuals are self-assured,

even-tempered and resistant to stress. They Turbulent (-T) individuals are self-conscious

refuse to worry too much and do not push and sensitive to stress. They are likely to

themselves too hard when it comes to experience a wide range of emotions and to

achieving goals. be success-driven, perfectionistic and eager

to improve.

c. Overview of Gardner's Multiple Intelligences

Gardner continues in the tradition of Thurstons proposal that there is no g (general intelligence)

but rather multiple, distinct intelligences. Gardner proposes seven intelligences (although he

does not limit the possible number). (Gardners Multiple Intelligences, n.d.)

1. Linguistic intelligence

2. Musical intelligence

3. Logical- mathematical intelligence

4. Spatial intelligence

5. Bodily-Kinesthetic intelligence

6. Interpersonal intelligence
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7. Interpersonal intelligence

Additional 'candidate' intelligences are:

Naturalistic intelligence (ability to discern patterns in nature - e.g. Darwin)

Spiritual Intelligence - recognition of the spiritual

Existential intelligence - concern with 'ultimate issues'

Gardner's approach to intelligence

Howard Gardner (1983, 1993, 1999) believes that we have multiple intelligences, rather than a

general intelligence that underlies performance in all tasks (g). (Gardners Multiple

Intelligences, n.d.)

In arguing that there are distinct and separate components to intelligence Gardner offers nothing

particularly new. However, what is new about Gardner's work is that he does not attempt to

support his approach purely through statistical reanalysis of data (e.g. as Thurstone did), but

instead he has looked at various "signs" to inform his theory of what constitutes intelligence.

Gardner's multiple intelligence theory is supported by the current anti-g Zeitgeist. He also

suggests that different cultures highlight certain intelligences & minimize others.
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Gardner's Five Signs of an Intelligence

Gardner has examined a variety of sources in order to formulate his theory of intelligence:

intelligence tests, cognition experiments, neuropsychological research, child prodigies and idiot

savants. (Gardners Multiple Intelligences, n.d.)

As a result, Gardner has proposed five "signs" or criteria that he uses to identify whether an

intelligence qualifies as being distinct and autonomous from other intelligences:

Olation by brain damage:

1. One criterion was whether intelligence could be isolated neuropsychologically. Gardner

argues that people have multiple intelligences because they have multiple neural modules. Each

module, he believes, has its own way of operating and its own memory systems. Brain damage

may sometimes impair one intellectual skill whilst other skills remain at least partially intact

after brain damage. For example, brain-injured musicians may have impaired speech, yet retain

the ability to play music (aphasia without amusia (Hodges, 1996; Sergent, 1993).

2. The existence of individuals with exceptional talent:

Selective competence (such as idiot savants, prodigies), like selective deficits, suggests

autonomy of that particular competence. In other words, the presence of extraordinary

intelligence in one area suggests a distinct form of intelligence. If Mozart could write music

before he could even read, then the neural systems involved in musical intelligence must be

separate from those involved in language processing.

 35

3. A distinct developmental history:

Another source of evidence for an intelligence is a characteristic developmental trajectory

leading from basic and universal manifestations to one or more expert end-states. For example,

spoken language develops quickly and to great competence in normal people. In contrast, while

all normal individuals can count small quantities, few progress to an understanding of higher

mathematics even with formal schooling. (Torff & Gardner, 1999).

4. Experimental evidence:

e.g. individuals performing two different tasks at once indicate that some intelligences (or is it

just abilities) operate autonomously.

5. Psychometric support:

e.g. factor analysis shows different factors in intelligence. FA generally supports the existence

of two big group factors: verbal and spatial (Torff & Gardner, 1999).
 36

Gardner's Seven Intelligences

(Janet Youngs Educational Voyage in Multiple Intelligences, n.d.)

Intelligence Type = Capability and Perception

Linguistic = words and language

Logical-Mathematical = logic and numbers
Musical = music, sound, rhythm
Bodily-Kinesthetic = body movement control
Spatial-Visual = images and space
Interpersonal = other people's feelings
Intrapersonal = self-awareness
 37

Gardner concludes that the cumulative evidence points to seven (or possibly eight)

distinct intelligences. The first three are somewhat similar to previous components of

intelligence identified by other approaches; whereas the second four/five are more novel. He

believes these develop differently in different people due to both heredity and training. He

believes that all need to be measured to provide a truly global assessment of intelligence.

1. Linguistic Intelligence: involved in reading, writing, listening and talking

2. Logical-MathematicalIntelligence: involved in solving logical puzzles, deriving

proofs, performing calculations

3. Spatial Intelligence: involved in moving from one location to another or determining

one's orientation in space

4. Musical Intelligence: involved in playing, composing, singing and conducting.

Furthermore, Gardner believes that auto mechanics and cardiologists may have this

kind of intelligence in abundance as they make diagnoses on the careful listening to

patterns of sounds.

5. Bodily-Kinaesthetic Intelligence: involved in using one's body (or parts of it) to

perform skilful and purposeful movements (dancers, athletes and surgeons)

6. Intrapersonal Intelligence: involved in understanding oneself and having insight

into one's own thoughts, actions and emotions (self-understanding).

7. Interpersonal functioning: involved in understanding of others and one's relations to

others. Being high in social skills (psychologists, teachers and politicians are

supposed to be high in this type of intelligence).

8. The eighth intelligence was proposed by Gardner in 1999 and he calls it Naturalistic

Intelligence. This intelligence involves the ability to understand and work effectively
 38

in the natural world. This is exemplified by biologists and zoologists.

Naturalist Intelligence (Nature Smart)

Designates the human ability to discriminate among living things (plants, animals) as well as

sensitivity to other features of the natural world (clouds, rock configurations). This ability was

clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be

central in such roles as botanist or chef. It is also speculated that much of our consumer society

exploits the naturalist intelligences, which can be mobilized in the discrimination among cars,

sneakers, kinds of makeup, and the like. (The Nine Types of Intelligence, n.d.)

(How to Learn Any Language On Your Own (Step-by-Step Guide) Pick the Brain | Motivation
and Self Improvement, n.d.)
 39

Strengths of Gardner's Multiple Intelligence Theory

Helps to explain the variety of individual differences in different types of mental

performance based in developmental, clinical, case study and educational evidence
Criticisms of Gardner's Multiple Intelligence Theory narrow intelligences may meet
criteria, e.g. 20 to 30 intelligences may also have been convincing are these intelligences
or just 'abilities'? (And what is the difference?) - musical, bodily-kinaesthetic, intra and
interpersonal are a source of some controversy doesn't explain why some people are more
intelligent than others these 'intelligences' are not all essential for successful adaptation
(one of the common definitions of intelligence) ultimately there is not really much
HARD scientific evidence.

Criticisms of Gardner's Multiple Intelligence Theory

Narrow intelligences may meet criteria, e.g. 20 to 30 intelligences may also have been
convincing are these intelligences or just 'abilities'? (And what is the difference?) -
musical, bodily-kinaesthetic, intra and interpersonal are a source of some controversy
doesn't explain why some people are more intelligent than others these 'intelligences' are
not all essential for successful adaptation (one of the common definitions of intelligence)
Ultimately there is not really much HARD scientific evidence.

2.1.8 Instructional Strategies according to the learning styles

(Kagan.S,& Kagan. M.(1998).Multiple Intelligences: The Complete MI Book (Mi Instructional
Strategies).Kagan Cooperative Learning: University of Virginia)

Verbal/Linguistic instructional strategies

It is engaged by written and spoken word.
 40

Listening a discussing strategies

Circle the sage
Debate
Dialogue
Discussion
Lecture
RoundRobi

Writing strategies
Brainstorming
A-Z Brainstorming

4s Brainstorming

Compositions
Draw/build/find -What I write
Dialogue journal
Roundtable

Reading strategies

Reading
Independent reading
Oral reading
Rally Robin reading
Teacher reading

Logical/Mathematical strategies
Question strategies
Questions & Answers
Question matrix

Thinking skills strategies

Find my rule
What's my line
 41

Find the fib

Pairs compare who am I?
Problem -Solving strategies
Jigsaw problem solving
Send A problem

Musical /Rhythmic strategies

Background music
Lyrical Lessons
songs for two voices
team chants

Bodily/Kinesthetic
Bodily communication strategies
Acting
Role playing & impersonating
Team charade
Hands - on strategies
Experiential learning
Inventing designing and building

Body representational
Dance & movement
Agreements circle

Movement strategies
Find someone who
Fact bingo
Naturalist strategies
Look write discuss
smell write discuss
Same - different
 42

Interpersonal strategies
Peer tutoring strategies

Jigsaw
telephone
Decision- making strategies
Voting

Communication skills strategies

Affirmation passport
talking chips
Information sharing strategies
Blackboard share
Mix pair discuss
one stray
sages share

Intrapersonal strategies
Reflection strategies
Journal reflection
think time
Think-pair share
corner
Visuals strategies
spatial - relations strategies
graphic organizer
match mine
Visuals input strategies
Graphs & charts
Visuals aids
Visuals imaginary strategies

guided imagery
Visualization
 43

Visual communication strategies

Draw it
Cartoons & picture stories

2.1.9 Learning Style and Culture

Learning and culture appear to be contradictory. The notion of learning style implies individual
differences. As Reid (1978, p.89) points out, learning style is pervasive quality in the learning
strategies of the learning behavior of an individual(emphasis added). A basic assumption
underlying the development of learning styles instruments is the existence of individual learning
style differences. (Reid, J. M. (2002), p.6. Learning styles in the ESL/EFL classroom).

On the other hand, Culture refers not to what is individual, but to what is shared by a group of
individuals. The key word here is shared. Culture refers to what is common to members of
group.

2.2 Cultural differences in learning styles

Learning styles refers to an individual's natural, habitual, preferred ways(s) of absorbing,
processing, and retaining new information and skills. These learning styles persist, regardless of
teaching methods and content areas. Learning styles research divides into three major categories:
sensory learning styles, cognitive learning styles, and personality learning styles.

a. Cognitive learning styles

-Field-Independent Learner: Learns more effectively step by step, or sequentially,beginning with
analyzing facts and proceeding to ideas(sees the treesinstead of the forest).
-Field - dependent ( Field- sensitive) Learner: Learns more effectively in context holistically,
intuitively, and is especially sensitive to human relationships and interactions( sees the the
forest instead of the trees).
 44

Analytical Global Learning styles

-Analytic Learner: learns more effectively individually, prefers setting own goals, and
Responds to a sequential, linear,
Step-by-step presentation of materials.
-Global (Relational) Learner: learns more effectively through concrete experience , and by
interaction with other people.

Reflective/Impulsive Learning Styles

Reflective Learner: learns more effectively when she or he has time to consider options before
responding (often more accurate language learners).
Impulsive Learners: learns more effectively when she or he is able to respond immediately and
to take risks (often more fluent language learners).

Kolb Experiential Learning Model1

Concrete experiences plus Abstract Conceptualization perception.
Reflective Observation plus Active Experimentation date process.
The learning model perception and process is further categorized into four learner types:.(Reid, J.
M. (2002). Learning styles in the ESL/EFL classroom).

1. Converger (Common Sense Leaner). learns more effectively when she or he is able to
receive abstractly and process actively.
2. Diverger (Innovative Learner): learns more effectively when she or he is able to perceive

1
Basis of Kolb's Experiential Learning Model

Note: Experiential means relating to or resulting from experience while experimental means relating to
or based on experiment. Kolb uses the term experiential as his theory is based more on reflection of
experiences. While others use experimental when referencing experimental-inquiry techniques that
requires learners to test hypothesis (experiment) about content knowledge.Clark, D. (2000, May). Kolb's
Learning Styles and Experiential Learning Model. Retrieved May 29, 2017, from
http://www.nwlink.com/~donclark/hrd/styles/kolb.html
 45

concretely and process reflectively.

3. Assimilator ( Analytical Learner): learns more effectively when she or he is able to
perceive abstractly and to process reflectively
4. Accommodator (Dynamic Learner): learns more effectively when she or he is able to
perceive concretely and to process actively.

b. Sensory Learning Styles

Perceptual Styles
Auditory Learner: learns more effectively through the ear (hearing).
Visual Learner: learn more effectively through the eyes ( seeing ).

Tactile Learner: learn more effectively through touch (hands-on).

Kinesthetic Learner: learn more effectively through concrete complete body experience (whole
body movement).

Table P-1 offers an overview of various learning styles on existing instruments for measuring
them,
 46

Environmental Learning styles

Physical Learner: learn more effectively when such variables as temperature, sound, light, food
mobility, time, and classroom/study arrangement are considered.
Sociological Learner: learns more effectively when such variables as group, individual, pair and
team work, or level of teacher authority are considered.
 47

c. Affective/ Temperament Learning Styles

Myers-Briggs Temperament Styles

Extraversion-Introversion
Extraverted Learner: learns more effectively through concrete experience,
contracts with the outside world, and relationships with others.
Introverted Learner: learns more effectively in individual, independent situations
that are more involved with ideas and concepts.
Sensing Learner
Sensing Learner: learns more effectively from reports of observables facts and
happenings; prefers physical, sense-based input.
Perception Learner: learns more effectively from meaningful experiences and
from relationships with others.
Thinking-Feeling
Thinking Learner: learns more effectively from impersonal circumstances and
logical consequences.
Feeling Learner: learns more effectively from personalized circumstances and
social values.
Judging-Perceiving
Judging Learner: learns more effectively by reflection, analysis, and processes
that involve closure.
Perceiving Learner: learns more effectively through negotiation, feeling, and
inductive processes that postpone closure.
 48

2.2. Fundamental of Learning Styles

Learning Styles (. Reid, J. M. (2002). Learning styles in the ESL/EFL classroom).

In the ESL/EFL classroom based on the following hypotheses:

Every person, student and teacher alike, has a learning style and learning strengths
and weakness;
Learning styles exist on wide continuums, although they are often described as
opposites;
Learning styles are value -neutral; that is , no one style is better than others
(although clearly students with some learning styles function better in a U.S. school
system that values some learning styles over others);
Students must be encouraged tostretchtheir learning styles so that they will be
more empowered in a variety of learning situations;
Often, students strategy are linked to their learning styles;
Teachers should allow their students to become aware of their learning strengths
and weakness.

2.2.3 Gender Differences in Language Learning Styles

A learning styles refers to an individual's natural, habitual, and preferred ways of absorbing,
processing, and retaining new information and skills which persist regardless
of teaching methods or content area. The Dunn, and Price (1975, 1979, 1989) model is
particularly useful and informative model for educators because it represents more
comprehensively the complexity of variables that potentially influence a student's dietetics
approach to learning. As the adaption of the learning style is multidimensional and encompasses
five stimulus categories: (1) environmental; (2) physical; (3) emotional; (4) sociological; and (5)
physiological. (Reid, J. M. (2002), pgs. 171-172. Learning styles in the ESL/EFL classroom).
 49

Language Learning styles are the general approaches used to learn languages.(Reid, J. M.
(2002), pgs. 34-35. Learning styles in the ESL/EFL classroom)

Impact of Environmental Factors on Learning

Students register different responses to a number of environmental factors while learning. Some

prefer to study with background music, others prefer quiet; some prefer bright lighting, others

prefer dim; some prefer warm environments, others cool; and so on. It is very important to

identify and address these environmental preferences, as students have shown higher retention

rates, better attitudes, and greater achievement when the instructional environment was suited to
 50

their individual

Preferences. (Dunn,R and Burke.K.The Learning Style The Clue To You.)

Sociological Factors That Influence Learning

Phenomena of a society that can affect or be affected by its interactions and relationships.
(What is Sociological Factors | IGI Global, n.d.)

Physiological Learning-Style Preferences

Physiological elements that can influence learning include: perceptual elements, food intake,

time of day, and degree of mobility. Perceptual strengths or preferences often are not identified

or are under-targeted in the learning environment. The four modalities, or types of perceptual

preference are: auditory, visual, tactual, and kinesthetic. Considering that most children are not

auditory it is rare for students to remember 75 percent of what is said to them in a typical

class period lectures, discussions, and questioning are the least-effective method of

Teaching. (Dunn,R and Burke.K.The Learning Style The Clue To You.)

 51

Emotional

It is the process through which children and adults acquire and effectively apply the knowledge,

attitudes, and skills necessary to understand and manage emotions, set and achieve positive

goals, feel and show empathy for others, establish and maintain positive relationships, and make

responsible decisions.(What is SEL?, n.d.)

Physiological

Consistent with the normal functioning of an organism.(physiological. (n.d.).

Dictionary.com Unabridged. )
Being in accord with or characteristic of the normal functioning of a living organism.
(physiological - definition and meaning, n.d.)

Psychological

Of, pertaining to, dealing with, or affecting the mind, especially as a function of

awareness, feeling, or motivation.(psychological. (n.d.). Dictionary.com Unabridged.)

Having to do with psychology, the study of the human mind and behavior. "The

psychologist was called to the witness stand to explain the psychological reasons why
 52

and how the defendant might have acted in such an unpredictable

manner."(Psychological. BusinessDictionary.com).

Of, affecting, or arising in the mind; related to the mental and emotional state of a person.
(psychological - definition of psychological in English | Oxford Dictionaries, n.d.)

Psychological factors are often connected to Stephen Krashen's Affective Filter Hypothesis.

Affective Filter hypothesis, embodies Krashen's view

that a number of 'affective variables' play a facilitative,

but non-causal, role in second language acquisition.

These variables include: motivation, self-confidence

and anxiety. Krashen claims that learners with high

motivation, self-confidence, a good self-image, and a

low level of anxiety are better equipped for success in

second language acquisition. Low motivation, low self-esteem, and debilitating anxiety can

combine to 'raise' the affective filter and form a 'mental block' that prevents comprehensible

input from being used for acquisition. In other words, when the filter is 'up' it impedes language

acquisition. On the other hand, positive affect is necessary, but not sufficient on its own, for

acquisition to take place. (Stephen Krashens Theory of Second Language Acquisition

(Assimilao Natural - o Construtivismo no Ensino de Lnguas), n.d.)

The affective filter is a theoretical construct in second language acquisition that attempts to

explain the emotional variables associated with the success or failure of acquiring a second
 53

language. The affective filter is an invisible psychological filter that can either facilitate or hinder

language production in a second language. When the affective filter is high, individuals may

experience stress, anxiety, and lack of self-confidence that may inhibit success in acquiring a

second language. On the other hand, a low affective filter facilitates risk-taking behavior in

regards to practicing and learning a second language.

Affective filters can be raised or lowered as a result of the environment that individuals are in,

interactions with peers and/or teachers, or due to personal factors such as insecurity and anxiety.

We can probably all attest to the fact that we have at one point in our life been in certain contexts

where we may be nervous about something and have felt paralyzed or incompetent. Just imagine

standing in front of a group of your colleagues in order to conduct a presentation about the ways

in which you differentiate for English learners. Many people might naturally have a low affective

filter in this type of situation because of their personal disposition. However, for many people the

affective filter will skyrocket. These people will sweat, become nervous and will be astonished at

the incoherent comments that may come out of their mouth while they are thinking in their head,

"Why am I speaking as if I don't know what I am talking

about?"http://eldstrategies.com/affectivefilter.html

2.2.4.Stephen Krashen's Theory of Second Language Acquisition

What are Krashen's Hypotheses?

Krashen's theory of second language acquisition consists of six main hypotheses: (Krashens

Hypotheses, n.d.)
 54

The Acquisition-Learning hypothesis

The Monitor hypothesis
The Natural Order hypothesis
The Input hypothesis
The Affective Filter hypothesis
The Reading Hypothesis

Explanation of Hypothesis Application for Teaching

The Acquisition-Learning hypothesis According to this theory, the optimal way a language
According to Krashen, there are two ways of is learned is through natural communication. As a
developing language ability. Acquisition involves second language teacher, the ideal is to create a
the subconscious acceptance of knowledge where situation wherein language is used in order to fulfill
information is stored in the brain through the use of authentic purposes. This is turn, will help students to
communication; this is the process used for acquire the language instead of just learning it.
developing native languages. Learning, on the
other hand, is the conscious acceptance of
knowledge about a language (i.e. the grammar or
form). Krashen states that this is often the product
of formal language instruction.

The Monitor hypothesis As an SL teacher it will always be a challenge to

This hypothesis further explains how acquisition
and learning are used; the acquisition system,
initiates an utterance and the learning system
monitors the utterance to inspect and correct
errors. Krashen states that monitoring can make
some contribution to the accuracy of an utterance
but its use should be limited. He suggests that the
monitor can sometimes act as a barrier as it
forces the learner to slow down and focus more on
accuracy as opposed to fluency.
strike a balance between encouraging accuracy and
fluency in your students. This balance will depend on
numerous variables including the language level of
the students, the context of language use and the
personal goals of each student. This balance is also
known as Communicative competency.

The Natural Order hypothesis According to this hypothesis, teachers should be

According to Krashen, learners acquire parts of
language in a predictable order. For any given
language, certain grammatical structures are
acquired early while others are acquired later in the
process. This hypothesis suggests that this natural
order of acquisition occurs independently of
deliberate teaching and therefore teachers cannot
change the order of a grammatical teaching
aware that certain structures of a language are easier
to acquire than others and therefore language
structures should be taught in an order that is
conducive to learning. Teachers should start by
introducing language concepts that are relatively easy
for learners to acquire and then use scaffolding to
introduce more difficult concepts.
 55

sequence.

The Input hypothesis This hypothesis highlights the importance of using

This hypothesis suggests that language acquisition
occurs when learners receive messages that they
can understand, a concept also known as
comprehensible input. However, Krashen also
suggests that this comprehensible input should be
one step beyond the learners current language
ability, represented as i + 1, in order to allow
learners to continue to progress with their language
development.
the Target Language in the classroom. The goal of
any language program is for learners to be able to
communicate effectively. By providing as much
comprehensible input as possible, especially in
situations when learners are not exposed to the TL
outside of the classroom, the teacher is able to create
a more effective opportunity for language acquisition.

The Affective Filter hypothesis In any aspect of education it is always important to

According to Krashen one obstacle that manifests
itself during language acquisition is the affective
filter; that is a 'screen' that is influenced by
emotional variables that can prevent learning. This
hypothetical filter does not impact acquisition
directly but rather prevents input from reaching the
language acquisition part of the brain. According
to Krashen the affective filter can be prompted by
many different variables including anxiety, self-
confidence, motivation and stress.
create a safe, welcoming environment in which
students can learn. In language education this may be
especially important since in order to take in and
produce language, learners need to feel that they are
able to make mistakes and take risks. This relates to
directly to Krashens hypothesis of the affective
filter.

The Reading Hypothesis It is important to involve reading in the language

This hypothesis basically states that the more we classroom to increase knowledge of the language and
read in a SL the greater our vocabulary will be. the way it is used in real-life contexts.

2.2.5 Learning model

Definition of Learning Model

Winataputra in Sugiyanto (2008) suggests that the learning model is a conceptual framework that

describes a systematic procedure in organizing learning experiences to achieve specific learning

objectives and serves as a guide for learning and the crier proclaimed and teachers in

implementing the learning activities. (Definition and Types of Learning Model, n.d.)
 56

Types of Learning Model

Sugiyanto (2008) suggests that there are many learning model developed by experts in an effort

to optimize student learning outcomes. The learning model is comprised of :.( Definition and

Types of Learning Model, n.d.)

1. Contextual Learning Model

Contextual learning model is the concept of learning that encourages teachers to link between the

materials being taught to the students real-world situations. This study also encourages students

make connections between knowledge and its application in their daily lives. Knowledge and

skills gained from the efforts of students to construct their own knowledge and skills as students

learn.

2. Cooperative Learning Model

Model of cooperative learning is a learning approach that focuses on the use of small groups of

students to work together in maximizing the learning conditions for achieving learning

objectives.

3. Quantum Learning Model

Quantum learning model is an assembly of various theories or views of cognitive psychology

and neurology that much programming already exist.

 57

4. Integrated Learning Model

An integrated learning model of learning that allows students both individually and in groups of

actively searching, digging, and found the concepts and principles of holistic.Learning is a model

that tried to integrate several subjects.

5. Model Problem Based Learning (PBL)

Model of problem-based learning (PBL) is a cognitive psychology of learning that takes as its

theoretical support. The focus is not much on what is being worked on students but on what

students think as long as they do. Enabling teachers themselves as mentors and facilitators so that

students can learn to think and solve their own problems. (Definition and Types of Learning

Model, n.d.)

2.2.6 Learning Theories

Learning theories are an organized set of principles explaining how individuals acquire, retain

and recall knowledge. The principles of the theories can be used as guidelines to help select

instructional tools, techniques and strategies that promote learning. (Learning theories

Behaviorism, Cognitive and Constructivist, n.d.)

Although there are many different approaches to learning, there are three basic types of learning

theory: behaviorist, cognitive constructivist, and social constructivist. This section provides a

brief introduction to each type of learning theory. The theories are treated in four parts: a short

historical introduction, a discussion of the view of knowledge presupposed by the theory, an

account of how the theory treats learning and student motivation, and finally, an overview of

some of the instructional methods promoted by the theory is presented. (Overview of Learning
 58

Theories | GSI Teaching & Resource Center, n.d.)

Behaviorism Cognitive Social Constructivism

Constructivism

View of Knowledge is a Knowledge systems of Knowledge is constructed

knowledge repertoire of cognitive structures are within social contexts
behavioral actively constructed by through interactions with a
responses to learners based on pre- knowledge community.
environmental existing cognitive
stimuli. structures.

View of Passive absorption Active assimilation and Integration of students into

learning of a predefined accommodation of new a knowledge community.
body of information to existing Collaborative assimilation
knowledge by the cognitive structures. and accommodation of
learner. Promoted Discovery by learners. new information.
by repetition and
positive
reinforcement.

View of Extrinsic, Intrinsic; learners set Intrinsic and extrinsic.

motivation involving positive their own goals and Learning goals and
and negative motivate themselves to motives are determined
reinforcement. learn. both by learners and
extrinsic rewards provided
by the knowledge
community.

Implications Correct behavioral The teacher facilitates Collaborative learning is

for Teaching responses are learning by providing facilitated and guided by
transmitted by the an environment that the teacher. Group work.
teacher and promotes discovery and
absorbed by the assimilation/accommod
students. ation.
 59

A. Behaviorism Learning Process

It is based on objectively observable changes in behavior theorist define learning as the

acquisition of the new behavior or change in behavior. Examples of applications behaviorist

learning theory :( Learning theories Behaviorism, Cognitive and Constructivist, n.d.)

Drill/rote work
Repetitive practice
Bonus point( providing an incentive to do more).
Participation points( providing an incentive to participate)
Verbal reinforcement (saying good job)
Establishing rules

B.Cognitive Learning Process

It learning theorists believe learning occurs through internal processing information. (Learning
theories Behaviorism, Cognitive and Constructivist, n.d.)

Examples and application of cognitive learning theory:

Classify or chunking information

Linking concepts (associate new content with something known )
Real words examples
Discussion
Problem solving

c. Constructivism Learning Process

It learning theorists believe that learning is process where individuals construct new ideas or

concepts based on prior knowledge and/ or experience. (Learning theories Behaviorism,

Cognitive and Constructivist, n.d.)

 60

Examples and applications:

Case study
Research project
Problem based learning
Brainstorming
Collaborative learning
Discovery learning
Simulations

D. Lev Vygotsky and Social Learning Theories

Social learning theories help us to understand how people learn in social contexts (learn from

each other) and informs us on how we, as teachers, construct active learning communities. Lev

Vygotsky (1962), a Russian teacher and psychologist, first stated that we learn through our

interactions and communications with others. Vygotsky (1962) examined how our social

environments influence the learning process. He suggested that learning takes place through the

interactions students have with their peers, teachers, and other experts. Consequently, teachers

can create a learning environment that maximizes the learner's ability to interact with each other

through discussion, collaboration, and feedback. Moreover, Vygotsky (1962) argues that culture

is the primary determining factor for knowledge construction. We learn through this cultural

lens by interacting with others and following the rules, skills, and abilities shaped by our culture.

(Lev Vygotsky and Social Learning Theories, n.d.)

1. Developing Learning Communities

2. Community of Learners Classroom
3. Collaborative Learning and Group Work
4. Discussion-based Learning (Socratic Questioning Methods)
5. Instruction that supports social learning:
 61

Students work together on a task

Students develop across the curriculum
Instructors choose meaningful and challenging tasks for the students to work
Instructors manage Socratic dialogue that promote deeper learning.

Vygotsky argued, "That language is the main tool that promotes thinking, develops reasoning,

and supports cultural activities like reading and writing" (Vygotsky 1978). As a result,

instructional strategies that promote literacy across the curriculum play a significant role in

knowledge construction as well as the combination of whole class leadership, individual and

group coaching, and independent learning. Moreover, teachers need to provide the opportunity

to students for a managed discussion about their learning. Discussion that has a purpose with

substantive comments that build off each other and there is a meaningful exchange between

students that results in questions that promote deeper understanding. Discussion-based

classroom using Socratic dialogue where the instructor manages the discourse can lead each

student to feel like their contributions are valued resulting in increased student motivation.

(Lev Vygotsky and Social Learning Theories, n.d.)

The teacher, or local topic expert, plays the important role of facilitator, creating the environment

where directed and guided interactions can occur. Many other educational theorists adopted

Vygotsky's social process ideas and proposed strategies that foster deeper knowledge

construction, facilitate Socratic student discussions, and build active learning communities

through small group based instruction.(Lev Vygotsky and Social Learning Theories, n.d.)

In essence, Vygotsky recognizes that learning always occurs and cannot be separated from a
 62

social context. Consequently, instructional strategies that promote the distribution of expert

knowledge where students collaboratively work together to conduct research, share their results,

and perform or produce a final project, help to create a collaborative community of learners.

Knowledge construction occurs within Vygotsky's (1962) social context that involves student-

student and expert-student collaboration on real world problems or tasks that build on each

person's language, skills, and experience shaped by each individual's culture" (Vygotsky, 1978,

p. 102).(Lev Vygotsky and Social Learning Theories, n.d.)

E. Social Learning theory (BANDURA)

Banduras Social Learning Theory posits that people learn from one another, via observation,

imitation, and modeling. The theory has often been called a bridge between behaviorist and

cognitive learning theories because it encompasses attention, memory, and motivation.(Social

Learning Theory Bandura Social Learning Theory, n.d.)

People learn through observing others behavior, attitudes, and outcomes of those behaviors [1].

Most human behavior is learned observationally through modeling: from observing others, one

forms an idea of how new behaviors are performed, and on later occasions this coded

information serves as a guide for action. (Bandura). Social learning theory explains human

behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and

environmental influences. (Social Learning Theory Bandura Social Learning Theory, n.d.).
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f. 21st Century Skills

(The 21st century classroom where the 3 Rs meet the 4 Cs!, n.d.)

The term 21st century skills refers to a broad set of knowledge, skills, work habits, and character

traits that are believedby educators, school reformers, college professors, employers, and

othersto be critically important to success in todays world, particularly in collegiate programs

and contemporary careers and workplaces. Generally speaking, 21st century skills can be applied

in all academic subject areas, and in all educational, career, and civic settings throughout a

students life.(21st Century Skills Definition - The Glossary of Education Reform, n.d.)

1. Critical thinking,

2. Communication,

3. Collaboration, and

4. Creativity.
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2.2.7 Most influential theories of learni

Behaviourism

The behaviorist perspectives of learning originated in the early 1900s, and became dominant in

early 20th century. The basic idea of behaviorism is that learning consists of a change in

behavior due to the acquisition, reinforcement and application of associations between stimuli

from the environment and observable responses of the individual. Behaviorists are interested in

measurable changes in behavior. Thorndike, one major behaviorist theorist, put forward that (1) a

response to a stimulus is reinforced when followed by a positive rewarding effect, and (2) a

response to a stimulus becomes stronger by exercise and repetition. This view of learning is akin

to the drill-and-practice programmers. Skinner, another influential behaviorist, proposed his

variant of behaviorism called operant conditioning. In his view, rewarding the right parts of the

more complex behavior reinforces it, and encourages its recurrence. Therefore, rein forcers

control the occurrence of the desired partial behaviors. Learning is understood as the step-by-step

or successive approximation of the intended partial behaviors through the use of reward and

punishment. The best known application of Skinners theory is programmed instruction

whereby the right sequence of the partial behaviors to be learned is specified by elaborated task

analysis (Influential theories of learning | Education | United Nations Educational, Scientific

and Cultural Organization, n.d.

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Cognitive psychology

Cognitive psychology was initiated in the late 1950s, and contributed to the move away from

behaviorism. People are no longer viewed as collections of responses to external stimuli, as

understood by behaviorists, but information processors. Cognitive psychology paid attention to

complex mental phenomena, ignored by behaviorists, and was influenced by the emergence of

the computer as an information-processing device, which became analogous to the human mind.

In cognitive psychology, learning is understood as the acquisition of knowledge: the learner is an

information-processor who absorbs information, undertakes cognitive operations on it, and

stocks it in memory. Therefore, its preferred methods of instruction are lecturing and reading

textbooks; and, at its most extreme, the learner is a passive recipient of knowledge by the

teacher.

Constructivism

Constructivism emerged in the 1970s and 1980s, giving rise to the idea that learners are not

passive recipients of information, but that they actively construct their knowledge in interaction

with the environment and through the reorganization of their mental structures. Learners are

therefore viewed as sense-makers, not simply recording given information but interpreting it.

This view of learning led to the shift from the knowledge-acquisition to knowledge-

construction metaphor. The growing evidence in support of the constructive nature of learning

was also in line with and backed by the earlier work of influential theorists such as Jean Piaget

and Jerome Bruner. While there are different versions of constructivism, what is found in

common is the learner-centred approach whereby the teacher becomes a cognitive guide of
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learners learning and not a knowledge transmitter.(Influential theories of learning | Education |

United Nations Educational, Scientific and Cultural Organization, n.d.)

Social learning theory

A well-known social learning theory has been developed by Albert Bandura, who works within

both cognitive and behavioral frameworks that embrace attention, memory and motivation. His

theory of learning suggests that people learn within a social context, and that learning is

facilitated through concepts such as modeling, observational learning and imitation. Bandura put

forward reciprocal determinism that holds the view that a persons behavior, environment and

personal qualities all reciprocally influence each others. He argues that children learn from

observing others as well as from model behavior, which are processes involving attention,

retention, reproduction and motivation. The importance of positive role modeling on learning is

well documented (Influential theories of learning | Education | United Nations Educational,

Scientific and Cultural Organization, n.d.).

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Socio-constructivism

In the late 20th century, the constructivist view of learning was further changed by the rise of the

perspective of situated cognition and learning that emphasized the significant role of context,

particularly social interaction. Criticism against the information-processing constructivist

approach to cognition and learning became stronger as the pioneer work of Vygotsky as well as

anthropological and ethnographic research by scholars like Rogoff and Lave came to the fore and

gathered support. The essence of this criticism was that the information-processing

constructivism saw cognition and learning as processes occurring within the mind in isolation

from the surrounding and interaction with it. Knowledge was considered as self-sufficient and

independent of the contexts in which it finds itself. In the new view, cognition and learning are

understood as interactions between the individual and a situation; knowledge is considered as

situated and is a product of the activity, context and culture in which it is formed and utilized.

This gave way to a new metaphor for learning as participation and social

negotiation.(Influential theories of learning | Education | United Nations Educational,

Scientific and Cultural Organization, n.d.)

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Experiential learning

Experiential learning theories build on social and constructivist theories of learning, but situate

experience at the core of the learning process. They aim to understand the manners in which

experiences whether first or second hand motivate learners and promote their learning.

Therefore, learning is about meaningful experiences in everyday life that lead to a change in

an individuals knowledge and behaviors. Carl Rogers is an influential proponent of these

theories, suggesting that experiential learning is self-initiated learning as people have a natural

inclination to learn; and that they learn when they are fully involved in the learning process.

Rogers put forward the following insight: (1) learning can only be facilitated: we cannot teach

another person directly, (2) learners become more rigid under threat, (3) significant learning

occurs in an environment where threat to the learner is reduced to a minimum, (4) learning is

most likely to occur and to last when it is self-initiated (Office of Learning and Teaching, 2005,

p. 9). He supports a dynamic, continuous process of change where new learning results in and

affects learning environments. This dynamic process of change is often considered in literatures

on organizational learning.(Influential theories of learning | Education | United Nations

Educational, Scientific and Cultural Organization, n.d.)

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Multiple intelligences

Challenging the assumption in many of the learning theories that learning is a universal human

process that all individuals experience according to the same principles, Howard Gardner

elaborated his theory of multiple intelligences in 1983. His theory also challenges the

understanding of intelligence as dominated by a single general ability. Gardner argues that every

persons level of intelligence actually consists of many distinct intelligences. These

intelligences include: (1) logical-mathematical,

(2) linguistic, (3) spatial, (4) musical, (5) bodily-kinesthetic, (6) interpersonal, and (7)

intrapersonal. Although his work is speculative, his theory is appreciated by teachers in

broadening their conceptual framework beyond the traditional confines of skilling, curriculum

and testing. The recognition of multiple intelligences, for Gardner, is a means to achieving

educational goals rather than an educational goal in and of itself.(Influential theories of learning

| Education | United Nations Educational, Scientific and Cultural Organization, n.d.)

Situated learning theory and community of practice

Situated learning theory and community of practice draw many of the ideas of the learning

theories considered above. They are developed by Jean Lave and Etienne Wenger. Situated

learning theory recognizes that there is no learning which is not situated, and emphasizes the

relational and negotiated character of knowledge and learning as well as the engaged nature of

learning activity for the individuals involved. According to the theory, it is within communities

that learning occurs most effectively. Interactions taking place within a community of practice

e.g. cooperation, problem solving, building trust, understanding and relations have the potential
 70

to foster community social capital that enhances the community members wellbeing. Thomas

Sergiovanni reinforces the idea that learning is most effective when it takes place in

communities. He argues that academic and social outcomes will improve only when classrooms

become learning communities, and teaching becomes learner-centered. Communities of practice

are of course not confined to schools but cover other settings such as workplace and

organizations.(Influential theories of learning | Education | United Nations Educational,

Scientific and Cultural Organization, n.d.)

21st century learning or skills

Exploration of 21st century learning or skills has emerged from the concern about transforming

the goals and daily practice of learning to meet the new demands of the 21st century, which is

characterized as knowledge- and technologically driven. The current discussion about 21st

century skills leads classrooms and other learning environments to encourage the development of

core subject knowledge as well as new media literacies, critical and systems thinking,

interpersonal and self-directional skills. For example, the Partnership for 21st Century Skills

(P21) defines the following as key: core subjects (e.g. English, math, geography, history, civics)

and 21st century themes (global awareness, civic literacy, health literacy, environmental literacy,

financial, business and entrepreneurial literacy); learning and innovation skills (creativity and

innovation, critical thinking and problem solving, communication and collaboration);

information, media and technology skills (e.g. ICT literacy, media literacy); and life and career

skills (flexibility and adaptability, initiative and self-direction, social and cross-cultural skills,

productivity and accountability, leadership and responsibility). One main learning method that
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supports the learning of such skills and knowledge is group learning or thematic projects, which

involves an inquiry-based collaborative work that addresses real-world issues and

questions.(Influential theories of learning | Education | United Nations Educational, Scientific

and Cultural Organization, n.d.)

2.2.8 Successful EFL / ESL teachers have these 5 characteristics in common :( 5

Characteristics of Successful EFL / ESL Teachers, n.d.)

1. Excellent Interpersonal Communication Skills

A successful teacher should enjoy people, show enthusiasm and excitement in the

classroom, and be positive.

If the teacher is positive, enthusiastic, and teaches with a smile, the energy will spread to

the students.

This positive energy can motivate students and make the classroom environment more

pleasant.

2. An Attitude of Flexibility

A successful teacher should be flexible and open to change when things go differently

than planned. The teacher needs to be aware of what is happening in the classroom and

make mid-lesson alterations, if necessary.

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It is important to not get upset when a lesson goes awry. However, you should try to

move the lesson in the direction of accomplishing the outlined goals.

3. Appropriate Classroom Management

A successful teacher should be well-organized, dependable, and able to effectively manage the

classroom. In a well-managed classroom, students know what is expected of them and respond

with pre-established procedures throughout the lesson. A properly managed classroom motivates

student cooperation and teamwork.

It is important to spend time at the beginning of the course making a classroom management plan

and carefully explaining it to the students in the first few lessons.

4. Meaningful Lessons

A successful teacher should develop lessons that appeal to students interests and goals. Students

should have the opportunity to use the language in genuine tasks and gain fluency without worry

of mistakes. Students are excited to be in a foreign teachers class and will respond more

positively to meaningful tasks that allow them to use the language.

It is best to associate new information with something students already know, and avoid too

much grammatical explanation or activities without a clear purpose.

5. Cultural Awareness

A successful EFL / ESL teacher should be sensitive of cultural differences and traditions.

Teachers should learn the culture of their students to gain a deeper understanding of their

way of thinking and background. It also helps if the teacher tries to learn the language of
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the students to better understand the culture.

The students are usually more motivated when they know their teacher is making the

effort to learn their language and understand their culture.

2.2.9 What Constitutes For Successful EFL Learners

A) Linguistics Aspects In Foreign Language Learning

It has been explained earlier in this paper that two aspects affecting the success of learning

English language are linguistics and non-linguistics matters.To more specific, in this point the

paper explores what linguistics aspects are and its contribution to better language learning.

Linguistics aspects are those related to the target language. As such syntax, phonology, and

morphology are the components in this aspect (Sartono, 1997).These basic components should

be mastered by the learners in order they can grasp the knowledge of the target language in this

case is English.(Learn to Success: What Constitutes for Successful EFL Learners | M.Faruq

Ubaidillah - Academia.edu, n.d.)

Syntactical Competence

An American linguist who firstly introduced syntactic structure in English was Chomsky in

1957. His outstanding research is Transformational Generative Grammar which then makes him

popular among the influential linguists in the world. He differentiated the surface and deep

structure in English. Put simply, syntax is the sentence construction by which language can
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abstractly be interpreted. Kadarisman (2006) stated that syntax suggests a cognitive or mental

activity since a grammar mirrors the behavior of the speakers who can produce and understand

an indefinite number of sentences. When learners have the competence of grammar and

sentence structure, they will be able to produce sentences in speaking and writing of English

effectively. Yet, learners from countries where the native language structure differs will find it

difficult to produce English sentences either in speaking or writing. As such, the cases happen in

Arab, Iran, and Japan.

Phonological Competence

Learners are able to identify speech sounds of English either from native or non-native speakers.

They further are hoped to produce the sounds after learning it as closely as native speakers do.

To some extent, internalizing phonological aspect in English learning for non-native learners is

somewhat difficult. It is because their mother tongue will always affect the production of the

speech sounds. It is believed that learners whose mother tongue is close to English phonology

will have better acquisition rather than those who do not have.

Morphological Competence

It is made up as the third category contributing to leaners success in

Language learning. Morphology concerns on word-formation process. EFL learners must have

this linguistics competence to identify the words making in English. It is so since English words

are mostly derived and borrowed from other language in the world. By understanding it, learners

will be able to create meaning correctly and construct sentences in English well.
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B) Non-Linguistics Aspects in Foreign Language Learning

This paper have discussed the linguistics aspects in fostering learners

English proficiency. However, it is not yet sufficient for better language learning especially in

EFL settings. It is the right to put non-linguistics aspects as second contributors in for the success

of language learning. The discussion of this aspect focuses on the role of motivation, learning

strategies, and opportunities that typically exist in English as a foreign language learning.

(Learn to Success: What Constitutes for Successful EFL Learners | M.Faruq Ubaidillah -

Academia.edu, n.d.)

Learning Strategies

The second factor affecting success in language learning is the use of effective strategies. The

common belief on foreign language teaching and learning practices is that learners who

maximize their learning strategies will gain better English skills rather than those who do not do

the same thing. They can use their techniques and ways to understand the target language well.

This assumption lies on the definition of learning strategies by Scarcella &Oxford, (1992, p.63)

who stated that

Learning strategies is specific actions, behaviors, steps, or techniques -- such as seeking out

conversation partners, orgiving oneself encouragement to tackle a difficult language task -- used

by students to enhance their own learning

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. They then classified learning strategies into six groups - cognitive, metacognitive, memory-

related, compensatory,

Affective, and social. Each of these strategies contribute to learners English development.

Opportunity

Opportunity in language learning cannot be seen as a separated factor affecting success of EFL

learners.

Chandrasegaran (1981) argued that learners who often read or meet natural exposure of the target

language will gain better proficiency than those who do not do so. In this regard, the opportunity

that EFL learners get isthe activities that can be inputs for them to practice their English both in

the class and outside the class. It is then right to say that schools and universities play prevalent

position in this case to create such a helpful exposure for their students. More importantly,

learners with high language competence and motivation will never successfully learn the target

language if they do not have opportunities in the process of learning.

2.3 Maslows Hierarchy

Maslow's (1943, 1954) hierarchy of needs is a motivational theory in psychology comprising a

five tier model of human needs, often depicted as hierarchical levels within a pyramid.(McLeod,

S. A. (2016). Maslow's Hierarchy of Needs).

Maslow stated that people are motivated to achieve certain needs and that some needs take
 77

precedence over others. Our most basic need is for physical survival, and this will be the first

thing that motivates our behaviour. Once that level is fulfilled the next level up is what motivates

us, and so on.(McLeod, S. A. (2016). Maslow's Hierarchy of Needs).

This five stage model can be divided into deficiency needs and growth needs. The first four

levels are often referred to as deficiency needs (D-needs), and the top level is known as growth

or being needs (B-needs).

The deficiency needs are said to motivate people when they are unmet. Also, the need to fulfil

such needs will become stronger the longer the duration they are denied. For example, the longer

a person goes without food, the more hungry they will become.

One must satisfy lower level deficit needs before progressing on to meet higher level growth

needs. When a deficit need has been satisfied it will go away, and our activities become
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habitually directed towards meeting the next set of needs that we have yet to satisfy. These then

become our salient needs. However, growth needs continue to be felt and may even become

stronger once they have been engaged. Once these growths needs have been reasonably satisfied,

one may be able to reach the highest level called self-actualization.

Every person is capable and has the desire to move up the hierarchy toward a level of self-

actualization. Unfortunately, progress is often disrupted by a failure to meet lower level needs.

Life experiences, including divorce and loss of a job may cause an individual to fluctuate

between levels of the hierarchy. Therefore, not everyone will move through the hierarchy in a

uni-directional manner but may move back and forth between the different types of needs.

Maslow noted only one in a hundred people become fully self-actualized because our society

rewards motivation primarily based on esteem, love and other social needs.

The original hierarchy of needs five-stage model includes:

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1. Biological and Physiological needs - air, food, drink, shelter, warmth, sex, sleep.

2. Safety needs - protection from elements, security, order, law, stability, freedom from fear.

3. Love and belongingness needs - friendship, intimacy, trust and acceptance, receiving and
giving affection and love. Affiliating, being part of a group (family, friends, work).

4. Esteem needs - achievement, mastery, independence, status, dominance, prestige, self-respect,

and respect from others.

5. Self-Actualization needs - realizing personal potential, self-fulfillment, seeking personal

growth and peak experiences.

Maslow posited that human needs are arranged in a hierarchy:

'It is quite true that man lives by bread alone when there is no bread. But what happens to
mans desires when there is plenty of bread and when his belly is chronically filled?
At once other (and higher) needs emerge and these, rather than physiological hungers,
dominate the organism. And when these in turn are satisfied, again new (and still higher)
needs emerge and so on. This is what we mean by saying that the basic human needs are
organized into a hierarchy of relative prepotency' (Maslow, 1943, p. 375).

The expanded hierarchy of needs:

It is important to note that Maslow's (1943, 1954) five stage model has been expanded to include

cognitive and aesthetic needs (Maslow, 1970a) and later transcendence needs (Maslow, 1970b).
 80

Changes to the original five-stage model are highlighted and include a seven-stage model and a

eight-stage model, both developed during the 1960's and 1970s.

1. Biological and Physiological needs - air, food, drink, shelter, warmth, sex, sleep, etc.

2. Safety needs - protection from elements, security, order, law, stability, etc.

3. Love and belongingness needs - friendship, intimacy, trust and acceptance, receiving and
giving affection and love. Affiliating, being part of a group (family, friends, work).

4. Esteem needs - self-esteem, achievement, mastery, independence, status, dominance, prestige,

managerial responsibility, etc.

5. Cognitive needs - knowledge and understanding, curiosity, exploration, need for meaning and
predictability.

6. Aesthetic needs - appreciation and search for beauty, balance, form, etc.

7. Self-Actualization needs - realizing personal potential, self-fulfillment, seeking personal

growth and peak experiences.
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8. Transcendence needs - helping others to achieve self-actualization.

Self-actualization
Instead of focusing on psychopathology and what goes wrong with people, Maslow (1943)

formulated a more positive account of human behavior which focused on what goes right. He

was interested in human potential, and how we fulfill that potential.

Psychologist Abraham Maslow (1943, 1954) stated that human motivation is based on people

seeking fulfillment and change through personal growth. Self-actualized people are those who

were fulfilled and doing all they were capable of.

The growth of self-actualization (Maslow, 1962) refers to the need for personal growth and

discovery that is present throughout a persons life. For Maslow, a person is always 'becoming'

and never remains static in these terms. In self-actualization a person comes to find a meaning to

life that is important to them.

As each individual is unique the motivation for self-actualization leads people in different

directions (Kenrick et al., 2010). For some people self-actualization can be achieved through

creating works of art or literature, for others through sport, in the classroom, or within a

corporate setting.

Maslow (1962) believed self-actualization could be measured through the concept of peak

experiences. This occurs when a person experiences the world totally for what it is, and there are

feelings of euphoria, joy and wonder.

It is important to note that self-actualization is a continual process of becoming rather than a

perfect state one reaches of a 'happy ever after' (Hoffman, 1988).

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Maslow offers the following description of self-actualization:

'It refers to the persons desire for self-fulfillment, namely, to the tendency for him to become
actualized in what he is potentially.
The specific form that these needs will take will of course vary greatly from person to person.
In one individual it may take the form of the desire to be an ideal mother, in another it may be
expressed athletically, and in still another it may be expressed in painting pictures or in
inventions' (Maslow, 1943, p. 382383).

Characteristics of self-actualized people

Although we are all, theoretically, capable of self-actualizing, most of us will not do so, or only

to a limited degree. Maslow (1970) estimated that only two percent of people would reach the

state of self-actualization. He was especially interested in the characteristics of people whom he

considered to have achieved their potential as individuals.

By studying 18 people he considered to be self-actualized (including Abraham Lincoln and

Albert Einstein) Maslow (1970) identified 15 characteristics of a self-actualized person.

Characteristics of self-actualizers:
1. They perceive reality efficiently and can tolerate uncertainty;

2. Accept themselves and others for what they are;

3. Spontaneous in thought and action;

4. Problem-centered (not self-centered);

5. Unusual sense of humor;

6. Able to look at life objectively;

7. Highly creative;

8. Resistant to enculturation, but not purposely unconventional;

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9. Concerned for the welfare of humanity;

10. Capable of deep appreciation of basic life-experience;

11. Establish deep satisfying interpersonal relationships with a few people;

12. Peak experiences;

13. Need for privacy;

14. Democratic attitudes;

15. Strong moral/ethical standards.

Behavior leading to self-actualization:

(a) Experiencing life like a child, with full absorption and concentration;

(b) Trying new things instead of sticking to safe paths;

(c) Listening to your own feelings in evaluating experiences instead of the voice of tradition,
authority or the majority;

(d) Avoiding pretense ('game playing') and being honest;

(e) Being prepared to be unpopular if your views do not coincide with those of the majority;

(f) Taking responsibility and working hard;

(g) Trying to identify your defenses and having the courage to give them up.

The characteristics of self-actualizers and the behaviors leading to self-actualization are shown in

the list above. Although people achieve self-actualization in their own unique way, they tend to

share certain characteristics. However, self-actualization is a matter of degree, 'There are no

perfect human beings' (Maslow, 1970a, p.176).

It is not necessary to display all 15 characteristics to become self-actualized, and not only self-

actualized people will display them. Maslow did not equate self-actualization with perfection.
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Self-actualization merely involves achieving one's potential. Thus, someone can be silly,

wasteful, vain and impolite, and still self-actualize. Less than two percent of the population

achieve self-actualization.

Educational applications
Maslow's (1968) hierarchy of needs theory has made a major contribution to teaching and

classroom management in schools. Rather than reducing behavior to a response in the

environment, Maslow (1970a) adopts a holistic approach to education and learning. Maslow

looks at the complete physical, emotional, social, and intellectual qualities of an individual and

how they impact on learning.

Applications of Maslow's hierarchy theory to the work of the classroom teacher are obvious.

Before a student's cognitive needs can be met they must first fulfil their basic physiological

needs. For example a tired and hungry student will find it difficult to focus on learning. Students

need to feel emotionally and physically safe and accepted within the classroom to progress and

reach their full potential.

Maslow suggests students must be shown that they are valued and respected in the classroom and

the teacher should create a supportive environment. Students with a low self-esteem will not

progress academically at an optimum rate until their self-esteem is strengthened.

Educational applications

Maslow's (1968) hierarchy of needs theory has made a major contribution to teaching and

classroom management in schools. Rather than reducing behavior to a response in the

environment, Maslow (1970a) adopts a holistic approach to education and learning. Maslow
 85

looks at the complete physical, emotional, social, and intellectual qualities of an individual and

how they impact on learning.(McLeod, S. A. (2016). Maslow's Hierarchy of Needs).

Applications of Maslow's hierarchy theory to the work of the classroom teacher are obvious.

Before a student's cognitive needs can be met they must first fulfil their basic physiological

needs. For example a tired and hungry student will find it difficult to focus on learning. Students

need to feel emotionally and physically safe and accepted within the classroom to progress and

reach their full potential.

Maslow suggests students must be shown that they are valued and respected in the classroom and

the teacher should create a supportive environment. Students with a low self-esteem will not

progress academically at an optimum rate until their self-esteem is strengthened.

2.3.1 Gender Differences In Brain Hemisphericity

Each hemisphere deals with language differently.The left hemisphere interprets the meaning of

words, while the right hemisphere interprets verbal tones, patterns the meaning of words, while

the right hemisphere interprets verbal tones, patterns, and musical qualities of language,

according to Leaver`s (1986) foreign language research. Right-hemisphere-dominant individuals

those whose right side of the brain typically dominates their thinking processes tend to be more

field dependent (less able to separate the details for confusing background), global, and emotion-

oriented, according to Willing (1988). Left- hemisphere-dominant people those whose dominant

brain hemisphere is the left are more field -independent, analytic, and logic-oriented (Willing,

1988; Leaver, 1986). (Reid, J. M. (2002), pg.41. Learning styles in the ESL/EFL classroom).

What about gender differences in brain dominance? We see from several sources (Springer &

Deutsch, 1989; Associated Press, 1992) that:

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In men, the left hemisphere might be more lateralized (specialized) for verbal

activity and the right hemisphere may be more lateralized for abstract or spatial

processing.

Women Might use both the left and the right hemisphere for both verbal and

spatial activity, thus showing more integrated brain functioning and less hemispheric

differentiation.

In women as compared to men, art of corpus callosum (the bundle of brain fibers

linking the left and right hemisphere) is bigger in relation to overall brain weight,

allowing more information to be exchanged between the two hemispheres.

Based on such research, they postulate that males might usually process language learning

information more readily through the left- hemispheric, analytic mode, but females might more

often process language learning data through an integration of left- and right -hemispheric

modes. Other researchers (e.g.,Fausto -Sterling,1985) contradict the idea that brain hemispheres

are more integrated in females than in males or that brain hemispheric differences can make a

significant difference.(Reid, J. M. (2002), pg. 41. Learning styles in the ESL/EFL classroom).
 87

2.3.2 Hemispherity: Left-Brain Versus Right - Brain Functions

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2.3.3 Right- Left Hemispheres Classroom Teaching

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 90

2.3.4 Factors Affecting

Second Language Learning & Acquisition

Field observations and multi-disciplinary research, conducted during the last fifty years,have

provided valuable insight into how human psychology,cognitive potential, plus socio-cultural

factors significantly affect second or foreign language acquisition rates in or outside classroom

environments.(Krashen (1988),Ellis (1990), Brown (2000).

Psychological Factors

Individual personality traits, group behavior patterns, emotional characteristics, or

specific high/low manifestations of these, have a direct impact in the quality and speed

rate of second language acquisition.

Psychological factors are often connected to Stephen Krashen's Affective Filter

Hypothesis, although in a true sense this range of factors is much broader.

Self- esteem: It refers to the level of individual confidence and performance

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demonstrated in handling the challenges of the interlanguage phase SLA.

Motivation: An internal and external factor, it will directly impact the possibilities of

SLA at an individual/group level. It plays an important role in language teaching/lesson

planning, as it has to be calibrated, delivered and monitored.

Empathy: A connection monitor may develop in individuals toward SLA in through

the relationship with instructor(s) and other learners. It can affect levels of self-

confidence and motivation, directly linked to the perceived quality of those relationships.

Extroversion: Natural disposition or eagerness (or lack of, introversion) has an impact in the

level and quality of interaction needed to solidify SLA communicative aspects. Shyness or

excessive output are factors to be considered in the classroom and beyond.

Cognitive factors

Each individual learner will, depending on innate or developed learning, thinking, and

performance abilities, demonstrate a certain disposition for second language acquisition

(SLA) rate.

The word intelligence has to be treated carefully in the field of SLA, as it may refer

not to the actual capacity for learning and skills retention, but in particular to the way(s)

each learner will adapt in style and preference, to the challenges involved in mastering a

language other than his/her native one.

Cognitive Academic Language Proficiency (CALP) : CALP refers to a measurable

overall performance in ones native language academically learned aspects, and the

potential it can reflect towards the acquisition of another language.

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Basic Interpersonal Communication Skills (BICS): BICS refers to a measurable

overall performance in using basic commands, engaging in social conversation, or

demonstrating communicative fluency as part of the acquisition process of a language.

Stages of Development:

Identified as the levels of progressive growth toward the achievement of second or additional

language mastery that take place during the interlanguage process, these are reflected in different

ways among individuals and groups of learners.

Considering the stages of development is critical in the lesson planning and delivery strategy

process, as it takes into account all variables needed for a sustained rate of language acquisition

and minimizes the risks of learners regressing or stalling along the way.

Learning strategies: It refers to inner capacities of each learner to ease the process of

SLA, closely related to the management of sensory perception, and the handling of input

and skills through these. Learning strategies may between individuals, and need to be

addressed by instructors as well.

Cognitive style: It responds to the core of the critical question how do I learn?.

Individuals may demonstrate a particular cognitive style in terms of how they perform

using an ability or skill. This aspect is closely related to learning strategies, as they share

common aspects BUT should be considered separate factors.

Age and acquisition: As demonstrated in the behaviorist/innatist theories of SLA, age is

to be considered into the planning of language instruction due to the various incidence

levels this factor may carry, particularly in lesson contents and deliver formats.
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Bilingualism: SLA learners, conditioned by a permanent environment of dual language

(eg. maternal language different from that of place where learner lives), will process SLA

at the cognitive level in a distinct manner than those individual learners for which the

target language is not part of their permanent environment.

Socio-cultural Factors

First and/or second language acquisition does not occur in absence of levels of interaction

between those individuals proficient and non-proficient in the use of the target language. Layers

of socialization and cultural features will significantly impact the quality and rate of acquisition

of a second language, regardless of context.

Acculturation Variables: SLA rate may be affected by the level/speed of adaptation to

the culture where the target language derives from, in individual learners. Affective

factors play a role in it, as the level of acceptance or rejection of culture plays a role

in the motivation for learning, or use of, a second or language.

Differential Status of Languages: The comparative level of importance -or social

relevance- given between ones native and target language -to acquire or being acquired-,

also plays a role in how the target language will be acquired. Social perception

considerations of the use of a target language may affect potential SLA quality and rate.

Value systems: Attitudes towards learning and education, individual participation,

initiatives, or social roles, and in particular social reactions to these, may have an impact

on a learners motivation and interests toward complete SLA. Value systems are often

connected to acculturation variables, as they often appear in learners subject to those

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social environment conditions.

Dialects and Standard Languages: Closely related to the cultural/ethnic environment

where second language skills are to be used, dialect vs. standard language proficiency

may occur first, depending on the influence of the social context on learners. This aspect

represents an important factor to be considered by instructors, towards effective linguistic

competence of individual learners.

2.3.5 Advantages of Teaching English as a Foreign Language

1. It is a good way to learn another language. You will be immersed in the language and

culture of your host country, and will hear the language all around you. You will have to

learn something of the language in order to survive, buy food, and get around.

2. It is a great chance to learn the history, culture and aspirations of another part of the

world or continent. Read guidebooks, research on the internet, ask people, visit the

museums and galleries of the local cities, travel within your country, visit students' homes

when invited, join in local celebrations and festivals, and soak it all in.

3. Allow yourself to grow personally and professionally. It is such an amazing experience to

be out in the world away from your support network and your comfort zone, and discover

the resources within yourself. (Language teaching methods, n.d.)

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2.3.6 Advantages and disadvantages of presentation methods in EFL

(Miroslava Pavlova-Anevska)

Present practice- produce

PPP_ADVANTAGES

Easy to prepare Follows a three step routine

Easy for learners to follow this type of a lesson

Easy for learners to remain focused Contributes to internalizing structures in long term

memory It scaffolds the learning process into smaller chunks (exposes learners to the

target structure, gives them controlled practice and then free practice).

Some other advantages

Good for analytical learners (rules explained).

Provides examples as context is beneficial it provides clear and simple structure of the

lesson Materials are ordered from the simplest to the most difficult the teacher and the

learners can easily see the progress.

Ttt(test-teach -test )

Advantages

Enables teacher to find out what her learners already know (learner needs) and differentiate

materials/activities according to learner's level Makes learners aware of their knowledge gaps

Contains problem-solving and discovery elements offers the opportunity for communicative
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practice in the actual process of learning grammar Gives explanations It is learner-centred

Develops problem-solving skills and collaborative atmosphere (team-work) Good for adult

learners.

TTT - Disadvantages

Learners may get discouraged at the first stage of this method if they are unable to complete the

activity or if they make a mistake Can be time-consuming in the first part Can be difficult to

prepare with some structures Can be difficult for beginners Learners may need to have some

knowledge of grammar terminology

Tbl (task based learning)

Advantages

Develops team and group work Promotes communication and collaboration Knowledge is

internalized and remembered more easily as learners are actively engaged Good for teens and

adults Learners are engaged and use the language as means to complete the task TBL offers

learners a chance for self- and peer evaluation Learners have the chance to explore the target

language culture and can create original products/materials

Tbl - disadvantages

Teacher has to take into consideration many learner characteristics when forming the groups

(level, learning style etc.) Difficult with young learners because they may be more focused on

language form than on communication (but can be done if they can read and write and if
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resources needed for their task are simplified to their level and made accessible to them, for e.g.

printed) May lack focus on language areas as learners are focused on completing the task.

TBL - Disadvantages

requires a high level of creativity and initiative on the part of the teacher. requires resources

beyond the textbooks and related materials usually found in language classrooms May use their

mother language instead of the target language. Teacher should make sure that workload is

evenly distributed among learners, so that everyone is active.

GTM (GRAMMAR-TRANSLATION METHOD) - ADVANTAGES

Learners can compare their mother language and the target language, for the very complex rules

it may be helpful for them to understand the language better. Reading and writing abilities are

well trained. Good for learning vocabulary and grammar

GTM - disadvantages interaction is very limited Communication/speaking and listening skills

are not developed enough not suitable for young learners Learners may find it challenging to

find the meaning of every single word

2.3.7 Teaching Methods

The term teaching method refers to the general principles, pedagogy and management strategies

used for classroom instruction. Your choice of teaching method depends on what fits you

your educational philosophy, classroom demographic, subject area(s) and school mission
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statement. Teaching theories primarily fall into two categories or approaches teacher-

-centered and student-centered:Teaching Methods. (n.d.).

2.3.8 What Are the Implications for Teachers in Second-Language

Instruction/Acquisition?

To become life-long language users, L2 students as well as native-English speaking students

need to gain control over language and feel comfortable about using the language. The ensuing

principles for second-language instruction can help classroom teachers create supportive

language environments (Early 1990, pp. 568569): Bilingual Education: Effective Programming

for Language-Minority Students. (n.d.).

1. English as a second language (ESL) students' learnings should build on the

educational and personal experiences they bring to school (Early, Thew, and

Wakefield 1986; Ashworth, Cummins, and Handscombe 1989). In language learning,

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students should be encouraged to use their previous experiences with oral and written

language to develop their second language and to promote their growth to literacy

(Au and Jordan 1981; Hudelson 1986, Edelsky 1986; Cummins and Swain 1986;

Enright and McCloskey 1988). Students bring to school cultural identities,

knowledge, and experiences that should be awarded by instructional practices rather

than replaced or forgotten as learning takes place (Cummins 1986; Heath 1983;

Jordan 1985; Moll and Diaz 1987).

2. Typically, young children's texts are full of multiple media: drawing, writing, and

conversations. Teachers should use the interrelationship between graphic and linguistic

realizations of meaning to foster the learning of subject matter knowledge in ESL

students.

3. Involve parents as partners in the students' learning. Research shows that ESL students'

school achievement and social growth significantly increases when schools actively

encourage parental participation (Comer 1986; Heath 1983).

The characteristics of an effective classroom to help maximize language acquisition have been

identified as (Enright and McCloskey 1985):

Cluttered classrooms, where potential for spontaneity is the key.

Teacher in many roles: teacher, participant, facilitator, spectator.

Balance between instruction and interaction.

Use of peer teaching.

Materials are from the real world (i.e., paperbacks, newspapers, magazines, bus

schedules, etc.).

Provide students with many opportunities to do the classroom administrative tasks such
 100

as, attendance, lunch count, errands, notes to other teachers, bulletin boards, checking out

books, etc.

Curriculum is organized around events and tasks which students work on together and

which incidentally (but not coincidentally) require language.

Resources such as dictionaries, encyclopedias, books, schedules, etc., necessary to

accomplish tasks are readily available to all students.

Visitors are numerous and various; real people come to the class to talk to and work with

students.

2.3.9 Responsibilities of a Bilingual Teacher

Being a bilingual teacher involves all the duties and responsibilities of a regular classroom

teacher, with the added challenge of teaching in two different languages. Some bilingual

classrooms aim to teach native-English-speaking students a second language, while others cater

to ESL students in an attempt to help them learn English. With a growing bilingual population

and an increasing value placed on speaking a second language, bilingual teachers are in

extremely high demand. (.Responsibilities of a Bilingual Teacher. (n.d.)).

Lesson Planning

Bilingual teachers are responsible for ensuring that their students keep up with their English-

only-classroom peers in math, science, reading, history and other subjects. As in a regular

classroom, this involves a large amount of out-of-class planning and curriculum development.

Bilingual teachers must develop a strategy and schedule for each days lessons, including which

language she will use to teach the lesson. Bilingual teachers must also plan activities, projects,
 101

games and group activities that will encourage students to learn the material and interact in their

non-native language.

Teaching

Teaching students in two different languages presents a number of challenges. Giving a lesson in

students non-native language can cause them to become confused, lose interest or get frustrated.

Bilingual teachers must find ways to make their lessons engaging and to ensure that each student

is keeping up with the material. This could involve periodic check-ins, translating certain words

or sentences, or explaining certain words or concepts more than once.

Multicultural Classroom Environment

Bilingual teachers often work to teach students not just about another language, but about

another culture as well. This may involve integrating elements from the students native culture

as well as one or several foreign cultures. For example, a bilingual teacher trying to teach native-

English-speaking students about Spanish language and culture could teach her students about

Latin American history, food, traditions, sports and culture. This may also be a good opportunity

to incorporate new vocabulary and idioms into the lessons.

Grading

In addition to grading students in their regular subjects, bilingual teachers are often asked to test

and assess their students competency in their non-native language. Bilingual teachers may be

asked to keep weekly, monthly or quarterly records of their students progress and report them to

the schools board or administration. Bilingual teachers must also communicate each students
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progress with his parents. Students in a bilingual classroom may need extra support or help from

parents, and it is important for the teacher to be open about the students strengths and areas of

improvement. Bilingual teachers should help parents understand their childs progress and how

to help him at home

2.4 Qualities for a Bilingual Teacher

Bilingual teachers have the challenge of teaching students in both their native language and an

additional language. Bilingual teachers are required to obtain a bachelor's degree in education,

preferably with a second major or minor in a foreign language or a focus on bilingual education,

as well as state teaching certification. (Qualities for a Bilingual Teacher. (n.d.).

Language Skills

First and foremost, bilingual teachers need superior language skills. This not only means being

able to speak both classroom languages fluently, but also understanding the grammar, syntax and

structure of both languages. Teachers must articulate and explain these concepts to students in a

way that they can easily understand. Just because a teacher is a native English speaker does not

mean she adequately understands the rules of the language. Even for her native language,

understanding these concepts takes special training and study.

Organization

Being a bilingual teacher requires extensive planning and organization skills. Lesson planning

for a bilingual classroom is extremely complex, as it requires the teacher to plan what shes

going to teach and decide which language shes going to teach it in. She also needs to plan out
 103

how to approach the material linguistically in a way the students will understand, especially if

shes not teaching the lesson in their native language. Bilingual teachers are also often required

to keep in-depth records and evaluations of each students progress through the school year.

Updating, maintaining and organizing these files are key parts of the teachers responsibilities.

Patience

Teaching students in a language other than their native tongue can be very frustrating. Students

who get discouraged by their inability to comprehend the language may become disruptive,

discouraged or bored in class. Some students may even act out and require disciplinary action.

While they can't tolerate inappropriate behavior, bilingual teachers should be patient and

understanding with students who have a difficult time with the language or material. They may

have to come up with two or three different ways to teach a particular lesson before it starts to

click with the students. Being calm, patient and persistent are extremely valuable qualities for a

bilingual teacher and can increase the chance of students success.

Cultural Sensitivity

Oftentimes bilingual teachers arent just teaching in two different languages; theyre acting as a

liaison between two distinct, complex cultures. Relating to students of a different culture or

teaching students about a culture they may not be familiar with or understand can be a difficult

and complicated task. Students who are new to the country or new to an English-speaking

environment may even experience culture shock. Teachers should approach both the curriculum

and the classroom environment with cultural understanding and sensitivity. Bilingual teachers

who have received cultural training or lived abroad may be especially successful in this regard
 104

Stage III
3.1 Research model
It is a simple project because according to the sources of capital is private project and According

to the sector is a service project.3.2.1 Course Description

This course offers to EFL (English as a foreign language) teachers the opportunity to improve

their teaching in order to get an effective classroom. It presents how important is for teachers use

appropriate strategies and methods with the main objective of obtaining an increasement in the

student's learning; In other words, it prepares them to be aware of their teaching in the same way

that their schoolroom be dynamic and engaging place for their students. It is designed with

differentiated instruction with the aim objective to integrate different learning styles of the

pupils.

3.2.2CourseObjectives:

Participants will be able to develop the teaching practices through methods and strategies

offers in the course.

To help you to put together your own toolbox of teaching skills, as well as to give you

a chance to test out these tools and to reflect on your own development as a teacher.

To encourage reflection on teaching practice; although the course deals with generic

skills, you will be able to apply these generic skills to meet the particular needs of your

own classrooms.
 105

3.2.3 Learning Strategies:

In each module you will find video lectures and reading assignments and assignments, such as

quizzes, reflective self-assessment questions, as well as some peer review exercises in which you

will have an opportunity to interact with other students taking the course.

3.2.4 Duration:

5 Weeks

3.2.5 Technology requirements:

Students will need to have access to a properly functioning computer and high speed Internet

access throughout the semester. The rental/purchase, installation and maintenance of required

computer hardware and software is the responsibility of the teachers.

Teacher computers need to be capable of running the latest versions of plug-ins, recent software

and have the necessary tools to be kept free of viruses and spyware.

Course Materials Needed: computer and internet.

Course Content: The course consists of five modules:

1. Foundation of teaching English

2. Theories of Second Language Acquisition

3. Lesson Plan and Assessment

4. Differentiate instruction

5. Technology integration in teaching

 106

How to pass this course

Pass the required number of graded assignments to pass this course.

Due dates

Due dates for each assignment are listed on the course.

There is no late penalty for submitting after an assignment's due date - you just need to

pass before the session ends.

3.3 Course Content

3.3.1 Lesson I: Foundation of teaching English

This course has been designed as a resource for teachers of English who are currently involved

on EFL/ESL programs as well as for students who wish to learn about teaching English in order

to prepare for future. Although the course will provide guidance and useful tips and tricks to all

teachers can encourage a student and increase motivation by paying attention to techniques such

as improving teacher talk, acquisition vs learning language, and the use of affective filter

hypothesis, this skills are specifically useful to those who are teaching in second language

contexts and whose native language is not English.

Lesson 1:activity 1- Good teacher Talk watch the video .

Lesson 1:activity 2- Acquisition vs Learning -Reading-

Lesson 1:activity 3- The Affective Filter Hypothesis -(read & watch an interactive prezi

presentation)
 107

Lesson I: Group work: with the Acquisition vs Learning reading produce Mindmap (Cluster).

Bubble or Mindmup share the information using Google Drive Link

Lesson I: Asynchronous forum: How the Affective Filter Hypothesis help you on your teaching

practice?

Lesson I: Live chat: interact with the facilitator and peers to talk about questions you have in this

first lesson Chat

Lesson I: Evaluation: write a composition of 500 words encouraging teacher to integrating the

three topics (Good teacher Talk, Acquisition vs Learning language , and Affective Filter) in their

teaching practice.

3.3.2 Lesson II: Theories of Second Language Acquisition

This second lesson tries some aspects that you will need to consider before embarking on

EFL/ESL teaching . In module 2 we will build on this knowledge when we explore theories and

practices for teaching and assessing listening, speaking, and pronunciation. Learners will also be

introduced to basic studies in second language acquisition and their pedagogical implications.

Lesson 2:activity 1- - English language History - Video

 108

Lesson 2:activity 2-- describe the assignment-Reading Stephen Krashen's Theory of Second

Language Acquisition

Lesson 2:activity 3 Read the differences between Learning and acquisition through a newspaper

article.

Lesson 2:activity 4-- Grammar Translation and Direct Approach -(watch presentation or video)

Lesson 2:activity 5--Audio Lingual Approach -(watch presentation or video)

Lesson 2:activity 6--Communicative Approach -(watch presentation or video)

Lesson 2:activity 7-- Teaching methods (article1 & article 2)

Lesson 2:activity 7-- Teaching methods (Quiz)

Lesson 2: Evaluation- describe the assignment-Identify between two examples when is

acquisition and learning.

3.3.3 Lesson III: Lesson Plan and Assessment

In this unit all participants will learn about lesson plan and assessment. In module 3 we will

introduced to designing lesson plans based on principles and knowledge of learning objectives,
 109

assessment plans, methods, materials, and learning activities. Therefore, students will be reflect

between the balance of teaching methods and lesson design.

Lesson 3:activity 1- Video presentation-analysis

Teachers will be able to identify better meaning of lesson planning watching a video called

Planning a lesson towards an effective teaching Make a click on the video name

Lesson 3:activity 2 watch How to write lesson plan Objective

Lesson 3:activity 3-Reading-Response to article

Methods of Assessment

What is the difference between formative and summative assessment?

Students will be able to recognize the differentiation between them reading the two articles.
 110

In education, the term assessment refers to the wide variety of methods or tools that educators

use to evaluate, measure, and document the academic readiness, learning progress, skill

acquisition, or educational needs of students.(Concepts, 2013). Concepts, L. (2013, May 15).

Assessment Definition. Retrieved June 19, 2017, from http://edglossary.org/assessment/

 111

Lesson 3:activity 4- BICS/CALP:-(read) this is for develop your knowledge of the skills your try

to develop on your students.

Lesson 3: Group work: create a Daily Lesson Plan choose a day from the template and complete

your planning.Daily Lesson Plan Template

Lesson 3 Asynchronous forum: How lesson plan make your teaching better? Through a blog

Lesson 3: Live chat: Interact with the facilitator and peers to talk about issues you have creating

a lesson plan? Through google drive

Lesson 3: Evaluation record yourself teaching your lesson plan upload and send it to your

instructors.

3.3.4 Lesson IV: Differentiate instruction

In module 4 we learned about the lesson plan and assessment in this module 4 we are going to

learn to identify and treat our students differences taking into account students, learning styles

and reflect on our practices.

Lesson 4:activity 1- Video What is Differentiated Instruction ?

Lesson 4:activity 2- Video Tips & Strategies for Effective Differentiation & Instruction.

Lesson 4:activity 3- Differentiated instruction and multiples intelligence (watch)

Lesson 4: Group work: make your own story book about this lesson using Storyboard

Lesson 4 Asynchronous forum: Write one thing you find interesting about this lesson.
 112

Lesson 4: Live chat: Interact with the facilitator and peers to talk about issues you have doing the

Storyboard?

Lesson 4: Evaluation make your own exam about this lesson.

3.3.5 Lesson V: Technology integration in teaching

Lesson 5:activity 1- Video presentation-analysis

Lesson 5:activity 2-Reading-Response to article

Lesson 5:activity 3-Practice-(read,watch & write or create an interactive presentation or video)

Lesson 5: Group work:

Lesson 5: Asynchronous forum:

Lesson 5: Live chat:

Lesson 5: Evaluation Develop your own tool chest.

 113

FINAL EVALUATION Write an Essay on How to write an essay in five steps in Google

Docs. Share with three classmates using Google Drive.

3.2.2 Proposed project cost (budgeting)

 114

3.2.5 Main Activities to be conducted (Chronogram)

Class/ Topic Date Description Assignments

Greeting meeting June 23rd, Welcome to our participants, Go to the meeting

2017 instructors give details of the
course and meet their
integrants.

1.Foundation of July 1st, This course has been

teaching English 2017 designed as a resource for Video
teachers of English who are Slide share
currently involved on presentation
EFL/ESL programs as well Prezi
as for students who wish to presentation
learn about teaching English Group work
 115

in order to prepare for future. reading

Although the course will (sharing
provide guidance and useful information
tips and tricks to all teachers through
can encourage a student Google Drive)
and increase motivation by Live chat
paying attention to through
techniques such as WhatsApp
improving teacher talk, Evaluation
acquisition vs learning (Send a
language, and the use of composition
affective filter hypothesis, through
this skills are specifically Gmail)
useful to those who are
teaching in second language
contexts and whose native
language is not English.

2. Theories of July 8th, In module 2 we will build on

Second 2017 this knowledge when we Video
Language explore theories and Two readings
Acquisition practices for teaching and Evaluation
assessing listening, through
speaking, and pronunciation. Google Form
Teachers will be introduced Quiz
in the basic studies of
second language acquisition
and their pedagogical
implications.

3.Lesson Plan Blended In module 3 we will Videos

and class attend introduced to designing Reading
Assessment mandatory lesson plans based on Grough work
principles and knowledge of (Create a
July 14 th, learning objectives, lesson plan
2017 assessment plans, methods, using the
materials, and learning templates
Assignments activities. This module the given)
due day July students will be reflect Live chat
15th between the balance of (between
teaching methods and students and
lesson design. facilitators
Evaluation
 116

(record
yourself and
send by email)

4. July 22nd, In module 4 we learned Videos

Differentiate 2017 about the lesson plan and
assessment in this module
instruction
4 we are going to learn to
identify and treat our
students differences taking
into account students,
learning styles and reflect
on our practices.

5. July 29th,
Technology 2017
integration
in teaching

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