Using Multimodal techniques to teach and learn grammar
Knowing the interests and abilities of your students will facilitate in the preparation, delivery and success of an overall lesson or unit. Developing engaging and interactive lessons can assist in the retention of information, as well as the application of the knowledge in skills in other settings. Fleming’s (2001) pedagogical Visual Auditory Kinaesthetic (VAK) model is a common and widely-used model of learning style in order to acknowledge the diversity and needs of our learners. According to this model, most people possess a dominant or preferred learning style; however some people have a mixed and evenly balanced blend of the three styles: Visual, Audio and Kinaesthetic (James Cook University [JCU], 2013).The learning experiences have been purposefully selected to appeal to the diversity of learning styles and also help students develop, explore, and enhance their learning strengths and skills. The more a student can learn through a combination of all the modalities—visual, auditory, and kinaesthetic - , the more embedded their learning will be (Gardner, 1993). Thus, the following learning experiences cater to the diversity of learning styles, it can be tailored according to abilities and can be differentiated according to the classroom cohort. It is in my perspective, that when planning for learning experiences in the classroom, the consideration of learning styles is paramount for optimal results.
Learning grammar through songs
Teaching parts of speech can become unengaging for students if they are not actively involved. As a brief example of a lesson idea, if for example you were teaching students about nouns, a good hook would be to use a song to highlight key features of a noun. A ‘hook’ or a ‘jolt’ is ‘a short introductory moment that captures what’s interesting and engaging’ about the content (Lemov, 2010). Music has always been a significant teaching mechanism used for children to remember stories and learn about the world around them. Using music as a stimulus in grammar can effect one's emotions and make retention of information increase. Using a song can create an environment that is conducive to learning. It has the ability to reduce stress, increase interest, and set the stage for listening and learning (Davies, 2000).
Music has the potential to improve listening and oral language skills, attention and memory, and it increases complex thinking (Paquette& Rieg, 2008). Thus, using a lyrical/musical version to introduce the concepts within parts of speech can act as an interactive method to learn complex grammatical concepts. The below clip is just one of many formulated by Grammaropolis (http://www.grammaropolis.com/).
Knowing the interests and abilities of your students will facilitate in the preparation, delivery and success of an overall lesson or unit. Developing engaging and interactive lessons can assist in the retention of information, as well as the application of the knowledge in skills in other settings. Fleming’s (2001) pedagogical Visual Auditory Kinaesthetic (VAK) model is a common and widely-used model of learning style in order to acknowledge the diversity and needs of our learners. According to this model, most people possess a dominant or preferred learning style; however some people have a mixed and evenly balanced blend of the three styles: Visual, Audio and Kinaesthetic (James Cook University [JCU], 2013).The learning experiences have been purposefully selected to appeal to the diversity of learning styles and also help students develop, explore, and enhance their learning strengths and skills. The more a student can learn through a combination of all the modalities—visual, auditory, and kinaesthetic - , the more embedded their learning will be (Gardner, 1993). Thus, the following learning experiences cater to the diversity of learning styles, it can be tailored according to abilities and can be differentiated according to the classroom cohort. It is in my perspective, that when planning for learning experiences in the classroom, the consideration of learning styles is paramount for optimal results.
Learning grammar through songs
Teaching parts of speech can become unengaging for students if they are not actively involved. As a brief example of a lesson idea, if for example you were teaching students about nouns, a good hook would be to use a song to highlight key features of a noun. A ‘hook’ or a ‘jolt’ is ‘a short introductory moment that captures what’s interesting and engaging’ about the content (Lemov, 2010). Music has always been a significant teaching mechanism used for children to remember stories and learn about the world around them. Using music as a stimulus in grammar can effect one's emotions and make retention of information increase. Using a song can create an environment that is conducive to learning. It has the ability to reduce stress, increase interest, and set the stage for listening and learning (Davies, 2000).
Music has the potential to improve listening and oral language skills, attention and memory, and it increases complex thinking (Paquette& Rieg, 2008). Thus, using a lyrical/musical version to introduce the concepts within parts of speech can act as an interactive method to learn complex grammatical concepts. The below clip is just one of many formulated by Grammaropolis (http://www.grammaropolis.com/).
This website is a resource that can be used as
Following the song, you may need to break down the various subcategories of nouns. You could provide the students with the lyrics so they can remember the song. Each verse is broken down into categories that give examples of those types of nouns. (This link can be retrieved just below the provided YouTube clip above 'noun_town_lyrics.html')
Each noun group can be explored during various lessons. Lyrics for each part of speech is available on the Grammaropolis website.
An activity to consolidate the song could be that students create a flip book as seen below, in order to build on their knowledge of words regarding parts of speech.
- an exploratory activity to ‘teach’ and learn these various components of grammar in an interactive way.
- It includes books, videos, songs, games and quizzes and you can track each students progress.
- addresses various learning styles as it is an effective way to visualise and internalise the roles of the parts of speech, the way sentences are put together and the relationships between and amongst words.
- used to understand the importance of the knowledge and skills of grammar which has the potential to develop the literacy skills of middle and upper primary grades.
- This website can help in sequencing scaffolded grammar lessons and activities that can be completed individually, in groups as a whole class.
- It is Smart-board compatible; therefore it is accessible for whole class viewing.
Following the song, you may need to break down the various subcategories of nouns. You could provide the students with the lyrics so they can remember the song. Each verse is broken down into categories that give examples of those types of nouns. (This link can be retrieved just below the provided YouTube clip above 'noun_town_lyrics.html')
- Verse one- general noun, common and proper noun
- Verse two- concrete and abstract noun
- Verse three- compound and collective nouns
Each noun group can be explored during various lessons. Lyrics for each part of speech is available on the Grammaropolis website.
An activity to consolidate the song could be that students create a flip book as seen below, in order to build on their knowledge of words regarding parts of speech.
In order to constantly develop students skills and knowledge, it would be essential to keep adding to the flip book as they come across interesting words. Students can then have their flip books by their side as they write so they can get ideas for vivid words and remember to use lots of description and full sentences as they write.
Learning grammar through games
Parts of speech can be a difficult and dreary concept for many students, however, this activity is creative, fun, easy, and a challenging learning game that students will love to play!
Word scramble
What do I need?
Learning grammar through game boards
Play is children’s most familiar and comfortable tool for engagement in the world. Using observation and intervention aligned to children’s developmental capabilities, adults provide a bridge from children’s current to their future language, cognitive, social, and emotional processes.
Students can create a game board with a grammar focus which will also allow the opportunity for an integrated curriculum by incorporating a mathematical element (money) as well as the demonstration of artistic skills (creation of the game). Evidently, teachers would need to model how the game should look and what it must include, however, allowing the students to create their own game will ensure engagement and a gradual release of responsibility as students shift from dependent learners to independent learning. The teacher can develop and tailor the Question Cards depending on what element of speech is at focus in the grammar unit.
Below is a basic example how the game board could look (Allthingsgrammar, 2014).
Learning grammar through games
Parts of speech can be a difficult and dreary concept for many students, however, this activity is creative, fun, easy, and a challenging learning game that students will love to play!
Word scramble
What do I need?
- 8 brown paper lunch bags
- Flash cards
- Writing tools
- Prepare for the game by labeling each of the eight brown bags a different part of speech. Then, on flash cards, have your class help you think of and write down 10–20 words for each category. Write only one word on each index card.
- Place the appropriate card in each bag that fits its part of speech.
- To model the game, pick out one word from each bag and use those words to build a long sentence. Each word used correctly in context wins a point for the player.
- In groups or individually, play until all cards are used up, or until one player manages to use every single part of speech in one sentence. The first person/group who can use all the parts of speech wins immediately; otherwise, victory goes to the highest point-getter. Note: you may need to conjugate the verb tense and/or include articles, such as, “a”, “the”, “an” to make the sentence complete. If this format is proving to be a little difficult, modify the game for your students by omitting some of the parts of speech at first, such as interjection, conjunction, and/or pronoun. As your students develop their skills slowly introduce the remaining parts of speech into the game.
- After you've built a few sentences, reverse the game! Dump all the words onto the table, scramble them up, and correctly place each word back into its corresponding bag.
Learning grammar through game boards
Play is children’s most familiar and comfortable tool for engagement in the world. Using observation and intervention aligned to children’s developmental capabilities, adults provide a bridge from children’s current to their future language, cognitive, social, and emotional processes.
Students can create a game board with a grammar focus which will also allow the opportunity for an integrated curriculum by incorporating a mathematical element (money) as well as the demonstration of artistic skills (creation of the game). Evidently, teachers would need to model how the game should look and what it must include, however, allowing the students to create their own game will ensure engagement and a gradual release of responsibility as students shift from dependent learners to independent learning. The teacher can develop and tailor the Question Cards depending on what element of speech is at focus in the grammar unit.
Below is a basic example how the game board could look (Allthingsgrammar, 2014).
Materials One game board per group of players; one game board marker per
player; one die per group of 4 players); play money (approximately
fifteen cut-up sheets of play money per group); question cards
Setting up the Game
With 4 players, assign one color per person: green, yellow, red, and blue.
Each player receives $800. The remaining money is set aside in a pile. This money is referred to as the ‘BANK’. Each group receives one set of QUESTION CARDS (the teacher will create and select which cards are appropriate for the level of his/her learners). Each of the four players then chooses a board marker and places it on the START square.
How to play
Players roll the die and move their board piece forward accordingly. When landing on a square, the player picks up the card, reads it out and attempts to answer the grammatical question. If the player gets the answer right, they receive $100, if incorrect, the player pays the bank $100.
Winning the game
Players continue until all the Question Cards have been used or until the time specified by the teacher is reached. The
player with the most money is the winner.
Online games
The below clip (Anderson, 2010 May 2nd) highlights how to play an interactive free game online which will allow students to identify parts of speech in a familiar context. It is a fun resources where the teacher can select the difficulty of the game and also explores the various parts of speech. Although this approach of picking the correct part of speech is the epitome of traditional grammar, the method in which students do it, is more interactive as children are constantly engaged in games. This game can be accessed directly from http://www.kwarp.com/portfolio/grammarninja.html
The below clip (Anderson, 2010 May 2nd) highlights how to play an interactive free game online which will allow students to identify parts of speech in a familiar context. It is a fun resources where the teacher can select the difficulty of the game and also explores the various parts of speech. Although this approach of picking the correct part of speech is the epitome of traditional grammar, the method in which students do it, is more interactive as children are constantly engaged in games. This game can be accessed directly from http://www.kwarp.com/portfolio/grammarninja.html
Pick the stick and match
Another hands-on approach for identifying parts of speech is the following activity. Students come up and pick a stick from the teachers hands and they have to place each stick in the correct cup. In order to successfully match the part of speech with its category, the students must come up with a clause that will contact the specific 'part of speech'. The teacher can select which part of speech they would like to focus on and then continue to scaffold this throughout grammar lessons.
Another hands-on approach for identifying parts of speech is the following activity. Students come up and pick a stick from the teachers hands and they have to place each stick in the correct cup. In order to successfully match the part of speech with its category, the students must come up with a clause that will contact the specific 'part of speech'. The teacher can select which part of speech they would like to focus on and then continue to scaffold this throughout grammar lessons.
The pedagogical connections to the VAK model
The activities chosen have been purposefully selected to appeal to the diversity of learning styles and also help students develop, explore, and enhance their learning strengths and skills. For visual learners, the flip board activity will be beneficial to their learning style as they can be creative and see physical manipulatives which can assist in the retention of information. Whereas, the auditory learners will enjoy the YouTube clip 'Nown Town' as the song is catchy and repetitive, thus enhancing the motivation and engagement of students who prefer this learning style. Lastly, the kinaesthetic learners will enjoy the hands-on activities, such as the game board, Grammar ninja computer game and the matching game. Although students will possess a dominant learning style, students can become engaged and further challenged by being provided with a variety and a combination of learning experiences that address the diversity of learning styles and abilities within a classroom.
The activities chosen have been purposefully selected to appeal to the diversity of learning styles and also help students develop, explore, and enhance their learning strengths and skills. For visual learners, the flip board activity will be beneficial to their learning style as they can be creative and see physical manipulatives which can assist in the retention of information. Whereas, the auditory learners will enjoy the YouTube clip 'Nown Town' as the song is catchy and repetitive, thus enhancing the motivation and engagement of students who prefer this learning style. Lastly, the kinaesthetic learners will enjoy the hands-on activities, such as the game board, Grammar ninja computer game and the matching game. Although students will possess a dominant learning style, students can become engaged and further challenged by being provided with a variety and a combination of learning experiences that address the diversity of learning styles and abilities within a classroom.