3. Learning strategies

Learner characteristics and needs

1. 
   1.  1 My learning style is auditory and I think most of my teaching is auditory, too.  2 I spent two lessons explaining learning strategies to my students when they started. They just weren't interested, so I haven't tried it again.  3 Some of my students are really good at learning things by heart, but I think that's old-fashioned.
   
2. 
   2. Learner characteristics Motivation Learning style Learning strategies Past language learning experience
   
3. 
   3.  visual the learner learns best through watching and looking  auditory the learner learns best through listening and hearing  kinaesthetic the learner learns best through being physical, while moving or touching things  group the learner learns best through working with others  individual the learner learns best through working alone  reflective the learner learns best when given time to consider choices  impulsive the learner learns best when able to respond immediately  analytic the learner learns best when given the opportunity to analyse things  autonomous the learner likes to decide what he/she learns and how to  learn
   
4. 
   4. Individual differences Reasons for needing English Beliefs about what a teacher can or should do Previous learning experience Preferences for classroom methodology Speeds of working and learning Topics they find interesting Intelligences Levels in various language systems and skills
   
5. 
   5.  C2 Mastery (= Nearly native-speaker level)  Cl Operational  proficiency (= Advanced)  B2 Vantage (= Upper Intermediate/Post- Intermediate)  B1 Threshold (= Intermediate)  A2 Waystage (~ Pre-Intermediate)  A1 Breakthrough (= Beginner/Elementary)
   
6. 
   6. Ways to find out about learners’ needs Where learners are starting from: their present language level, current problems, etc. What learners would like to learn (which may be different from what they need) How they want to study it (people have very different preferences about how to learn things)
   
7. 
   7. SpeakingShow the intended coursebook for the course and discuss it together with the class Interview learners individually or in pairs Ask learners to describe/draw/make a model of their workplace or a diagram of their company structure, etc. Plan activities to focus learners on specific issues, leading to discussion Ask each learner to bring in samples of material they work with (or expect to work with in the future): leaflets, letters, tasks, professional magazines, etc.
   
8. 
   8. Ask small questions (e.g. ‘Which activity today was most difficult for you?’) as well as big ones (e.g. ‘How useful is the course for you?’). They are easier to answer. Whether you go for oral or written feedback, vary it. Don’t turn it into a ritual. Ask simple, factual questions as well as evaluative questions, e.g. ‘How many words today were new for you?’ as well as ‘Which activity did you enjoy most?’ Some common feedback opportunities: feedback at the start of a lesson, at the end of a lesson, at the end of a week, at the start of a new coursebook unit, at the end of a unit, before the class does an activity, after an activity, as the core topic of an activity, written at home.
   

Characteristics of Effective Teaching and Learning, also known as CoETL, are an important part of the EYFS curriculum. Teachers are expected to reflect on the different ways in which children are able to learn by planning lessons and activities through the CoETL and assessing individual children's success. The three characteristics of CoETL that teachers assess for are playing and exploring, active learning and creating and thinking critically. We’ve compiled a range of resources to make your CoETL assessments much easier. From child-friendly activities that you can use in the classroom to documents that can help you write reports, there’s plenty to make your CoETL teaching more effective and efficient!