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Teacher Learning Cast (TLC): How does a teacher hinder or facilitate the learning process?
TLC Socials
Piry Herrera
Benjamin L. Stewart
Facebook | TLC playlist | TLC Classroom
Show Notes
How can a teacher decide whether to break down the input into step-by-step activities or start by challenging students by asking them to perform a task where input proficiency is required? (Bottom up, top down, task based, structural content based)
Task-based supplementation: Achieving high school textbook goals through form focused interaction: Conclusions: “Results” have historically been defined and measured by “objective” language tests - standardized tests. However, focusing strictly on form (not meaning, use, discourse, culture, etc.) ignores the fact that we have no true way of knowing exactly what a learner does specifically that leads to language acquisition. Also, a learners’ internal grammar goes up and down… down in the case when internalizing new content.
Conclusions: Task-based learning extremely effective when attending the personal, affective, and social development of the learner.
Instructional-learning episodes: reproductive (less complex)-productive (more complex), knowledge-skill, metacognition-cognition, far (new context)-near (similar context) transfer
This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit benjaminlstewart.substack.com
Piry Herrera
Benjamin L. Stewart
Facebook | TLC playlist | TLC Classroom
Show Notes
How can a teacher decide whether to break down the input into step-by-step activities or start by challenging students by asking them to perform a task where input proficiency is required? (Bottom up, top down, task based, structural content based)
Task-based supplementation: Achieving high school textbook goals through form focused interaction: Conclusions: “Results” have historically been defined and measured by “objective” language tests - standardized tests. However, focusing strictly on form (not meaning, use, discourse, culture, etc.) ignores the fact that we have no true way of knowing exactly what a learner does specifically that leads to language acquisition. Also, a learners’ internal grammar goes up and down… down in the case when internalizing new content.
Conclusions: Task-based learning extremely effective when attending the personal, affective, and social development of the learner.
Instructional-learning episodes: reproductive (less complex)-productive (more complex), knowledge-skill, metacognition-cognition, far (new context)-near (similar context) transfer
This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit benjaminlstewart.substack.com
View all episodes
By Benjamin L. Stewart, PhDTLC Socials
Piry Herrera
Benjamin L. Stewart
Facebook | TLC playlist | TLC Classroom
Show Notes
How can a teacher decide whether to break down the input into step-by-step activities or start by challenging students by asking them to perform a task where input proficiency is required? (Bottom up, top down, task based, structural content based)
Task-based supplementation: Achieving high school textbook goals through form focused interaction: Conclusions: “Results” have historically been defined and measured by “objective” language tests - standardized tests. However, focusing strictly on form (not meaning, use, discourse, culture, etc.) ignores the fact that we have no true way of knowing exactly what a learner does specifically that leads to language acquisition. Also, a learners’ internal grammar goes up and down… down in the case when internalizing new content.
Conclusions: Task-based learning extremely effective when attending the personal, affective, and social development of the learner.
Instructional-learning episodes: reproductive (less complex)-productive (more complex), knowledge-skill, metacognition-cognition, far (new context)-near (similar context) transfer
This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit benjaminlstewart.substack.com
Piry Herrera
Benjamin L. Stewart
Facebook | TLC playlist | TLC Classroom
Show Notes
How can a teacher decide whether to break down the input into step-by-step activities or start by challenging students by asking them to perform a task where input proficiency is required? (Bottom up, top down, task based, structural content based)
Task-based supplementation: Achieving high school textbook goals through form focused interaction: Conclusions: “Results” have historically been defined and measured by “objective” language tests - standardized tests. However, focusing strictly on form (not meaning, use, discourse, culture, etc.) ignores the fact that we have no true way of knowing exactly what a learner does specifically that leads to language acquisition. Also, a learners’ internal grammar goes up and down… down in the case when internalizing new content.
Conclusions: Task-based learning extremely effective when attending the personal, affective, and social development of the learner.
Instructional-learning episodes: reproductive (less complex)-productive (more complex), knowledge-skill, metacognition-cognition, far (new context)-near (similar context) transfer
This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit benjaminlstewart.substack.com