ES 1: Knowledge of Young Learners
Summary
TLDRこのビデオスクリプトでは、子どもたちを対象とした英語教育の戦略について焦点を当てています。6歳から12歳の子どもたちは、言語学習において身体的、感情的、認知的な発達を通じて、コミュニケーション、協力、批判的思考、そして創造性という4つのCを学びます。教室でのゲームや踊り、絵画など、多様なアクティビティを通じて、子どもたちは興味を持ち、言語学習を楽しむことができます。また、自己評価や計画立案、KWL(知っていること、知りたいこと、学んだこと)などの学習戦略を用いて、子どもたちは自己学習のスキルを向上させます。さらに、認知戦略を用いた思考スキルの開発や、非言語コミュニケーションのスキルの向上にも取り組まれています。
Takeaways
- 🧒 児童は言語学習者として、6歳から12歳の年齢で最も急速に身体的、感情的、認知的に発達している。
- 🎯 子どもたちは英語学習を通じてコミュニケーション、コラボレーション、批判的思考、そして創造力を学ぶ。
- 🏫 教室での学習は、子どもたちが英語を学ぶ際に多様な基本的な機能を身につける重要な場である。
- 🎈 子どもたちは楽しさと関与を重視した、机やテーブルに縛られない、床で起こる活動を通じて英語学習に興味を持つ。
- 📺 テレビやビデオゲーム、他の英語話者から聞くことで、子どもたちは英語を日常生活に取り入れることを学ぶ。
- 🤔 子どもたちは顔つき、手の使い方、体言語を通じて感情や感情を理解し、英語の多くを学ぶ。
- 🎲 教室でのゲームや絵画、手芸などの活動は、子どもたちが言語と身体をつながらせ、記憶を促進するのに役立つ。
- 📚 学習戦略の開発は、子どもたちが言語学習を通じて自己学習のスキルを獲得する上で重要である。
- 📈 学習戦略には、計画、学習目標設定、自己評価、自己訂正などが含まれ、学習プロセスをサポートする。
- 🤹♂️ 子どもたちは想像力を駆使したロールプレイや仮想遊戯を通じて、教室の外で使用する言語を練習する。
- 🗣 子どもたちはコミュニケーションスキルを開発し、言葉や非言語的な手段を通じて他人との理解を深める。
- 🌐 教室での様々な活動は、子どもたちが多様な学習好みに対応し、新しい好みを発見する機会を提供する。
Q & A
ビデオスクリプトの焦点は何ですか?
-ビデオスクリプトは、子供たちを言語学習者として捉え、彼らの言語能力や学習戦略、思考スキル、コミュニケーションスキルの開発に焦点を当てています。
6歳から12歳の子供たちをどのように定義していますか?
-スクリプトでは、6歳から12歳の子供たちを言語学習における最も重要な発達期と定義しており、彼らは身体的、感情的、認知的な面で最も急速に成長すると考えられています。
子供たちが英語を学ぶ際に重点を置くことは何ですか?
-子供たちが英語を学ぶ際には、楽しさと関与度の高い活動に重点を置いており、机やテーブルに縛られることなく、床で学ぶことが多いです。これにより、彼らはテレビやビデオゲーム、その他の英語話者から聞く英語に興味を持ちます。
「4C」とは何を意味していますか?
-「4C」とはコミュニケーション、コラボレーション、クリティカルシンキング、クリエイティビティの4つのスキルを指しており、子供たちの個人的および社会的発達に不可欠です。
PLクラスとは何ですか?
-PLクラス、またはCLIL(コンテンツと言語の統合学習)クラスでは、子供たちは英語で科学や社会科学などの科目を学び、英語を実践的に使用する機会を得ます。
子供たちが英語を学ぶ際に使用するゲームや活動にはどのようなものがありますか?
-子供たちが英語を学ぶ際に使用するゲームや活動には、チャーadesやPictionaryのような動作や描画ゲームが挙げられます。これにより、彼らは関与し、興奮し、言語と体の動きを結びつけることができます。
子供たちの言語学習の好みはどのように異なりますか?
-子供たちの言語学習の好みはさまざまです。一部の子供たちは絵と言葉を結びつけることを通じて学習するのが効果的で、他の子供たちは相互作用や動作を通じて言語を学ぶことを好みます。
子供たちが学習戦略を開発するのに役立つアクティビティは何ですか?
-子供たちが学習戦略を開発するのに役立つアクティビティには、計画立案、学習目標の設定、自己評価、自己訂正などが挙げられます。これにより、彼らは個人の責任感を学び、自己学習のスキルを向上させることができます。
「KWL」または「KWL+」とは何ですか?
-「KWL」または「KWL+」は、子供たちがトピックについてすでに知っていること(Know)、学びたいこと(Want to Learn)、そして学んだこと(Learned)を整理するための戦略です。
子供たちが認知的戦略を開発する方法には何がありますか?
-子供たちが認知的戦略を開発する方法には、予測、文脈分析、識別、skimmming、マッチング、順序付け、ランキング、作成などが挙げられます。これにより、彼らは言語学習を通じて思考スキルを向上させることができます。
コミュニケーションスキルを開発するために子供たちに教えるべき戦略には何がありますか?
-コミュニケーションスキルを開発するために子供たちに教えるべき戦略には、口頭コミュニケーションと非口頭コミュニケーションの両方があります。これには、手話を含め、表情やジェスチャー、絵画などを使って情報を伝える能力が含まれます。
教師がクラスルームで使用する良い質問とはどのようなものですか?
-教師がクラスルームで使用する良い質問とは、はい・いいえ、または短い答えの質問と、生徒の意見や理由を求めるオープンな質問の両方があります。これにより、多くの生徒が教室で応えることを促し、思考を深めることができます。
子供たちがクラスルームで使用するべき機能的な言語またはチャンキングフレーズには何がありますか?
-子供たちがクラスルームで使用するべき機能的な言語またはチャンキングフレーズには、「Can I...?」や「I feel...」などが挙げられます。これにより、彼らは社交的状況でより自在に感じることができます。
ロールプレイやドラマアクティビティはどのように子供たちの言語学習に役立ちますか?
-ロールプレイやドラマアクティビティは、子供たちが想像力を活用し、教室の外で使用する言語を練習する機会を提供します。これにより、彼らは言語の機能的な側面と、非言語的なコミュニケーションのスキルを一緒に練習できます。
教師が子供たちにモデルとなるべきことは何ですか?
-教師は、Total Physical Response(TPR)を利用して、手のジェスチャーをクラスルームで使用することで子供たちにモデルとなるべきです。これにより、彼らは言葉とジェスチャーを一緒に理解し、文化的な違いにも触れることができます。
Outlines
👶 子供たちを対象とした言語学習プログラムの紹介
このビデオでは、子供たちを対象とした言語学習プログラムに焦点を当てています。6歳から12歳の子供たちは、身体的、感情的、認知的に最も発達を遂げる時期であり、英語学習はその発達の一部を占めます。子供たちは楽しんで、関与的な活動を通じて英語を学びます。また、コミュニケーション、コラボレーション、批判的思考、創造性などの4つのCを学ぶことで、個人的および社会的発達に貢献します。
🎨 ゲームとアクティビティを用いた学習戦略の開発
子供たちは、絵を描いたり、手を動かしたりするなど、想像力を使ったゲームやアクティビティを通じて学習を楽しむことができます。これらのアクティビティは、彼らが教室の外で使用する可能性のある英語を学ぶ上で役立ちます。また、子供たちには、顔の表情や手の使い方など、非言語的なコミュニケーション能力を身につける機会もあります。
📝 学習戦略の開発と自己評価の重要性
子供たちが学習戦略を開発する方法について説明しています。計画、学習目標の設定、自己評価、自己訂正などが含まれます。これらの戦略は、子供たちが教室で学んだことを自己責任を持って取り入れ、評価し、改善する能力を育成するのに役立ちます。また、教師は学生の学習戦略、興味、好みを理解することによって、より魅力的なレッスンを作成することができます。
🤔 認知戦略を通じて思考スキルの開発
言語学習を通じて子供たちが認知的戦略を開発する方法を説明しています。予測、文脈の理解、特定の情報を素早く特定する方法(スキミング)、一致、順序付け、ランキング、創造などを通じて、子供たちは言語を理解し、使用する能力を高めます。
🗣️ 言語学習を通じてコミュニケーションスキルの育成
コミュニケーションスキルを育成する方法について説明しています。言葉や書き物によるコミュニケーション(言語的コミュニケーション)と、顔の表情や手のジェスチャーなどの非言語的コミュニケーションの両方を開発することが重要です。クラスルールのポスター作成やロールプレイ、ドラマ活動などが、これらのスキルを育成するのに役立ちます。
🌐 多様なツールと戦略を用いた英語教室の成功
子供たちがユニークであることを理解し、多様なツールと戦略を用いて英語教室で成功を収めることが重要です。このビデオでは、言語学習者としての子供たち、学習戦略の開発、批判的思考スキル、コミュニケーションスキルの育成について議論しました。教師は、子供たちの多様な学習スタイルに対応する準備ができているべきです。
Mindmap
Keywords
💡言語学習者
💡コミュニケーションスキル
💡クリティカルシンキング
💡創造性
💡クラスタリング
💡学習戦略
💡思考スキル
💡非言語コミュニケーション
💡役立つフレーズ
💡自己訂正
💡ロールプレイ
Highlights
视频专注于儿童作为语言学习者,探讨了儿童的语言和学习策略、思维技能和沟通技能的发展。
定义了6至12岁儿童为发展阶段,强调了他们在身体、情感和认知方面的发展。
强调了学习英语对于儿童发展的重要性,以及通过基本功能学习语言。
介绍了“四C”:沟通、协作、批判性思维和创造力,对儿童个人和社会发展的重要性。
讨论了内容与语言整合学习(CLIL)课程,学生用英语学习科学和社会研究。
强调了在课堂上使用游戏和歌曲的重要性,以及如何通过身体动作帮助记忆。
介绍了哑剧和图画猜谜等游戏,以及它们如何帮助学生参与并记忆语言。
讨论了通过面部表情、手势和身体语言来理解英语的重要性。
提到了“块状”语言学习,即通过高频短语来建立语言连接。
强调了了解不同儿童的语言学习偏好,以及如何通过多样化活动满足这些偏好。
提出了帮助儿童发展学习策略的方法,如明确活动目的和设定学习目标。
介绍了自我评估和自我纠正的概念,以及它们如何提高学生的语言能力。
讨论了计划-执行-回顾(Plan-Do-Review)方法,以及它如何帮助学生反思学习过程。
介绍了KWL(已知-想要学习-已学习)方法,以及它如何帮助学生思考和反思。
强调了认知策略在语言学习中的作用,如预测、上下文理解和匹配。
讨论了如何通过提问来促进学生的思考,包括简单问题和开放性问题。
介绍了沟通技能的发展,包括口头和非口头沟通策略。
讨论了角色扮演和戏剧活动如何帮助学生练习语言和情感表达。
强调了教师作为榜样的重要性,以及如何通过身体语言和手势来教授英语。
总结了视频内容,强调了理解每个孩子的独特性,并使用多样的教学工具和策略。
Transcripts
welcome to the OnDemand teacher training
program in this video we will focus on
children as language Learners developing
children's language and learning
strategies developing thinking skills
developing communication skills also in
this lesson we will talk about what
makes Young Learners different from
older language Learners as well as the
benefits of introducing children to
English now what are the characteristics
of children as language
Learners think about children you know
what are they like just think a
moment we Define children here as 6 to
12 year
olds these are considered the developing
ages ages
where they develop the most physically
emotionally and cognitively as students
and as people learning a language
English in this case will become a large
part of development and will be learned
with many basic
functions while this can vary from
student to student there's a focus on
fun and engaging
activities less attached to desks or
tables often happening on the
floor this will also encourage students
to take interest in the English they
hear on TV when playing video games
and from other English speakers and
Learners I'm sure you can think of some
other situations where they might hear
English as
well another thing learning English does
for children is to learn about the four
C's that's
communication collaboration critical
thinking and cre
creativity all of these are essential
for their personal and social
development in this way they can become
more confident speakers work well with
others in groups or in pairs in and
outside of class engage more intensely
with puzzles and games and develop their
fine motor skills necessary for creating
Quality
Art one place this is often applied and
discovered is in PL classes or content
integrated or that's content and
language integrated learning
classes in K classes students study
subjects like science and social studies
in
English this gives them a chance to both
practice what they know in English and
even learn something new in
English understanding new information in
the language they're
studying students may have the
opportunity to learn that animals like w
b s and dolphins are
mammals which they may not yet have
learned in a school class presented in
their first language for
example with these ages it's important
to use games and songs in the classroom
moving and drawing games like charades
or Pictionary will keep students engaged
and excited as well as help them make
connections with their bodies to the
language making the class content easier
to remember I'm sure you're familiar
with the game charades yes where someone
will do a gesture for example
like this without using any words and
they will have to then guess what that
activity is what the gesture represents
yes charades or Pictionary where you
will draw a picture of something and
again they will have to guess what the
picture represents so using games like
this is very helpful for the
students uh also games and activities
that allow them to use their
imaginations like solving a problem
about playing pretend will be enjoyable
pleasurable and allow them to feel that
they've left the classroom environment
without actually leaving it this could
be anything from pretending to drive
around the classroom to pretending to
dive in the ocean to learn about sea
creatures
studying English Young Learners get the
chance to learn through facial
expressions gestures and in
nation discovering emotion and
understanding the body language often in
English as well as the use of hands will
open a door to understanding a great
deal of English before ever even
learning a complete
sentence all of this could lead students
down the path of chunking or using
phrases of frequency to make connections
to language the I feel of I feel sad or
I feel happy is kept to talk about
emotion while the can I can I borrow an
eraser or can I eat a snack is used to
ask if something is
okay it's important to remember that not
all children have the same language
learning
preferences some while some children may
learn better through connecting pictures
with words others may prefer learning
language through interactions and
movement likewise some students may
prefer much peace and quiet in the
classroom in order to keep
focus with this it's important to have a
wide range of activity options as
tools with Young Learners your classroom
activities should vary to cover as many
of these learning preferences as
possible the students may even discover
a new preference in this way uh a
student who in the past liked to learn
with a lot of activities and gestures
May learn to like reading or listening
or speaking through use of many
different types of activities in your
classrooms hey let's go on our next
topic is developing children's learning
strategies so how can we help children
develop their learning strategies
through language learning
it's important to always make the reason
for your activities clear students will
be more interested in using the
activities English outside of the
classroom if they understand the
reason this will also help motivate the
students to want to keep
learning when there is less
confusion less often students will feel
more comfortable in the
classroom motivation can also come from
finishing goals or getting rewards from
doing
well making children feel comfortable
learning in the classroom is one of the
biggest
motivators take taking notes on students
their learning strategies likes dislikes
interests and other things can help
teachers make lessons that are more
exciting for
students I sure you've used this in some
of your other classes as well one
example for myself is I had some
students who really liked the K-Pop
group La seraphin so for my my English
lessons I used some of their songs and
some of the words from their songs as
part of the English lesson because I
knew my students liked that group I
could make a lesson more interesting for
them by adding that into my
lessons learning
strategies uh teachers can use many
different plans in the classroom uh here
are some plans that help students make
their own learning
strategies in planning learning students
can choose which student will do which
job in an activity about drawing a farm
one student can draw a house one student
can draw the animals and one student can
color the picture
with learning objectives students can
make their own goals for the class day
or class
year a student can say that they want to
learn 10 new animal names in English or
use only complete sentences when they
speak to their
classmates this teaches them personal
responsibility
with selfassessment or self testing
students can talk about the good and bad
about their own
performance a teacher can ask what do
you think you did well and the student
can reply I liked my pronunciation and
gestures for
example also a teacher can ask a student
what do you think you need to focus on
more and the student can reply with I
think I need to practice my
vocabulary for
example with self Corrections students
can change their answers to the correct
answers in this way the teacher gives
the student one more chance to speak
correctly a student can say I have two
car the teacher can say two
car so the student can make a
self-correction ah two
cars good job teaching the students to
help themselves is an important tool in
and out of the
classroom one more Str stry is plan do
review with plan do review students use
these three steps for
activities for example for making crafts
the
students can be asked what materials do
you think you need so they can think
about what to plan for the class we do
is for the activity itself say crafting
the object and the review reminds
students to think about the activity why
the activity was important and to
remember that they had
fun one more strategy is
kwl
or no want learn
uh the no want learn method allows the
teacher to ask the students to
brainstorm or think about the topic the
students can say what they know already
about the topic they can also say what
they want to learn about the topic at
the end the teacher can ask the students
what they learned in the
activity four for example the topic can
be about
turtles many students may know that
turtles have a
shell the students may say that they
want to learn about what turtles eat
finally they can say at the end that
they learned what turtles eat and about
what a turtles habitat or the place
where the turtles live is
these
strategies let students think about
their work they can also have a chance
to explain the strategies that they like
and which ones they like to use in class
and outside of
class okay two topics down our third
topic is developing thinking skills
so our question how can I help children
develop cognitive strategies in language
learning now
cognitive simply means thinking so
cognitive strategies our thinking
strategies with Young Learners of
English cognitive skills are used to
make predictions
predictions are a guess about what will
happen in the future or in a
story students can also teach themselves
by thinking about the context of a word
the student can understand the meaning
of the word frightening which is scary
if the context is a scary situation in a
scary story for
example uh some examples of cognitive
strategies and thinking strategies
include
identifying uh looking at a picture uh
to say what is in that picture the
teacher can ask students which animals
can you see in a picture of a zoo and
then the students can identify ah I see
a lion oh very good ah I see a zebra yes
nice job ah I see a penguin so
identifying those parts in the picture
another strategy is skimming uh which is
a way to search a story quickly for
words that answer a question for example
you can ask your students uh okay uh
what did Ben say at this time and then
the students can quickly try to find
the name Ben okay Ben here Ben here Ben
here and try to find the words that Ben
is saying in the story instead of
reading all of it have to quickly find
that key word then and try to find what
he is
saying um another thinking strategy is
matching so this is for example putting
the same words or pictures together so
for example you have dog the word dog
and the picture dog for example so
matching those two
together uh some other examples of
cognitive strategies or thinking
strategies are sequencing so sequencing
is putting things in order in date or
time so for example the first event
happens first and then the second event
the Third event the fourth event so
putting those events in the correct
order another strategy is ranking so
this is putting things in order of
importance so you might ask students to
rate which animals they think are the
cutest so okay the most cute animal the
second most cute animal and the third
most cute animal so maybe the students
will think I think rabbits are the
cutest the second cutest animal is cats
the third cutest animal is hamsters so
having this
rength and uh another one more thinking
strategy is creating which is just
making something new from materials like
paper or paints uh again earlier we said
that uh getting students to use their
hands and be creative is an important
strategy for Young Learners so creating
something is uh uh doing this activity
is a good way to use this
strategy okay one final cognitive
strategy uh is through the use of good
questions so teacher questions are very
important in the classroom uh you can
use a very simple yes no or short answer
questions uh which can be easy to answer
and also encourage many students to
respond in the classroom uh you can also
use open questions like asking a
student's opinion about something and
this will encourage them to give
reasons uh it's also something important
to keep in mind is give them some time
to answer at least 3 seconds
so give them 3 seconds to answer and
self-correct and then think about what
they want to say next uh however it is
okay to help the student if they are
taking too long to answer uh so students
should not feel embarrassed when
answering in front of many other
students so uh one thing you can do is
do this activity many times in your
classroom and so students can become
more comfortable doing it and they won't
feel embarrassed about making mistakes
if you do this often in your
classroom okay so moving on we have
talked about children as language
Learners we have talked about developing
children's language learning strategies
we have talked about developing thinking
skills let's go on and talk about about
our final topic which is developing
communication
skills
so how can I help children develop
communication strategies through
language learning let's dive
in so let's talk about communication
strategies or ways to understand other
people first we have verbal
communication
or understanding other people by talking
or writing in
English and we have
nonverbal communication which is
communication without talking this is
done by reading facial expressions or
feelings using hand gestures or drawing
and showing pictures for clearer
understanding also
we can use chunking phrases like can I
and I feel to understand the function or
reason for using the
language we use these for greeting
friends explaining problems and asking
for
information uh focusing on functional
language for chunking will also help
Young Learners feel more comfortable
with socializing or meeting new
people as a teacher there are ways to
teach verbal and nonverbal language
strategies in the classroom as well as
helping students practice functional
language or
chunking uh for example uh ask students
to make a classroom rules poster as a
class or in groups the teacher can hang
these poster crafts on their classroom
walls that help students remember the
rules and how to ask questions like can
you repeat that can I borrow an
eraser this will help them remember
their chunkin phrases and have something
to look at in the classroom if they
forget the poster also motivates the
students to work as a team make new
friends and to think and to be creative
together
uh another one is roleplay activities
and drama activities these activities
let students use their imaginations and
practice language they will use outside
of the classroom the roleplay can come
from an example of the lesson content
for example CH uh students can role
playay about buying groceries from the
supermarket or going to to an airport to
travel on an airplane uh students can
use chunking phrases to greet staff and
use the lesson grammar point in the
activity uh as always you can model with
a student first or give an example of a
good roleplay and a bad role play before
the activity
starts with drama roleplay students can
exaggerate or over stress the feelings
and emotions of the roleplay acting in
the drama sad can be very very sad and
angry can be very angry but these
students can have a script of the
language they will use uh the students
can really see a connection between the
verbal and
nonverbal communication
strategies uh another point is
communication without words uh for
example games like as we said earlier
charades or dictionary are common games
where students must guess the answer by
only watching or expressions or gestures
without talking is a great way to
practice their nonverbal communication
skills for example one child can look at
a card with an emotion on it make the
facial expression and have students
guess the emotion the winner is the
first to answer
correctly the same thing can be done
with animal cards sports cards or
greting cards uh guessing games like
these are usually quite
fun
finally remember to be a good example
for your students always use tpr for
Total Physical response good hands
gestures in the classroom while teaching
use your hands to make a big circle when
talking about the whole world or cup
your ear when you want students to speak
as a
class hand gestures are different in
different countries also the gesture for
dog in Japan is not the same as the
gesture for dog in America so this is
also a good opportunity for
introducing crosscultural understanding
into your language
classroom uh also uh use the English
with your students that you want them to
use can I see your homework or can you
put the pencil back in the Box please
reminds students to use chunking phrases
and a kind tone of voice when asking for
something but giving kind feedback is
important low-level
student with poor roleplay skills might
need more motivation to role playay well
instead of you did badly the teacher can
say we can practice this more
together okay let's wrap things up uh in
this lesson we talked about children as
language Learners developing children's
language learning strategies developing
critical thinking skills and developing
communication skills uh as I said
earlier in this lesson remember to
understand that children are unique uh
each child is different they are not all
the same so please come to your English
language classroom with many different
tools and strategies that we have talked
about here uh to help them learn and to
help them understand
English thank you for watching today
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