Learning and Teaching English as a Foreign

Language (EFL)
SESSION 5: VIDEOCONFERENCE 2
Master’s Degree in Teacher Training

Javier Cañas Villarreal

PhD Candidate in Applied Linguistics
12/9/22
OVERVIEW
UNIT 5. SECOND AND FOREIGN LANGUAGE
TEACHING METHODS. THE NEW LEARNING
ENVIRONMENT. NEW METHODOLOGIES AND
RESOURCES
1. Bloom's Taxonomy and Gardner's Multiple
Intelligences
2. Communicative approach to language teaching
3. New learning methodologies
4. Testing and assessment methods

SESSION 5: VIDEOCONFERENCE 2 12/9/22

OVERVIEW
Learning Goals
• Acquire a deeper knowledge of second and foreign language
teaching methodologies and strategies.
• Learn strategies and evaluation techniques while understanding
evaluation as a regulatory tool and encouraging feedback.
• Learn to identify multiple intelligences in the classroom and how
to seize them to boost students’ learning experience.

SESSION 5: VIDEOCONFERENCE 2 12/9/22

1. Bloom's Taxonomy and Gardner's Multiple Intelligences

SESSION 5: VIDEOCONFERENCE 2 12/9/22

1. Bloom's Taxonomy and Gardner's Multiple Intelligences
Bloom’s Taxonomy can be
used to:

• Create assessments
• Plan lessons
• Evaluate the
complexity of
assignments
• Design curriculum
maps
• Develop online courses
• Plan project-based
learning.
• Rubrics design
• Self-assessment

Bloom’s taxonomy. Retrieved from “Benjamin Bloom’s Taxonomy of Educational Objectives,” by the Editorial
Team, The Teacher.in. Available on https://www.greycaps.com/theteacher/theories/Bloomstaxonomy

SESSION 5: VIDEOCONFERENCE 2 12/9/22

1. Bloom's Taxonomy and Gardner's Multiple Intelligences
The framework was revised
in 2001 by Lorin Anderson
and David Krathwohl,
yielding the revised Bloom’s
Taxonomy.

Removal of ‘Synthesis’ and

the addition of ‘Creation’ as
the highest-level of Bloom’s
Taxonomy

Bloom’s taxonomy revisited. Retrieved from “Bloom’s Taxonomy,” by P. Armstrong, Vanderbilt Center for
Teaching, 2017.Available on https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

SESSION 5: VIDEOCONFERENCE 2 12/9/22

1. Bloom's Taxonomy and Gardner's Multiple Intelligences

LOTS & HOTS. Available on https://canvas.instructure.com/courses/1124025/pages/why-

create?module_item_id=11687022

SESSION 5: VIDEOCONFERENCE 2 12/9/22

1. Bloom's Taxonomy and Gardner's Multiple Intelligences

Bloom’s Interactive Digital Taxonomy, by Samantha Penney. Available on

https://morethanenglish.edublogs.org/for-teachers/blooms-revised-taxonomy/3/

SESSION 5: VIDEOCONFERENCE 2 12/9/22

1. Bloom's Taxonomy and Gardner's Multiple Intelligences
GARDNER’S MULTIPLE INTELLIGENCES

Ø Visual-spatial: they learn visually and being aware of environments.

Ø Musical: they show sensitivity to rhythm and music.
Ø Linguistic: they think in words, they like learning via conversations,
reading, playing word
games, making up poetry or stories.
Ø Bodily-Kinesthetic: they learn by using the body effectively and
meaningfully to carry out tasks, mimic, role playing, etc.
Ø Logical: they learn through calculating, reasoning, finding
patterns and relationships between different elements.
Ø Interpersonal: they learn through interaction with others.
Ø Intrapersonal: they learn through reflection, examining their feelings.
Ø Naturalist: they learn through contact with the natural world.
Ø Existential: they learn through philosophical reasoning about being.

SESSION 5: VIDEOCONFERENCE 2 12/9/22

2. Communicative Approach to Language Teaching

SESSION 5: VIDEOCONFERENCE 2 12/9/22

2. Communicative Approach to Language Teaching
Main linguistic theories of communication in Principles of Communicative Language
Communicative Language Teaching Teaching

Communication-centred Learning
Communicative Language
Teaching

Real Communicating Process

Communicative Language Functions

Competence (Hymes) (Halliday)
Avoiding Constant Error-correcting

SESSION 5: VIDEOCONFERENCE 2 12/9/22

2. Communicative Approach to Language Teaching

Halliday’s language functions (Halliday,

1973).

1. Instrumental Function
2. Regulatory Function
3. Interactional Function
4. Personal Function
5. Heuristic Function
6. Imaginative Function
7. Representational Function

SESSION 5: VIDEOCONFERENCE 2 12/9/22

3. New Learning Methodologies

Important note. CLIL has already been addressed in 17MSEC (‘Complementos’). For further information
about CLIL approach, check out the 18MSEC course book.
SESSION 5: VIDEOCONFERENCE 2 12/9/22
3. New Learning Methodologies
Main Authors

David N. Prabhu John Spencer Jonathan Nick Daniel

Marsh Jane Dewey Kagan Bergmann Pelling Goleman
Do Coyle Willis William Sir James Aaron Karl Kapp Adele B.
Peeter Rod Ellis Heard Britton Sams Lynn
Mehisto Kilpatrick Robyn M.
Gillies

SESSION 5: VIDEOCONFERENCE 2 12/9/22

3. New Learning Methodologies
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL. https://clilrb.ucoz.ru/_ld/0/29_CLILPlanningToo.pdf
Marsh, D., Mehisto, P., Wolff, D., & Frigols Martín, M. J. (2012). European framework for CLIL teacher education.
https://ebuah.uah.es/xmlui/bitstream/handle/10017/14881/CLIL-Framework_Marsh.pdf?sequence=1&isAllowed=y

Ellis, R. (2006). Principles of Task Based Teaching. https://www.kansai-u.ac.jp/fl/publication/pdf_education/04/5rodellis.pdf

Willis, J. (1996). A framework for task-based learning. (Longman Handbooks for
Main Authors - References

Language Teachers) Longman.

Boss, S. (2015). Implementing project-based learning. Solution Tree Press.

Lenz, B., Wells, J., & Kingston, S. (2015). Transforming schools using project-based learning, performance assessment, and common core standards. NOTE.
John Wiley & Sons.
Important
references for
Gillies, R.. (2007). Cooperative Learning: Integrating Theory and Practice. 10.4135/9781483329598.
Kagan, S. (1994). Cooperative learning. Kagan Cooperative Learning. the
methodology
section of the
Bergmann, J., Sams, A., & Gudenrath, A. (2015). Flipped learning for English instruction. International Society for Technology in Education.
Young, C. A., & Moran, C. M. (Eds.). (2017). Applying the Flipped Classroom Model to English Language Arts Education. IGI Global. TFM!

Information Resources Management Association (Ed.). (2018). Gamification in education: breakthroughs in research and practice. IGI Global.
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.

Goleman, D. (1996). Emotional intelligence. Why it can matter more than IQ. Learning, 24(6), 49-50
Keefer, K., Parker, J., & Saklofske, D. H. (2018). Emotional intelligence in education. Integrating research with practice. Cham, Switzerland: Springer..

SESSION 5: VIDEOCONFERENCE 2 12/9/22

3. New Learning Methodologies
Task-Based Language Learning (TBL) Advantages of TBL
Effective learning occurs when students are fully engaged in a language task, rather • Students can use all their language
than just learning about language (Prahbu, 1987).
resources and not just one pre-selected
item.
• Speaking takes place in a natural
context and in customized situations
that are relevant to the students, and
many times selected by them.
• A whole range of lexical phrases,
collocations and patterns as well as
language forms are produced, and all
the language arises from the students’
needs.
• It is a strong communicative approach
where students spend a lot of time
communicating, and it is enjoyable and
motivating for students.

https://www.teachingenglish.org.uk/article/a-
task-based-approach

SESSION 5: VIDEOCONFERENCE 2 12/9/22

3. New Learning Methodologies
Example of TBL lesson – Road Trip
Have your students ever asked you where you are going to travel over winter break or summer
vacation? Why not let them help plan a trip for you?

Pre-Task
• Introduces the topic to the students.
• Shows examples of maps.
• Pre-teaches some examples of important phrases learners will need to use when performing the
task.
• Provides a model for students to follow (e.g. a presentation of a road trip).
Task Cycle (Task, Planning & Report)
• Students brainstorm information they need for the trip (number of days you wish to travel, your
budget and what you like to do while on the road or in your free time). Then, students start to
create the road trip.
• Students plan how they are going to report to the rest of the class; e.g. plan how they will deliver
the presentation; who will start, who will finish, timings of each students, etc.
• When they are done, have them present their trip to the entire class.
Post-Task Road Trip. Available on
• Teacher focuses on language issues. https://www.pinterest.es/pin/298293175295
• Grammar Activities 571098/
• Students vote for the best road trip and justify their choices.

What about homework? Depending on the level of the students.

Adapted from: https://www.fluentu.com/blog/educator/task-based-language-teaching-activities/

SESSION 5: VIDEOCONFERENCE 2 12/9/22
3. New Learning Methodologies
Project-Based Learning (PBL) Advantages of PBL

• Group work
• Autonomous learning
• Self-assessment skills
• Time planning
• Project work or oral and written expression skills
• Higher motivation
• Better academic performance
• Greater persistence in the study.

http://www.dccia.ua.es/pe18/PBL_english/advantages_of_p
bl.html

Remember we’ll
address PBL in GA3!
Meanwhile, check out
the QR code to find
the features of PBL.
Project-Based Learning. Available on https://www.magnifylearningin.org/what-is-
project-based-learning

SESSION 5: VIDEOCONFERENCE 2 12/9/22

3. New Learning Methodologies
Example of PBL activity – Negativity in the Media
• Begin with a discussion about what “media” is,
and bring in examples.
• Talk about what each kind of media (newspapers,
music, news sites, etc.) is used for.
• Move on to examples of the messages conveyed
by certain types of media, and how this message
is articulated.
• Then assign groups to create their own “media” (a
website, a newspaper article, a commercial, etc.).
• Have each group work on generating a message
(positive vs. negative).

https://www.thetechedvocate.org/7-examples-project-based-learning-
activities/

SESSION 5: VIDEOCONFERENCE 2 12/9/22

3. New Learning Methodologies
Cooperative Learning

Formal
Types of Cooperative Learning

Informal

Cooperative Base Groups

Integrated use of all three Five basic steps in cooperative learning. Available on https://www.mededpublish.org/manuscripts/1009
types

Check out this gif

for an example of
CL!

SESSION 5: VIDEOCONFERENCE 2 12/9/22

3. New Learning Methodologies
Example of Cooperative Learning activity – Dunlin Airport
The city of Dunlin is getting bigger, and Dunlin Airport is not big
enough to cope with the increased air travel. There are 3 options:
a. Build a new airport at site A, at the mouth of the river Dun
b. Expand Dunlin Airport to add a second runway at site B
c. Build a superfast rail link to the city to encourage people to travel
by train more.

Activity Stages

Stage 1: Read about one of the 3 options. Explain it to your team.

Stage 2: Discuss your solution, making sure everybody participates
in the discussion.
Stage 3: When you agree on a solution each of you should take
notes so you can present it to another group.
Stage 4: Present your solution in a new group. Listen to each
other’s solutions, and ask questions.

http://www.englishuksouthwest.com/wp-content/uploads/Jason-
Anderson-Activities-for-Cooperative-Learning.pdf

SESSION 5: VIDEOCONFERENCE 2 12/9/22

3. New Learning Methodologies
Graphic Organizers
A graphic organizer is a teaching and learning
tool that is used to organize information and
ideas in a way that is easy to comprehend
and internalize. By integrating text and
visuals, graphic organizers show relationships
and connections between concepts, terms,
and facts.

• Concept Maps
• Mind Maps
• KWL Charts
• Venn Diagrams
• Timelines
• Word Clusters
• Flow Charts
• Story Maps

For further information about each graphic, check out section 5.3.5 from the contents.

SESSION 5: VIDEOCONFERENCE 2 12/9/22

3. New Learning Methodologies
Examples of Graphic Organizers

https://www.cs.us.es/~fran/curso_unia/clustering.html

https://venngage.com/blog/timeline-template/

Scan this QR code

to find more
examples of GO!
https://thesweetsetup.com/apps/best-
https://www.theschoolrun.com/what-venn-diagram
mind-mapping-app/

SESSION 5: VIDEOCONFERENCE 2 12/9/22

3. New Learning Methodologies
Flipped Classroom

Introducción al Flipped Classroom. Avaliable on https://ricardoingelmo.wordpress.com/2017/03/15/introduccion-al-flipped-classroom/

Advantages

1. Adapts to the diversity of the classroom. 4. Flexibility for teachers

2. Maximize student learning. 5. More motivated students
3. More effective learning. https://www.dexway.com/es/5-ventajas-flipped-classroom/
SESSION 5: VIDEOCONFERENCE 2 12/9/22
3. New Learning Methodologies
Example of Flipped Classroom approach - Gastrodiplomacy

PRE-CLASS ACTIVITY

• Read sentences and match words/phrases in

bold with their meanings.
• Watch video at home and prepare some
questions.

IN-CLASS ACTIVITY

• Discussion.
• Study food idioms and expressions, and their
meanings.
• Further discussion.

Check out the complete lesson plan by clicking on the link below:
https://eslbrains.com/wp-content/uploads/2019/06/Flipped-Gastrodiplomacy-SV.pdf

SESSION 5: VIDEOCONFERENCE 2 12/9/22

3. New Learning Methodologies
Gamification
“Gamification describes the process of applying game-
related principles — particularly those relating to user
experience and engagement — to non-game contexts such
as education” (Davey, 2016)

Tips to gamify the ESL classroom. Available on

http://m.busyteacher.org/20574-gami-fy-esl-
classroom.html
Classcraft Demo!

SESSION 5: VIDEOCONFERENCE 2 12/9/22

3. New Learning Methodologies
Example of Gamification –
Physical Education Monopoly

The board has differentiated tasks for

each of the tiles on the monopoly
board. Either allow the pupils to select
their own level of entry (green, amber
or red) to introduce the inclusive
teaching style, or pre-determine what
entry level the pupils will complete. All
pupils in the group do not need to
complete the same differentiated task
as their peers.

Check out complete instructions here:

https://www.tes.com/en-us/teaching-
resource/pe-fitness-monopoly-
12155168

SESSION 5: VIDEOCONFERENCE 2 12/9/22

3. New Learning Methodologies
Emotional Intelligence and ELT
“The capacity for recognizing our own feelings and those of others, for motivating ourselves, and for
managing emotions well in ourselves and in our relationships” (Goleman, 1996)
employbility-series-article-2-emotional-intelligence/
https://www.stoodnt.com/blog/encouraging-
Five Domains of EI. Available on

SESSION 5: VIDEOCONFERENCE 2 12/9/22

3. New Learning Methodologies
Some examples of teaching techniques based on EI (by Darn, 2008)

Ice-breakers &
Brainstorming & Continuous
Warmers
Discussion Assessment

Group Work
Role-plays Feedback Project Work

SESSION 5: VIDEOCONFERENCE 2 12/9/22

3. New Learning Methodologies
Creative Writing
“Creative writing is a form of writing where creativity is at the forefront of its purpose through using imagination, creativity,
and innovation in order to tell a story through strong written visuals with an emotional impact, like in poetry writing, short
story writing, novel writing, and more.” (Pope, 2019)

Benefits of Creative Writing

• Learners engage with the language at a deeper level of
processing.
• Language play has proven a useful tool for learning a language.
• Ideal for learners whose hemisphere dominance or learning-style
preferences may not be intelectual. It favours multiple
intelligences.
• Increases self-confidence and self-esteem.

Types of Creative Writing. Available on https://edugorilla.com/some-

https://www.teachingenglish.org.uk/article/creative-writing-language-
secrets-to-enlarge-your-poise-as-a-creative-writer/ learners-teachers

SESSION 5: VIDEOCONFERENCE 2 12/9/22

3. New Learning Methodologies
Examples of Creative Writing

Writing Tweets. Most of your students should be familiar with Twitter and
tweets, so it can be a good starting point for an ESL writing exercise.
Encourage students to write short tweets on the given ESL writing topic.
You can even create a Twitter account for your class where the learners can
share their thoughts. By the way, recently Twitter has exceeded the number of
characters per post from 140 to 280, but still you can stick to the old 140-
character format and maintain the conciseness.

Writing Ads and TV Commercials. Advertisements and commercials are a great example of
creative writing, so they can be used as writing activities for ESL students. Give your learners
some sample ads as well as typical expressions that are used in advertising, and then ask the
learners to create their own ads. You can bring some familiar objects to the classroom and tell
the learners to advertise them. The students can work solo, in pairs, or in groups. For even
greater creativity, encourage them to support their ads with images. For example, they can
cut out those images out of newspapers or magazines, or print them from the web. Bonus points
go to teachers who have their students present them as pitches for an extra speaking activity.
For more ideas check out https://blog.vipkid.com/10-creative-esl-writing-activities/

SESSION 5: VIDEOCONFERENCE 2 12/9/22

4. Testing and Assessment Methods

SESSION 5: VIDEOCONFERENCE 2 12/9/22

4. Testing and Assessment Methods
What does this quote suggest to you?

https://64.media.tumblr.com/794b2c9ca072
a2307a3827bf0ec0ff78/tumblr_p2geccly5e
1s04h2ho1_1280.gifv

SESSION 5: VIDEOCONFERENCE 2 12/9/22

4. Testing and Assessment Methods
DIFFERENT INTELLIGENCES… DIFFERENT WAYS TO ASSESS!!

Why only
TESTS??

Multiple Intelligences. Available on

https://lovewhatyoudo6.webnode.es/l/mu
https://64.media.tumblr.com/794b2c9ca072 ltiple-intelligences/
a2307a3827bf0ec0ff78/tumblr_p2geccly5e
1s04h2ho1_1280.gifv

SESSION 5: VIDEOCONFERENCE 2 12/9/22

4. Testing and Assessment Methods
Advantages and Disadvantages of Tests

Advantages Disadvantages

Can give teachers valuable Students become nervous.

information.
Can give students information Other students can do well in
about what they know and tests with last-minute
what they need to review. cramming.
Encourage students to review Students often forget all that
for the exam. they had learned
Learning opportunity after they Students are focused on
have been taken (feedback). passing a final test rather than
trying to im-prove their
language skills
Own Elaboration from Frost n.d.
https://www.teachingenglish.org.uk/article/testing-assessment

SESSION 5: VIDEOCONFERENCE 2 12/9/22

 4. Testing and Assessment Methods
Types of Assessment
Formative vs Summative Assessments.
Available on https://www.utah.edu/

Formal vs Informal Assessments. Available on

https://diffzi.com/formal-assessment-vs-informal-
assessment/

• Tests • Portfolios
• Exams • Coursework
• Essays in • Teacher
controlled Assessment
conditions • …
• …

SESSION 5: VIDEOCONFERENCE 2 12/9/22

4. Testing and Assessment Methods
Assessment Rubrics

• The criteria to be assessed.

• Levels and scoring scale.
• Standards of performance.
• Comments and the score.

TEFL Assessment Sheets - Check out the website

below for hundreds of rubrics!
http://www.finchpark.com/courses/sheets.htm

TIPS!
• Find and use many rubrics available on the web.
• Create our own rubrics or customize any existing Writing Rubric. Available on https://study.com/academy/lesson/general-project-
rubric. and-writing-rubric.html
• Adapting it to your specific task and students.
• Use tools for rubric design.
Check out another
example of a
rubric!

SESSION 5: VIDEOCONFERENCE 2 12/9/22

Recommended Video
TEDTALKS - Bring on the learning revolution! | Ken Robinson

https://www.youtube.com/watch?v=kFMZrEABdw4

SESSION 5: VIDEOCONFERENCE 2 12/9/22

References
Darn, S. (2008). Emotional Intelligence and ELT. [Article in Teaching English].
https://www.teachingenglish.org.uk/article/emotional-intelligence-elt.
Webreferences:
Davey, L. (2016, January 26). Gamification in Education. [Article in Learning Theories]. https://blog.vipkid.com/
https://www.learning-theories.com/gamification-in-education.html. http://clilingmaria.blogspot.com/
Emmitt, M., Zbaracki, M., Komesaroff, L., Pollock, J., Luce-Kapler, R., Chin, J., ... & Garbati, J. https://eslbrains.com/
(2015). Book Review/Recension d’ouvrage. Canadian Journal of Education/Revue canadienne https://skyteach.ru/
http://www.dccia.ua.es/
de l’éducation, 38(4).
https://www.dexway.com
Goleman, D. (1996). Emotional Intelligence: Why it Can Matter More Than IQ. Bloomsbury http://www.englishuksouthwest.com/
Publishing http://www.finchpark.com/
https://www.fluentu.com/
Halliday, M. A. K (1973). Explorations in the Functions of Language. Edward Arnold. https://www.teachingenglish.org.uk/
https://www.tes.com/
Hymes, D. (1972). “On Communicative Competence”. In Pride, J. B. and Holmes, J. (eds.) https://www.thetechedvocate.org/
Sociolinguistics: Selected Readings. Penguin.
Jornet Melià, J.M. & Pastor Enríquez, V. (2020). Aprendizaje y enseñanza de lengua
extranjera. Máster Universitario en Formación del Profesorado de Educación Secundaria
Obligatoria, Bachillerato, Formación Profesional y Enseñanza de Idiomas. Manual docente de
la asignatura. Universidad Internacional de Valencia.
Marsh, D. (1994). Bilingual Education & Content and Language Integrated Learning.
International Association for Cross-cultural Communication, Language Teaching in the
Member States of the European Union (Lingua). University of Sorbonne. Paris

SESSION 5: VIDEOCONFERENCE 2 12/9/22

 Next Live Session: Guided Activity 2
• How to Design a Lesson Plan
• Lesson Plan Workshop
• Examples of Lesson Plans
DATE: 09/14/2022
TIME: 8 – 10pm

How to prepare for Guided Activity 2:

• Revise pdf/recording of today’s Videoconference 2.
• Get familiar with the instructions for Guided Activity 2 – ‘Lesson Plans on New Learning
Methodologies’

For Thursday’s Webinar 2

• Go to ‘Recursos complementarios PE>Webinar Materials’ and read Compulsory Readings 3 and 4 on
Cross-Linguistic Influence. Then, prepare the questions in ‘Webinar 2 - Discussion Questions’.

SESSION 5: VIDEOCONFERENCE 2 12/9/22

Questions?