Understanding learning theories and how they inform teaching practices and material selection

Ways of Learning and Teaching English
Source: "W6 reading pack.pdf" - Chapter 4: How do people learn and so how can we teach?
Main Themes:
This chapter explores four fundamental ways individuals learn and how these can be applied to teaching English as a Second Language (TESOL):
Finding out for yourself: This active learning method involves a natural setting where the learner makes observations and draws conclusions, often through trial and error.
Things made plain: This direct instruction approach involves the teacher clearly explaining concepts, using various methods like analogies, demonstrations, and examples.
Periphery learning: This passive learning method happens unconsciously through exposure to language in authentic contexts, such as songs, films, or posters.
Use and refinement: This practice-based approach allows learners to apply new knowledge in various contexts, receiving guidance and feedback to refine their understanding.
The chapter analyzes common instructional sequences used in TESOL, including:
Test, Teach, Test
Pre-, In-, Post- stages for receptive skills
PPP (Presentation, Practice, Production)
TBL (Task-based Learning)
Key Ideas and Facts:
Learner-centered approach: The chapter emphasizes the importance of considering learners' prior knowledge and individual learning styles.
"It is essential to recognize that students have already constructed their own ideas about subject matter and that these may be very different from the analyses contained in our course or coursebook."
Active participation: Learning is most effective when students are actively engaged in the process, whether through investigation, discussion, or practice.
Authenticity: Exposure to natural language in authentic contexts is crucial for language acquisition, especially through periphery learning.
Importance of feedback: Use and refinement requires consistent feedback from the teacher and peers to help learners identify areas for improvement.
Flexibility: Teachers should be adaptable and use a combination of learning and teaching methods to cater to diverse learners and language learning goals.
"Most teachers use both approaches [finding out for yourself and things made plain] at will and in combination."
Quotes:
"When students 'find out for themselves' in class, we can’t take it for granted that learning will take place."
"Periphery learning involves the unconscious consolidation or familiarisation with material previously encountered."
"New items of language need to be used and refined regardless of how they have been encountered, noticed and remembered."
"Experienced teachers will tend to adapt common instructional sequences. This will mean we either compensate for or compound the different emphases already present in the instructional sequences themselves."
Conclusion:
This chapter provides a framework for understanding the various ways people learn and how teachers can apply these methods in the TESOL classroom. By utilizing diverse instructional sequences and prioritizing learner engagement, teachers can create effective learning experiences that cater to individual needs and learning styles.