Evolución de la Metodología en la Enseñanza de Lenguas

Unidad 4
Topic 2. Experiential learning and the influence of technology in language education

ACTIVIDAD DE APRENDIZAJE 1

Trabajo realizado por el alumno:

Carrillo Valdés, José Luis.

Tuxtla Gutiérrez, Chiapas. septiembre 28, 2022.

 Instructions

Being experience such an abstract concept, a student can take it as an excellent

source of knowledge given that it is free; it is available not only from yourself but also
from people surrounding you and you do not need advanced technology to make use
of it.

Experiential learning method is one of the most recent ways for teaching languages
and it emphasizes that students must be dynamically involved in the learning process
that allows them to develop their language skills considering his learning experiences.

You will have the opportunity to expand your knowledge about this wonderful way of
learning and you will also see why it has been widely incorporated to English classes
by teachers around the world. For that reason, read the text Learning to Learn
Through Reflection – An Experiential Learning Perspective by Viljo Kohonen. This
information provides you with the elements and sub elements of the method
inductively. That means that you have to extract those elements from your reading.

After you have read the information about Experiential Learning, design another
activity for one of your English lesson. However, this time the activity must be based
on the Experiential learning model. You can take the topic from the textbook you use.
If needed, do research (more information or even examples of activities).

Present the activity in a lesson plan format. After the lesson plan, mention why you
consider the activity is related to the principles of experiential learning (a 250 words
justification).

Send your activity with the following source:

https://www.educa-t.unach.mx/mod/assign/view.php?id=1167046
 PLANNING SHIFT

School: Benemérita Universidad Autónoma de Puebla

Level: 1st Semester
Length of lesson: 1 hour
Type of lesson: Integrated skills lesson
Methodology / approaches: Experiential learning model

Class profile
The class is integrated with 20 students between the ages of 18 and 22 years old. The
class is held 4 hours per week. The group is divided among visual, auditory, and
kinesthetic students.

Main Aim
By the end of this lesson, students will be able to reinforce their knowledge about how
to describe routines by using simple present in a written and in a spoken form.

Personal Aims
● By the end of this lesson, we will be able to identify the strengths and
weaknesses about our teaching literacy, considering certain strategies to
encourage and elicit learners’ participation during the lesson.
● The use of integrated skill lessons to nurture students’ participation and
motivation.

Assumptions
Considering the learners have a basic level, they will participate actively during the
lesson.

Troubleshooting-possible problems and solutions

In case students have issues with the power point, the teacher will send them a pdf
version. If there is not enough time, then Ss will answer the worksheets at the end of
the course.
 Inclusion and UDL framework: There are several activities to integrate students.
They must work collaboratively (teamwork - peer checking). In addition, values of
tolerance and respect are promoted during the class.
We are taking into consideration the students who may have troubles with the internet,
if that is the case, we have a possible solution in the troubleshooting section.

LESSON PLAN

Group: 03 / 1st Teachers: Carrillo Valdés, José Luis. Date: September

Semester 10, 2022

No.
of
Material _
task Stage Aim Procedure Class interaction Skills
Technology
and
time
To
activate
students Ss are asked what they saw last class and they Blackboard from
Warm up T-Ss Speaking
3 min ’ comment it to the whole group. zoom
schemat
a.

. To infer
the Ss observe a powerpoint with several images
. about a profession. Power point slides Reading
Pre-Task possible T-Ss (Lockstep)
T. 1 (nearpod) (decoding the images)
professi
5 min
on

In breakout rooms they have to guess what

Task profession it is and share it in pairs. Ss-ss
5 min Zoom-break out Speaking
rooms

8 min. Post task To Ss write in a Google doc some of the main daily Ss notebooks Ss-ss Writing
reinforc activities related to the profession they Google docs
e writing previously guessed. (1 or 2 sentences)
skills and
to write
for real
purpose
s

T.2 Pre-Task To get Ss guess who is the person the audio is talking A handout with 3 T-Ss Listening
5 min the about. images with 3
general similar people /
idea the audio from
from the the video.
listening
8 min Task Ss watch a video about a person who is Video:
To describing his daily routine. While watching the
understa video they have to answer some questions from
https://en.islc
nd the embedded quiz.
specific ollective.com/
informat video-
ion lessons/my-
about
life-daily-
daily
routines. routine

2-3 min Post task To learn Students check the answers with the teacher. The script of the T-Ss Writing
from *If required, they can watch part of the video video.
their again. *
mistakes
.
T. 3. . To infer Ss. are shown the script of the video and in The script of the Ss –Ss Speaking
gramma groups they have to underline some sentences video.
Gramm r for related to the routine of the person they saw in
ar expressi the video.
activity ng daily Breakout rooms
5 min routines

5 min. To Ss complete a chart about the grammar Breakout rooms Ss-Ss Use of English and
recogniz structures. Writing
e the
gramma
r
structur
e.
3 min To check Ss recall the information about the daily routine Google docs Ss-Ss Speaking
understa in groups.
nding.
To share Ss practice the structure to describe a relative’s Breakout rooms Ss Writing and Speaking
somebo routine.
dy’s
routine

Resources:

https://en.islcollective.com/video-lessons/my-life-daily-routine
 My lesson plan design based on the Experiential learning model
Carrillo Valdés, José Luis
jluiscv105@gmail.com

Several models have emerged to support the learning process by the application of
learning from experience or/and doing; trying to foster experiential learning. That is the
reason why applied-experiential learning emerged, combining learning from authentic
real and trial-and-error learning (Kohonen, n.d.; Gentry, 2020). In the present activity,
a sample lesson plan is shown in which the four-stage design is described, to
guarantee its appropriate application through this model.

First, several activities were selected which can foster active learning, identifying the
main objectives for my lesson plan design. As we can see in my lesson plan. The
reinforcement of writing for real purposes is highlighted in the final stage, learning from
learners’ mistakes. Supporting the learning stages by pre-activity, while-activity, and
post-activity.

On the other hand, the involvement of this stage covers a favourable learning
environment selection by learning-experience approach during the conduct phase.
Being active experiential learning is the main phase, where a problem-decision stage
made students take decision-making in a simulation activity, shown in my lesson plan.

Finally, the last two stages that were included are called feedback and evaluation
phase, where the main objectives are included to assure the appropriate evaluation
from experience and continue assessment. Learning from a pre-experience step
where learners can learn freely from their own errors. However, learners were
prepared to each stage, provided by a formal guidance from a meaningful
experienced-learning approach.

All in all, learning by experiential learning model has shown excellent results in the
present lesson plan because this approach could support learners’ leaning
appropriately by fostering active participation and positive attitude about English
language learning, covering affective dimensions and cognitive development
adequately, conveying people skills and technical skills. For this reason, in this lesson
plan shows great advantages from traditional learning approaches, coming from a
well-structured design where feedback is perceived as essential to integrate content
and process during all my lesson-plan application, also assuring transformative
learning in which a reflective attitude is shown during my lesson stages.
Definitely, this Experiential Learning Model showed a lot of advantages in my
learners’ cognitive, personal, and professional development. Thus, I completely
recommended it.
 Appendix
< Materials and resources used >
Picture 1. Lesson plan model by the Experiential learning model

Picture 2. ICT in my lesson plan.

 Technology in the session
(Listening activity) 1

Nearpod
And
PowerPoint
presentation

Technology in the session

(Inductive grammar activity)

Nearpod,
Zoom
and Google
document
 Technology in the session
(Post activity)

Nearpod

Collaborative activities
• Breakout rooms in Zoom, Google documents, Nearpod
• Peer-checking (Learner-Learner)
• Foster participation (Team work)
• Inclusion (prominent and less prominent learners)
References
Ally, Mohamed. (2004). Foundations of Educational Theory Online Learning
[fragment]. In Theory and Practice of Online Learning (pp. 3-8). Canada:
Athabasca University.

Blended Learning. (2010). In Macmillan Dictionary. Retrieved May 15, 2010, from
http://www.macmillandictionary.com/buzzword/entries/blended-learning.html

Gentry, J. (2020). What is experiential learning? Chapter 2. Retrieved September 28,

2020, from
https://wmich.edu/sites/default/files/attachments/u5/2013/WHAT%20IS%20EX
PERIENTIAL%20%20LEARNING%3F%20%20.pdf

Kohonen, Viljo. (n. d.) Learning to Learn Through Reflection – An Experiential

Learning Perspective. In European Center for Modern Languages. Retrieved May
11, 2010, from
http://www.ecml.at/mtp2/Elp_tt/Results/DM_layout/00_10/05/Supplementary%
20text%20E.pdf

López Mendoza, Nancy. (2009) Essay [Notes]. México: Universidad Autónoma de

Chiapas.

Pazio, Monika. (n. d.) Blended Learning and its Potential in Expanding Vocabulary
Knowledge. In IATEFL Poland Computer SIG. Retrieved April 2, 2013, from
http://www.tewtjournal.org/VOL%2010/ISSUE%201/article.pdf

Sharma, Pete. (2009). Controversies in Using Technology in Language Teaching.

In Teaching English. Retrieved May 15, 2010, from
http://www.teachingenglish.org.uk/think/articles/controversies-using-
technology-language-teaching