Icebreaker Just say something Just ask something Paying
Icebreaker Just say something Just ask something Paying complements Second Conditional
Tutoring Overview 1: "What do I do first? " "How do I know what to teach? " Gather information, needs assessment, set goals, get needed materials 2: "How should I structure my tutoring sessions? " Follow an organized format. 3: "What factors can help or hinder a student's English learning ability? " Consider personal, cultural, and linguistic factors. 4: "How do I make a lesson plan that is appropriate for my student? " Set reasonable objectives; provide appropriate materials and activities. 5: "How do I document students' progress and evaluate their success? " Use formal and informal means. 6: "How can I evaluate my performance as an ESL tutor? " Use simple self-assessment procedures.
Assessing Students´ Needs
“In order to successfully teach a second or foreign language to adults, teachers recognize that, at a very practial level they must constatly adjust their methods and materials on the basis of their identification of the local needs of their students. ” Tarone, E & Yule, G. 1989 § § § Do you agree? Is it possible in our classes today? How can we do it?
Advantages of Using Pre-Assessment § Determine student mastery and/or learning gaps § Avoid teaching students what they already know § Guide instruction to challenge students appropriately
§ Use planning and instructional time effectively § Motivate students to be more involved in and attentive to instruction § Plan more engaging, relevant and meaningful instruction § Identify students who have extensive background knowledge in order to form expert groups
How do we assess students’ needs? § § § What do you do in your classess? What do schools often do? Are these methods effective? Why or why not?
Global Needs § What is the aim of learning? § Use of questionnaire and interview to assess needs § What if there seems to be no clear aim? i. e. English is a requirement
Questions to ask … • • • Who are the learners? Why is the English language needed? How and where will it be used? With whom and when? Why are the learners taking this class? What resources are available? Where / when will the class take place? What is the broader context? What different learning styles are there?
4 Corners Drawing My favoirte Hobby is…. I want to learn English because… I day I would like to…. A personal challenge I have is….
Story Telling Assessment
What can we do to assess student needs? § § § § Oral and written interviews Journals Games (Thumbs up) (Keep talking) Individual or group observations Surveys Set focus groups Research your students´ language and educational background § Story telling
Learner Styles • • Visual Auditory Tactile/Kinesthetic Independent vs. Social • Multiple Intelligences: visual-spatial, linguistic, logical/mathematical, musical, intrapersonal, interpersonal, naturalist
Learner Style Tests § http: //www. edutopia. org/multipleintelligences-learning-styles-quiz § http: //www. bgfl. org/bgfl/custom/resources _ftp/client_ftp/ks 3/ict/multiple_int/
Analysis in Terms of Communicative Competence § § § Grammatical Competence Sociolinguistic Competence Strategic Competence Students need all three unless specific needs deem otherwise
Competencies Case Study § With your group ¨create¨ a student who specifically only needs one or two competencies. § Class will interview the student and guess what competencies he/she needs-
How can linguistics help us think differently about students needs? § § § Student language can be divided into a number of linguistic catagories Pragmatics Semantics Syntax Morphology Phonology
So what? § Why are these categories important to teachers and students § Pragmatics § Semantics § Syntax § Mophology § Phonetics
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