4. Slides that summarize PPP methodology.

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MODULE 1: PPP TEACHING METHOD

PPP in Bloom's Taxonomy involves a teaching approach that includes three stages: presentation, practice, and production. Presentation introduces new concepts, practice allows for guided application of these concepts, and production encourages independent use of the concepts. This approach aligns with Bloom's Taxonomy by progressing from lower-order thinking skills (knowledge, comprehension) to higher-order skills (application, analysis, synthesis, evaluation) as students move through the stages.

Presentation

Practice

Production

PPP in Bloom's Taxonomy

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Presentation

Practice

Production

PPP in Bloom's Taxonomy

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The concept of the "affective filter" was coined by Stephen Krashen, a renowned linguist, who described it as a set of emotional variables influencing second language acquisition.

Affective Filter

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Merely teaching or delivering comprehensible instruction is insufficient. Elevated affective filters in students can hinder language acquisition. Creating classroom environments that intentionally reduce the affective filter can enhance language development.

Why is the Affective Filter Important in the Classroom?

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Comprehensible input is the concept that language learners acquire language best when they are exposed to messages that are just slightly beyond their current level of understanding. This means that learners can understand the main message of the input with the help of context, visuals, gestures, or other clues, even if they don't understand every word or grammatical structure.

What is comprehensible input?

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This method is performed with different topics or classes in a single session (6 max). Please, start your class on time. Even if there's only one student in your classroom.

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PPP TEACHING METHOD

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IMPORTANT: Don't forget to integrate all your students

1. Start the session on time with the students present2. Greet cordially your students 3. Introduce yourself 4. Welcome to the space5. Confirm the classes 6. Conduct a warm-up activity that allows students to connect with the language according to their level

CLASS BEGINNING

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IMPORTANT: Time management plays an important role in the coverage of all the topics you may have in class.

These are some actions that take place during this stage.

1. Mention the communicative objectives of each lesson. 2. Seek to link students' previous experiences and knowledge 3. Order the classes from the easiest to the most difficult based on the material or in ascending order4. Bring all students closer to the content using an understandable input5.Transition from lesson to lesson, make questions, or show images to conect the classes 6. Place the students on the corresponding page in the material. 7. All the topics are covered through inductive grammar8. All students must be involved and encouraged to participate9. Promote interaction student-student 10. Use one screen or digital boards to highlight important aspects of the language topics 11. Make validation questions with students to check understanding

PRESENTATION

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It is possible to create a cooperative feedback activity in which all students can participate and interact.

IMPORTANT: Make sure to tell students how much time they have to do the exercises and set a timer. In this stage, it is viable to use deductive grammar explanations for a better understanding.

These are some actions that take place during this stage.

1. Exercises are assigned and checked
2. Extra tasks can be assigned (as long as they stick to the topics)
3. Students do their assigned book exercises
4. Continuous monitoring and support

PRACTICE

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IMPORTANT: Students take an active role and teacher must be a moderator. Avoid intrusive interruptions that hinder students' language use during learning tasks.

These are some actions that take place during this stage.

1. Provide activities in which they practice real life communication related to all the communicative objectives
2. Set learning tasks that include context, role, and communicative task.
3. The activities can be in groups (as long as they stick to the objectives)
4. Promote interaction student-student
5. Provide feedback emphasizing effort and successes over mistakes at the stage's end.

PRODUCTION

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“What do you think (or feel) about the class? Do you have any doubts or suggestions?”

1. Manage session time effectively 2. Ensure the three stages are completed and the objectives are met. 3. End the class by inquiring about the students' satisfaction and feedback.

Closure

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click here

For more information, you can check our formal methodological procedure before taking the quiz of this module.

THANKS FOR YOUR ATTENTION!

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In the event that one or several students do not achieve an understanding of the topic covered, it is valid to keep these students in the practice stage with closer guidance from the teacher, while moving the students who have effectively demonstrated an understanding of the topic to the production stage of the Smart methodology.

DISCLAIMER

In the event that one or several students do not achieve an understanding of the topic covered, it is valid to keep these students in the practice stage with closer guidance from the teacher, while moving the students who have effectively demonstrated an understanding of the topic to the production stage of the Smart methodology.

DISCLAIMER