This is the Presentation used in the PRIME Art of Facilitating Language Learning workshop. The course resource book of the same name can be found here on slideshare. It can and should be extended over multiple sessions.

1. Please complete the first task
as the attendance sheet is being passed around:
Answer the question “What is English?”
on the small piece of paper in front of you.
Limit your answer to one sentence.

2. You are joining hundreds of teachers who
have embarked on the exciting journey of
rediscovering “English Teaching”.
Your active participation will ensure we all
take giant steps towards better
understanding this wonderful process.
Thank you for coming!

3. Course Goals and Objectives
Goals – Think and Act
1. To encourage reflective practice and questioning in teaching.
2. To work as a team.
3. To provide some practical tools for classroom practice.
Objectives: Understanding Theory thru Practice
1. To provide new insight into the nature of language
and how it is acquired through an examination of,
why and how English is used.
2. To conduct model activities, i.e., Thinking and
writing, Brainstorming, Categorizing, Small group
work, & others
3. To demonstrate some teaching techniques

4. English
Is
A
Means
Of
Communication!
Nothing More and Nothing Less

5. The Approach:
PRIME
Approach developed by William M Tweedie © 1997-2012

6. Collins Cobuild Advanced Dictionary defines Communication as:
 VIf you communicate with someone, you
share or exchange information with them, for
example by speaking, writing, or using
equipment.
 V If you communicate information, a feeling, or
an idea to someone, you let them know about
it.
V If one person communicates with another,
they successfully make each other aware of
their feelings and ideas.

7. THE HUMAN BRAIN:
→ about three pounds
→ seven distinct sections
→ largest are the CEREBRUM, handles
learning, communication, and voluntary movement
→ the CEREBELLUM, controls balance, posture, and
movement
→ the MEDULLA OBLONGATA controls automatic
actions such as breathing, heartbeat, and
swallowing. ...

9. Emotions can be overpowering, but they
are also the driving force of life. It was
long thought that emotion and thought
were separate processes. Brain science
has begun to realize that the brain is not
an organ of thought, but that it is a
feeling organ that thinks.
http://neuroanthropology.net/2008/08/26/role-of-emotions-in-brain-function/
Consider the implications for learning in general
and language in particular.

10. N-VAR The practicalities of a situation
are the practical aspects of it, as opposed
to its theoretical aspects.
DOING! DOABLE!

11. N-COUNT A practical is an examination or
a lesson in which you make things or do
experiments rather than simply writing
answers to questions.
DOING DOABLE

12. Consider these concepts in terms of :
 Preparation
 Facilitating Learning – Class
 Process of Learning (1 hour or a lifetime)
 Assessment
 Graduates’ lives
 Non graduates’ lives

13. WHY DO WE
COMMUNICATE?
1. Alone, with a Partner, or in a small Group of
three (3) discuss why we use language, i.e.,
why we communicate.
(Monitor, Recorder, Reporter)
2. Do your best to categorize the different types
of language usages and record them.
3. Record at least three examples of each type
of usage you can think of.

14. Models of Language Use
Description of
Model Function the Language
Satisfying
“I want”
Instrumental material
“I need”
needs

15. Models of Language Use
Description of
Model Function the Language
“Do as I Regulating
Regulatory
tell you” behaviour

16. Models of Language Use
Description of
Model Function the Language
“You Establishing
Interactive and & defining
me” relationships

17. Models of Language Use
Description of
Model Function the Language
Shaping &
“Here I expressing
Personal
am” one’s
identity

18. Models of Language Use
Description of the
Model Function
Language
“I’ve Expressing
got to ideas,
tell explaining,
you” describing

19. Models of Language Use
Description of the
Model Function Language
“Tell Investigating
Heuristic me learning &
why” acquiring

20. Models of Language Use
Description of
Model Function the Language
Creating
“Let’s
Imaginative imaginative
pretend”
worlds

21. ADJ Something that is relevant to a
situation or person is important or
significant in that situation or to that
person.
ADJ The relevant thing of a particular kind
is the one that is appropriate.

22. Models of Language Use - Recap
Description of the
Model Function
Language
Instrumental “I want” “I need” Satisfying material needs
Regulatory “Do as I tell you” Regulating behaviour
Interactive “You and me” Establishing & defining
relationships
Personal “Here I am” Shaping and expressing
one’s identity
Heuristic “Tell me why” Investigating, learning, &
acquiring
Imaginative “Let’s pretend” Creating imaginative
worlds
Representational “I’ve got to tell Expressing ideas,
you” explaining/describing

23. Session 2 – The HOW of Communication
1. Warm – up - Echo Technique
2. Review of Session 1.
3. Discovery /Exploration of the Means of
Communication
4. Break
5. Practice in the Means of Communication
6. Application of the Means of
Communication

24. 1. Think and list the different aspects of oral
communication.
2. Think of a common mistake many of your students
make with each aspect. (Secondary?)(Primary?)
3. Demonstration and practice
Notes: Works most effectively when students are aware
you are using it.
Remind them AS A CLASS (not individually & especially
not when you have just used it).

25. Advantages:
1. Avoids Embarrassment
2. Avoids Direct Instruction
3. Takes Minimal Class Time
Disadvantages:
1.Must be used consistently
2.Sometimes a challenge to be authentic.

26. Review of Session 1
1. What is English?
2. What is the most significant distinction between human
communication (language) and communication between
other species?
3. What is the Primary purpose of communication?
4. What are the specific Models of Human Communication?
5. Which of these is most particular to humans?
6. How is Language Significantly different than any other
‘subject ‘ taught in schools.
7. How might this knowledge affect your teaching?
Collect Homework.

27. HOW DO WE
COMMUNICATE?
1. Alone, With a Partner, or in a small group of
three (3) think of as many ways as possible that
humans communicate.
2. Do your best to categorize the different means
of communication and record them.
3. Record or demonstrate at least one example of
each means of communication. (15 minutes)

28. 7. Pictographs
8. Mime
6. Realia Drama
Experience
1.Responding
Speaking
5. The Other Vocal
Senses
SSSTT
4. Gesture
3. Reading
Body
Writing
language

29. VOCAL SOUND COMMUNICATION
NON WORD:
1. GRUNT 10. SMACK
2. GROAN 11. T (TUT)
3. SIGH 12. TT (TUT TUT)
4. WHINE 13. KISS
5. SCREAM 14. LICK
6. HISS 15. POP
7. HMMM 16. AH HA
8. HUMMM 17. OOPS
9. HUM 18. OOOOO

30. WORD COMMUNICATION
Types of Discourse
SMALL TALK FIGHT PRESENTATION
TALK SELF-TALK DEMO
DISCUSSION SHOUTING MASS
CONVERSATION YELLING SERVICE
DEBATE SCREAMING TOAST
DIALOGUE COMMAND RECITATION
SPEECH QUESTION READING
LECTURE (reply/no reply) CONFESSION
MONOLOGUE SOLILOQUY PRAYER
ORATION EULOGY INVOCATION
ARGUMENT SERMON ???????

31. NON-VERBAL COMMUNICATION
1.Facial Expression 6.Proxemics
2.Gestures 7.Eye Gaze
3.Paralinguistic 8.Haptics
4.Body Language 9.Appearance
5.Posture 10. Others

32. INBORN, GENETIC, LEARNED AND
CULTURAL SIGNALS
1.Territories/Zones 5.Arm Barriers
2.Palm Gestures 6.Eye Gaze
3.Hand and Arm 7.Leg Barriers
4.Hand-to-Face 8.Eye Signals
Gestures 9.Others?

33. A Communication Challenge
Follow the Facilitator’s
instructions for your table
group activity.
Have Fun!

34. Write the
Levels of Engagement
introduced and discussed so far.
Hint: The first questions I asked before beginning each session.

35. Active Learning
1. Warm – up - Echo Technique Review
2. Review of Sessions 1 & 2.
3. What is Active Learning?
4. A Model of Active Learning
Application of the Model

36. Review
1. What are the Practical Purposes of
Human Communication?
(The WHY question?)
2. What are the general categories of
HOW we communicate?
3. How can these concepts help in FEFLA?

37. What is
ACTIVE LEARNING?

38. A Model of Active Learning
By L. Dee Fink, Reprinted with permission of the University of Oklahoma Instructional Development Program, July 19, 1999

39. All learning activities involve:
1.some kind of dialogue or
2.some kind of experience
1.The two main kinds of dialogue are
A. Dialogue with Self and
B. Dialogue with Others.
2. The two main kinds of experience are
A. Observing and
B. Doing.

40. Dialogue with Self:
 Learner thinks reflectively about a topic,
 Addresses a broader array of questions than
cognitive concerns only.
 Should be formally recorded.
 what they are learning,
 how they are learning (Is it Practical?),
 what role this knowledge or learning
plays in their own life (Is it Relevant?),
 how this makes them feel, etc.

41. Dialogue with Others:
• Can and does come in many forms.
• In traditional teaching,
•students read a textbook or listen to a lecture,
•no back-and-forth exchange
Is this Dialogue?
What would be forms of real, active dialogue?
With/Between/Among whom?
Be creative in thinking of ways to involve students in dialogue
situations with people other than students (e.g., practitioners,
experts), either in class or outside of class. Whoever the
dialogue is with, it might be done live, in writing, or by email.

42. Observing:
When do students OBSERVE?
The act of observing may be
"direct" / experiential or
"vicarious“ / second hand
Which do you think is best for FEFLA?
What kind of observing do your
students do?

43. Doing:
When do students “do”?.
Again, "Doing" may be
direct or vicarious.
Think of some examples.
Which do you think is best for FEFLA?
What kind of doing do your students do in
other disciplines?

44. Implementing
This Model of Active Learning
Do you think it possible to implement
Implementing This Model of Active Learning
such a model for FEFLA or other
disciplines?
What constraints do you anticipate?

45. Expand the Kinds of Learning
Experiences You Create.
What would be some more dynamic forms of
1. Dialogue with Others?
2. Dialogue with Self?
3. Observing?
4. Doing?
Keep Practicality and Relevance in mind

46. Power of Interaction
More than additive or cumulative interactivity multiplies the impact.
Dialogue
with self
Dialogue Dialogue
with with
others others
Dialogue Observing
with self
Doing

47. Refinement of the Interaction Principle:
Create Dialectic Between
Experience and Dialogue.
Creative Dialectic of Learning Activities
Students move back and forth
between rich new experiences and
engaging in deep, meaningful dialogue =
Learners experience significant and meaningful
learning.”

48. Integrate the Model of Active
Learning with the Following
Model of “Teaching”.

49. Implementing – Your FEFLA
Planning
Evaluate Delivering
Assessing

50. MEANINGFUL
and in Language Teaching also
MEANING-CENTERED
&
ENRICHING
to Self (all individuals in the process) and Society
(Communities at all levels from Village to Globe)

51. Thank YOU!
For your Practical, Relevant,
Integrated,
Meaningful, And Enriching
Active Participation
Please contact me at:
william.tweedie@yahoo.ca
for more information.