LANGUAGE LEARNING PROCESS
SPIRAL PROGRESSION
• Based on the work of Bruner on the
spiral curriculum following the
hypothesis that even complex topics
can be taught to learners at any stage
of development when structures are
presented in an organized manner
SPIRAL PROGRESSION
a. The student revisits a topic, theme,
or subject several times throughout
the school career;
b. Complexity of topic increases
c. New learning- old learning
relationship
INTERACTION
• As language is used in various forms of
communication, activities promoting
interaction among learners solidifies concepts
learned
• These could be more effective when activities
are framed to emulate real-life situations with
real-life language demands (socialization
skills)
INTEGRATION
• Creating authentic class activities in
the teaching of language skills could
be more effective if they are
integrated with other skills and values
LEARNER-CENTERDNESS
• As the curriculum focuses on the
learner, teachers would be able to
engage them with the use of
differentiated instruction. This should
be based on the learners’ needs,
skills, abilities, and interests
CONTEXTUALIZATION
• Language learning is effective if
activities are designed around the
appropriate contexts
• Lesson could be planned around
learning outcomes, themes, or texts
CONSTRUCTION
• As the core of the curriculum is
meaning-making, learning tasks and
activities designed around self-
reflection, critical thinking, and
creation should take place in
language lessons
EFFECTIVE LANGUAGE USE
UNDERSTANDING CULTURES
• Learning another language gives one
another perspective of the world
• One gets to view the things around
from the lens of another culture
through literature and communication
UNDERSTANDING LANGUAGE
• In order to create meaning, learners need to
understand the intricacies of the language
• This involves understanding how words are
formed, the structure of sentences, and how
the little nuances in language use,
accompanied by nonverbal gestures
contribute meaning.
PROCESS STRATEGIES
• As learner get to be exposed to the
more opportunities to use language,
they get use a number of processes
and strategies to adapt to situations
depending to audience, context, and
purpose. (face to face conversations/
SMS CHATS)
HOLISTIC ASSESSMENT
WHAT IS ASSESSMENT?
• Assessment is an important part of
the teaching and learning process
• It helps the teachers gauge the
learners’ progress and development
CHARACTERISTICS PF
EFFECTIVE ASSESSMENT
PROXIMITY TO ACTUAL LANGAUGE
USE AND PERFORMANCE
• As described before, activities in the
classroom should consider authentic
contexts of language use
• It should help learners apply their
understanding of language in real-life
situations
HOLISTIC VIEW OF LANGAUGE
• Language use must be used
• Academic, social, and physical
context
INTEGRATIVE VIEW OF LEARNING
• Assessment should not only look into
the academic performance of learner
• Learning language should have
multitude ways of learners learn
DEVELOPMENTAL APPROPRIATENESS
• Steps must also be taken to ensure
that assessment activities are
appropriate to the learners’ cognitive,
social, and academic abilities with
their level
MULTIPLE REFERENCING
• Lastly, assessments developed for
the learners should have been
designed based on various
information about learners
• It should be based on understanding
the learners’ needs and abilities
INSTRUCTIONAL
PLANNING COMPONENTS
INSTRUCTIONAL PLANNING
• Instructional planning is one of the most
crucial skills teachers have in their teaching
journey
• It helps them reflect on their teaching, and
make the necessary adjustments needed to
ensure that learners attain the intended
learning targets of teachers and the
curriculum
PLANNING
• Planning involves several factors to
consider in order to make it effective
• There are three major components pf
planning (deciding what to teach,
deciding how to teach, and
communicating realistic expectations
COMPONENTS OF
INSTRUCTIONAL PLANNING
DECIDING WHAT TO
TEACH
ASSESSING LEARNERS’ SKILLS
• Teachers need to ensure to gather
pertinent data to assess the level of
skill of the leaners
• Diagnostic test, achievement test and
other assessment
ANALYZING INSTRUCTIONAL TASKS
• The teacher needs to sequence
instructional tasks in a logical and
appropriate manner based again on
the learners’ development abilities
CONSIDERING CONTEXTUAL
VARIABLES
• In deciding what to teach, teachers
may need to look into the contextual
variables, which may include how long
the lessons will take, the availability of
materials needed or the time of the
day lessons will take place (class
schedule)
IDENTIFYING GAPS IN ACTUAL AND
EXPECTED PERFORMANCE
• As the teacher understands the level
of performance of the learners, it is
now imperative to understand how to
bridge their current understanding
with new material being presented to
them
DECIDING HOW TO
TEACH
SETTING INSTRUCTIONAL GOALS
• Teachers need to present the goals of
instruction to the learners in
unambiguous terms
SELECTING INSTRUCTIONAL
METHODS AND MATERIALS
• Decisions that would be made for the
method and materials would be
guided of course by the topic
selected, the activities for the
learners, and the learners themselves
PACING INSTRUCTION
APPROPRIATELY
• Pace is simply how slowly or how quickly
the teacher goes through the material
• The teacher should be able to set the
appropriate pace when going through the
material, basing this of course on the
learners’ level and the activities the
learners are tasked to accomplish
MONITORING PERFORMANCE AND
REPLANNING INSTRUCTION
• In planning how to teach, it is also
important for the teacher to know
how to monitor learners’ performance
and then use this information to plan
the next instruction
COMMUNICATING CLEAR
EXPECTATIONS
CLEAR OBJECTIVES
• SMART
LEARNING MATERIALS
ACTIVE BACKGROUND KNOWLEDGE
• Learners’ prior knowledge
DIRECT INSTRUCTION
• This is where the teacher presents
the concepts or skills as indicated in
the objectives
LEARNER-CENTERED PRACTICE
• Guided practice
• Collaborative practice
• Independent practice
CLOSURE
• Application
• Generalization
DEMONSTRATION OF LEARNING
• Assessment