the power of games

The Power of Games

This time, the materials are taken mainly from Lewis and Bedson (1999)

Why use games in EFL classroom?

¨ Games are fun and children like to play them.

¨ Games add variation to a lesson and increase motivation by providing a plausible incentive to use the target language.

¨ Playing games is a vital and natural part of growing up and learning.

¨ Through games children experiment, discover, and interact with their environment.

What is Language Game?

¨ A language game is a game that emphasizes on language practice/ language use

¨ Language games are a healthy challenge to a child analytical thought.

¨ What makes language game different from other activities is the presence of a visible set of rules which guide the children’s actions and an element of strategy – children must successfully apply their language skills.

Basic points to consider in using games

¨ A game must be more than just fun

¨ Play different games from lesson to lesson

¨ Vary the order in which you play games

¨ Always end an activity when the fun is still at its peak

¨ Think ahead

¨ Making games into part of the syllabus

Integrating games into syllabus

¨ Games can either supplement the core material or replacement of activities

¨ Games can fill the materials which are not covered in the curriculum

¨ Games can make lesson planning easier

¨ Games can serve as a valuable backup if something unexpected happens

¨ Games can be used to introduce new materials, to practice, to relax or energize a class

Rousing and Settling games

¨ Rousers Games

- wake a class up, get the adrenalin going

- movement games and games where there is an element of competition

¨ Settlers Games

- calm a class down,

- craft activities and games which focus on listening and also computer/internet games

Useful game-playing terms

¨ It’s my/your/his/her turn

¨ Whose turn is it?

¨ You’re out

¨ Roll the dice

¨ Shuffle the cards

¨ Don’t peek (look)

¨ No cheating

¨ Make a circle

¨ Line up

¨ Turn around

¨ Shut your eyes

¨ Pass the ball, doll, etc.

¨ Discard (throw away)

¨ Deal the cards

¨ Move one step forward/backward

¨ Spin the ball

Game types

¨ Movement games

¨ Card games

¨ Board games

¨ Dice games

¨ Drawing games

¨ Guessing games

¨ Role-play games

¨ Singing and chanting games

¨ Team games

¨ Word games

methodology for teaching children (on-line lesson)

Dear students,

It's time for you to search for the material by yourself. Once you have got it, discuss it with your teammates and post it in the comment box of this post.

the concept of Cooperative Learning

Lesson 4 and 5:

The Concept of Cooperative Learning

What is Cooperative Learning (CL)?

• Cooperative learning is defined as students working together to "attain group goals that cannot be obtained by working alone or competitively" (Johnson, Johnson and Holubec, 1986)

• Cooperative Learning is a term used for collection of strategies in which students work together to accomplish a group task.
(Johnson and Johnson, 1984)

• Cooperative learning can also be defined as "concepts and techniques for helping students learn together."

Three major benefits of Cooperative Learning:

• CL provides a richness of alternatives to structure interactions between students

• CL addresses content area learning and language development needs within the same organizational framework

• The variety of ways to structure student practice with lesson material increases opportunities for individualized instruction, such as peer-provided clarification

Achievement:

• More opportunity to participate

• More chances to give and receive help

• More responsibility

• Increase motivation to succeed

Self-esteem:

• Higher achievement

• Praise from peers

• Improve interpersonal relations

Liking for school:

• School is a place where more students succeed

• The social nature of cooperative learning makes school a more fun place to be

• There is a greater feeling of belonging as a member of a group

Differences between CL and group work

Cooperative learning	Group work
• Each member has a responsibility to play a role	• Only few members have responsibility
• Each member knows and understands the answer	• Only the cleverest member knows and understands the answer of the problem

Teacher’s role in CL:

• An inquirer: examining and questioning their beliefs, values and assumption

• A creator: creating social climate, setting goals, planning and structuring task, assigning students to groups, selecting materials and time

• An observer: watching and listening

• A facilitator: assisting problem-solving process

• A change agent: reforming the classroom

Student’s role in CL:

Role	Function
Gatekeeper (monitor)	Makes sure each person participates and that no one individual dominates the group process
Cheerleader (encourager)	Makes sure that the contributions of each member and the team as a whole are appreciated
Task master (supervisor)	Keeps the group on task and attempts to make sure each member contributes; guides discussion
Secretary (recorder)	Records team answer and supporting material; a spokesperson/reporter
Checker (explainer)	Checks that everyone agrees before a group decision is made; checks that everyone understands
Quiet captain	Makes sure the group does not disturb other groups

Following are some CL structures:

• Round Robin

- Form a group of four

- Teacher gives question

- In turn, each group member shares his/her thought while the others listen

- Step 1: A shares

- Step 2: B shares

- Step 3: C shares

- Step 4: D shares

• Numbered Heads Together

- Form a group of four or five

- Students number off (each student has a number)

- Teacher gives question

- Students head together

- Teacher calls number

- Student with that number answers

• Three-Step Interview

- Form a group of four

- Teacher gives question

- Step 1: Student A interviews B; student C interviews D

- Step 2: Student B interviews A; student D interviews C

- Step 3: Round Robin

- A tells C and D about B

- B tells C and D about A

- C tells A and B about D

- D tells A and B about C

• Think-Pair-Share

- Form a group of four

- Teacher gives question

- Step 1: each student thinks individually

- Step 2: students work in pairs

- Step 3:

- share with the team (think-pair-square)

- share with class (think-pair-share)

• Inside-Outside Circle

- Form a circle and put some students in inner and outer circle

- Teacher gives question

- Students in the outside circle exchange ideas with the person facing them in the inside circle, then those in the outside circle rotate to face a different person in the inside circle

• Jigsaw

- Form a home group

- Each home team member gets a different piece of the reading material

- Form expert teams to become experts on their own piece

- They return home and teach their piece to their home team

- Home teams combine the information from their experts with the other knowledge to perform a task

Find more explanation about Cooperative Learning from the website.

Multiple intelligence

The Concept of MI

Intelligence is the ability to solve problems that one encounters in real life.

(Howard Gardner)

There are eight different intelligences:

1. Verbal-linguistic intelligence

The ability to think in words and to use language to express and appreciate complex meanings. Authors, poets, journalists, speakers, and newscasters exhibit high degrees of linguistic intelligence.

2. Logical-mathematical intelligence

The ability to calculate, quantify, consider propositions and hypothesis, and carry out complex mathematical operations. Scientists, mathematicians, accountants, engineers, and computer programmer all demonstrates strong logical- mathematical intelligence

3. Musical intelligence

The ability to possess a sensitivity to pitch, melody, rhythm, and tone. Composers, conductors, musicians, critics, instrument makers, as well as sensitive listeners have musical intelligence.

4. Bodily-kinesthetic intelligence

The ability to manipulate objects and fine-tune physical skills. Athletes, dancers, surgeons, and craft-people have strong bodily-kinesthetic intelligence.

5. Visual-spatial intelligence

The ability to think in three dimensional ways, to perceive external and internal imagery, to recreate, transform or modify images, to navigate oneself and object through space and to produce or decode graphic information.

Sailors, pilots, sculptors, painters, and architects needs strong spatial intelligence.

6. Interpersonal intelligence

The ability to understand and interact effectively with others. Successful teachers, social workers, politicians, and actors have strong interpersonal intelligence.

7. Intrapersonal intelligence

The ability to construct an accurate perception of oneself and to use such knowledge in planning and directing one’s life. Theologians, psychologists, and philosophers have strong intrapersonal intelligence.

8. Naturalist intelligence

The ability to appreciate and care nature, to live with nature (including flora and fauna) harmoniously, and to grow plants easily and well. Gardeners, climbers, nature-lovers are those who have strong natural intelligence.

Intelligence Area	Is strong in	Likes to	Learns best through
Verbal-linguistics	reading, writing, telling stories, memorizing dates, thinking in words.	read, write, talk, memorize, work at puzzles.	reading, hearing and seeing words, speaking, writing, discussing and debating.
Logical-mathematics	math, reasoning, logic, problem-solving, patterns.	solve problems, question, work with numbers, experiment.	working with patterns and relationships, classifying, categorizing, working with the abstract.
Visual-spatial	reading, maps, charts, drawing, mazes, puzzles, imaging things, visualization.	design, draw, build, create, daydream, look at pictures.	working with pictures and colors, visualizing, drawing.
Bodily-kinesthetic	athletics, dancing, acting, crafts, using tools.	move around, touch and talk, body language.	touching, moving, processing knowledge through bodily sensations.
Musical	singing, picking up sounds, remembering melodies, rhythms.	sing, hum, play an instrument, listen to music.	rhythm, melody, singing, listening to music and melodies.
Interpersonal	understanding people, leading, organizing, communicating, resolving conflicts, selling.	have friends, talk to people, join groups.	sharing, comparing, relating, interviewing, cooperating.
Intrapersonal	understanding self, recognizing strengths and weaknesses, setting goals.	work alone, reflect, pursue interests.	working alone, doing self-paced projects, having space, reflecting.
Naturalist	understanding nature, making distinctions, identifying flora and fauna.	be involved with nature, make distinctions.	working in nature, exploring things, learning about plants and natural events.

For further information on how you can invent your intelligence visit http://www.gigglepotz.com/mi.htm

characteristics of children

Dear Students,

The first lesson for English for Children class is about the characteristics of children. This lesson is taken from Scott and Ytreberg (1990:1-7) and Cameron (2001:1-19).

Here is the summary of the lesson:

General Characteristics of Children

• Their own understanding comes through hands and eyes and ears. The physical world is dominant at all times.

• They have a very short attention and concentration span.

• They sometimes have difficulty in distinguishing the real world and the imaginary one.

• They are enthusiastic and positive about learning.

Children from age five to seven

• Can talk about what they are doing

• Can tell about what they have done or heard

• Can plan activities

• Can argue about something

• Can use logical reason

• Can use vivid imaginations

• Can use a wide range of intonation patterns in L1

• Can understand direct human interaction

Children from age eight to ten

• Can tell the difference between fact and fiction

• Ask questions all the time

• Rely on the spoken words as well as the physical words

• Able to make some decisions about their own learning

• Have definite views of what they like and dislike doing

• Able to work with others and learn from others

Eight things to consider in teaching a foreign language to children

1. Words are not enough

a. Most activities for the younger learners should include movement and involve the senses.

b. The teacher must use plenty of objects and pictures to work with.

c. The teacher should demonstrate what he/she wants the children to do.

2. Play with the language

The teacher should: Make up rhymes, Sing songs, Tell stories, Let the children experiment with words and sounds

3. Language as language

a. The spoken word should be accompanied by other clues of meaning: facial expression, movement, gestures, etc.

b. Reading and writing are extremely important for the child growing awareness of language

4. Variety in the classroom

The teacher should use variety of activity, pace, organization, voice

5. Routines

The teacher should have systems and routines, organize and plan the lessons, use familiar situations and activities, repeat stories, rhymes, and songs

6. Cooperation not competition

The teacher should make room for shared experiences, give the feeling of belonging and togetherness, and encourage group work and cooperation

7. Grammar

Children have an amazing ability to absorb language through play and other activities which they find enjoyable. So, introduce grammar through songs and music, plays and stories, and games.

8. Assessment

The teacher should make regular notes about each child’s progress, talk to the children regularly about their work, and encourage the children to make self assessment

the syllabus

Hello students!

This is your first lesson which is held on-line.
Please download the following syllabus as a map to our journey n learning the Theory of English for Children class. I will consider that you attend the on-line class if you post your name, your student's number and your expectation towards the Theory of English for Children class in this post.

Thank you and have a good time.

Theory of English for Children

Syllabus 2008/2009
2 credits/Semester 7A, B, E
Facilitator: Atti Herawati, Dra., M.Pd.
Mobile phone: 08128167285
Email: tihera@gmail.com

Course description:

Theory of English for Children gives an overview of the characteristics of children, the concept of Multiple Intelligence (MI), the concept of Cooperative Learning, teaching methods and different techniques used in teaching English: games, rhymes, songs, story telling, story reading, miming, and art and craft.

Course objectives:

After taking Theory of English for Children course the students are expected to understand the characteristics of children, choose appropriate method and technique for teaching children, and are able to develop materials and teaching aids for teaching English to children.

Attendance:

- The students should attend, at least, 80% (13 meetings) of the whole sessions

- If a student comes into the classroom 15 minutes late or more, he/she can still follow the class, but is considered absent.

Assessment:

The students are assessed in terms of portfolio which covers classroom attendance, assignments, and two reflection journals.

Student’s project:

At the end of semester, every student should submit a complete portfolio.

References:

Cameron, Lynne. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press

Campbell et al. 1996. Teaching and Learning through Multiple Intelligences. Massachusetts: A Simon and Schuster Company

Jacobs, George M. 1995. Learning Cooperative Learning via Cooperative Learning. Singapore: SEAMEO

Lewis, Gordon and Gunther Bedson. 1999. Games for Children. Oxford: Oxford University Press

Orr, Janet K. 1999. Growing up with English. Washington: Office of English Language Program

Slattery, Mary and Jane Willis. 2001. English for Primary Teachers: A Handbook of Activities and Classroom Language. Oxford: Oxford University Press

Scott, Wendy A. and Lisbeth H. Ytreberg. 1990. Teaching English to Children. New York: Longman

Wright, Andrew. 2001. Storytelling with Children. Oxford: Oxford University Press

Tentative schedule:

Week	Topic of Discussion	Objectives	Reference
1.	Introduction	Giving an overview of Theory of EFC and describing the syllabus	The syllabus
2.	The Characteristics of Children	Understanding special characteristics of children	- Cameron - Scott and Ytreberg
3.	The Concept of Multiple Intelligence (MI-1)	Understanding the concept of MI	Champbell
4.	The Concept of Multiple Intelligence (MI-2)	Applying the concept of MI	Champbell
5.	The Concept of Cooperative Learning (1)	Understanding the concept and the structure of Cooperative Learning	- Jacobs - Orr
6.	The Concept of Cooperative Learning (2)	Applying the concept and the structure of Cooperative Learning	- Jacobs - Orr
7.	Mid Term Test	Reflection Journal 1 is submitted
8.	Teaching Methodology for Children	Understanding appropriate method and technique for teaching children	- Orr - Cameron - Scott and Ytreberg
9.	The Power of Games in Teaching Children	Understanding different games used in teaching English to children	Lewis and Bedson
10.	Children Songs and Nursery Rhymes	Understanding different songs and nursery rhymes used in teaching English to children	- Orr - Slattery and Willis
11.	Teaching English through Story Telling	Understanding the teaching of English through story telling	- Wright - Slattery and Willis
12.	Teaching English through Story Reading	Understanding the teaching of English through story reading	- Wright - Slattery and Willis
13.	Teaching English through Miming	Understanding the teaching of English through miming	- Wright - Slattery and Willis
14.	Teaching English through Art and Craft	Understanding the teaching of English through art and craft	- Orr - Slattery and Willis
15.	Final test	Reflection Journal 2 and Portfolio is submitted