Module 20: Post 2

· Which learning theory (or combination) did you find most intuitive or valuable in previous weeks? Which teaching method of those listed would you most like to use? Do these two 'match up'? Why or why not?

I found the information processing theory to be the most valuable in my field, Spanish, because students cannot learn a language without having lots of parts of that language within the long-term memory. When students first begin to learn another language, it requires conscious thought or effortful processing, but after a few years, the basics and beyond become automatic processing. I would most like to use the expository teaching method, so that students can have a basic connection between English and Spanish grammar, vocab, etc., and then the student can practice LOTS. Between the connections between the two languages and the practice, the information should be in the long-term memory in a meaningful way.

· Describe a lesson in your chosen teaching method. This is not a lesson plan, but describe how you would use the method to teach something (specify this), why you chose that method over others. What are your learning objectives and how does that method accomplish them?

For this activity, I am going to be teaching the present tense in Spanish using the expository teaching method. First, I would do a short review of present tense in English. Even though, there is no set pattern in verb tenses in English, this can still get students to think about how it is done in English, before moving onto Spanish. This emphasizes the relevance to their lives already, and gives students a structure which to relate the new information to. I would then present the information beginning with regular verb tenses and not mention irregular verbs to prevent confusion at this point in learning present tense verbs. I would tell the students how to say and spell the words to common verbs used in English and Spanish. Next, I would have students practice with partners saying simple sentences about their day, family, and other simple subjects. I chose this method because it shows students the differences between the two languages, and allows for lots of practice for it to be meaningful in long-term memory along with the comparison to English verbs. The learning objectives are for students to be able to say and use the verbs in simple sentences and in short conversations with classmates, this teaching method accomplishes this because students have lots of time to practice the verbs, and write the verbs to become familiar with common verbs.