Why is eliciting good for learners and teachers?
Eliciting is good for learners because it activates their knowledge and stimulates communication. It also sets the tone for the lesson, because it lets them know that they are starting an interactive lesson where they will be expected to actively learn and think productively.Eliciting is good for teachers because it helps them know what the students already know or remember from previous lessons.
What techniques can you use to elicit?
You can use visual prompts, such as pictures, diagrams, graphs or videos. You can also use linguistic prompts, such as words or statements. You can do a kinesthetic exercise, asking students in groups to classify pictures or words on cards into simple groups or groups of their choice.The most important part of eliciting is asking the students questions. This requires a lot of preparation, as you need to formulate your questions in a way that is simple for the students to understand, so they will feel able to respond. You also need to do some lateral thinking and predict what the students will answer so you can prepare some follow-up questions. You also need to predict the vocabulary and language structures that the students will need to answer your questions, so you are ready to supply them with the necessary language.
If you are eliciting what they remember from previous lessons you can insist on them using English, and maybe just jog their memories by giving them the first sound of the word.
If you are eliciting what they know about a new topic, it is acceptable for them to tell you in their L1. You can ask them if they know how to say it in English, and if they don't, you can stimulate their curiosity by telling them that they will know it by the end of the lesson.
What questions do you to elicit knowledge and ideas from your students?
Do you remember? What do plants need?Is this (picture of a cat) a plant or an animal? Why is it an animal?
In pairs write the names of 3 vertebrates (or mammals/fish/birds/etc) in English. Why is a cat a vertebrate?
Do you know the names of mountains in Italy? Where is Monte Bianco? Why is Monte Bianco a mountain? Is Monte Bianco a volcanic mountain? How was it formed? Do you know any volcanic mountains in Italy?
Here are some adjectives to describe music in English. Can you put them in two groups - positive and negative? Discuss together in your group.
Here are some pictures of musical instruments. Can you put them in four groups? You decide the groups.
Here it is my comment in the futurelearn course. Thank you for your appreciiation.
RispondiEliminaPatrizia
Brainstorming is the most used to elicit what children know. Last year we had a project about water in my class. At the very beginning I gave each child three pieces of paper and I simply asked : "What do you write if I say WATER?" Then they put the cards on the floor and walked around reading all of them. Then in groups of four they explain each other why...
Thank you so much for sharing Patrizia. I love this brainstorming activity for kids!
EliminaWhat is one example of a map? What other types of maps are there? (specific answers)
RispondiEliminaWhy are maps important? (more open-ended)
Also, I'm wondering how you feel about students responding in L1. I usually allow them to respond, then encourage them or someone else if they're unable to explain the best they can in L2. Sometimes, when it's a very specific answer that I know they know, I'll interrupt them to remind them to speak in L2. How important is it that the knowledge elicited at this stage in the lesson be in English?
I agree with you, Gina. When we are interested in getting the students to show their knowledge, it's not really important which language they use. I usually reformulate what they say into English. However, this is also where scaffolding comes in useful. We should pay attention to the language they need and start providing them with it, particulary from upper Primary School.
Elimina