Put a bounce in your teaching Anna Cole. "Put a bounce in your teaching" Anna Cole 2014 2.

Put a bounce in your teaching

Anna Cole

"Put a bounce in your teaching" Anna Cole 2014

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Skill sets and methodologies

1 Talent vs. effort - the Pygmalion effect 2 Training your brain - repetition3 The challenge factor and flow theory4 Growth vs. fixed mindset5 The Feedback factor 6 The needs-focused approach


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I’m too old to learn.I don’t have a good memory.What’s the use? I can’t do this. I’m going to fail.Languages aren’t my thing.I don’t have a brain for languages.There’s not much hope for me on this course.

I’m not a natural in the classroom.I’m not a gifted teacher.I’m getting too old for this.I’m not a techie person, this is not part of my job role.I’m burnt out.


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“It took me 19 years to become an overnight success”Luciano Pavarotti

http://commons.wikimedia.org/wiki/File:Luciano_Pavarotti_15.06.02_cropped2_(squared).jp




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The Polgar family and the practice theory of expertise

http://thesportsscienceundergrad.files.wordpress.com/2012/10/220px-judit_the_look_polgar.jpg


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• we are all talented and practice is more important than talent

• anybody can achieve the same results with opportunity and dedication

• good teachers, like good language learners, are made, not born.


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talent vs. effort quantity of practice

Dr. K Anders Ericsson - West Berlin Music Academy

at the age of 20….10,000 top soloists6,000 play in top orchestras4,000 music teachers


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purposeful practice

A1 – 80-100 GLHsA2 – 180-200 GLHsB1 – 350-400 GLHsB2 – 550-600 GLHsC1 – 750-800 GLHsC2 – 1000-1200 GLHs


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Applying the 10,000 hour rule

• Scenario 1: 4 hours a week 172 hours 58 years to become fluent.

• Scenario 2: 3 hours a week 139 hours71 years to become fluent.

• Scenario 3: Total immersion 5840 hours2 years


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Professional development circles


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• increase the intensity of each learning hour • help learners increase their language input

outside the classroom• question your position on the continuum of

professional development – experience without deep concentration does not translate into progress


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The Pygmalion effect

A self-fulfilling prophecy, whereby the greater the expectation placed upon people, the better they perform.

Pygmalion serialized November 1914" by Everybody's Magazine - Brown University, http://www.brown.edu/Facilities/University_Library/exhibits/shaw/plays.html. Licensed under Public Domain via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:Pygmalion_serialized_November_1914.jpg#mediaviewer/File:Pygmalion_serialized_November_1914.jpg


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• have massive expectations for all your students - label all the class your top students

• give frequent and early feedback that students can do well

• offer equal opportunities for participation – include the quieter ones

• start each class with a clean sheet


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2. Training your brain


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• believe students can learn at any age• help students concentrate and fight off

distractions.• talk explicitly about brain training with your

students


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repetition and automaticity


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• good body language improves communication

• high quality practice gives access to pattern recognition and speeds up the language process

• choose knowledge and skills that are worth learning


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3. The Challenge factor


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risk-taking


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• expose learners to stories that portray how others have succeeded or overcome adversity

• provide opportunities for students to take risks; take their own initiative to do things

• accept our own setbacks as formative struggles not summative failures.


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The flow theory

By Oliverbeatson (w:File:Challenge vs skill.jpg) [Public domain], via Wikimedia Commons


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• evaluate flow in the classroom – why does it happen, when does it happen?

• take control over how much flow we experience by increasing our skills, working on new challenges or both.


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4. fixed vs. growth mind-setFixed mindset:Intelligence and talent -fixed Innate talent creates successEffort will not make a differenceYou either get it or you don’t

Growth mindset: Intelligence can be developed

Brains and talent are just the starting point Enjoy effort and process of learning

You can always grow and learn


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What do they say? FIXED MINDSET GROWTH MINDSET

A MISTAKE…

FAILURE IS

EFFORT…

SUCCESS OF OTHERS…

The RESULT of this mindset is…


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FIXED MINDSET GROWTH MINDSET

A MISTAKE… makes me lose confidence shows me where I need to put more work in

FAILURE… is humiliating means I haven’t reached my full potential

EFFORT… isn’t necessary if you’re smart

you get out what you put in

SUCCESS OF OTHERS…

if you succeed, I fail is a source of inspiration

RESULT… achieve less than my full potential

reach ever higher levels of potential


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• model, teach and reinforce the growth mindset: praise effort not intelligence

• be specific and informative with your praise:

You worked hard at improving your spelling I liked the way you contributed today to the class discussion

I noticed you paid good attention in the debateI see that you’ve been practicing the vocabulary we are working on;

what a great improvement! Your focus on improving your writing has really made a positive

difference When you put in the effort, it really shows in your marks. Keep

practising!

• focus on underperforming students and diagnose and correct what is going wrong in their learning process.


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5. the feedback factor


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increasing learners' ‘goal-orientedness'

Alice: Would you tell me, please, which way I ought to go from here?The Cat: That depends a good deal on where you want to get toAlice: I don’t much care where.The Cat: Then it doesn’t much matter which way you go.Alice: …so long as I get somewhere.The Cat: Oh, you’re sure to do that, if only you walk long enough.


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critical thinking

Penthouse suite• What would you like to change?• What does this tell you about how you learn?

Ground floors• Did you do your work like other students?• What examples can you find…?

Basement• What can you say about…?• What is…?


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• the ultimate goal is to enable students to give feedback to themselves

• feedback is most effective if it addresses a performance goal

• train students to give peer feedback (give them rubrics for assessment, checklists, good and not so good models etc.)


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6. The needs-focused approach


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success achievement

praise / feedback choice

support humourcommunity creativityroutines relevantrelationships active


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empowerment

sense of belonging fun


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a sense of belonging


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• share values, experiences and aspirations to establish emotional ties

• challenge, but nurture


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Skill sets and methodologies

1 Talent vs. effort - the Pygmalion effect 2 Training your brain - repetition3 The challenge factor and flow theory4 Growth vs. fixed mindset5 The Feedback factor 6 The Needs Focused approach


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“There are three things to remember about education.

The first one is motivation. The second one is motivation.

The third one is motivation.”–Terrell H. Bell

Put a bounce in your teaching Anna Cole. "Put a bounce in your teaching" Anna Cole 2014 2.

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