24 January 2014
For the Science fair, we did the alternative option. We taught at Lowell Elementary
School. We taught the students about the states of matter, physical, and chemical changes.
Brianne and I then started working on the requirements of teaching, instead of performing the task of the science fair. Initially, we researched Vygotsky's ZPD and Krashen's c+1. Afterward, we then examined the standards, common core, and smart balance assessment.
Krashen's c+1 was formulated by Stephen Krashen. He made the five hypothesizes, but how they are referred to is as a group. The five hypothesizes are input hypothesis, acquisition– learning hypothesis, monitor hypothesis, natural order hypothesis, and the affective filter hypothesis. Stephan Krashen’s hypothesizes have been exceedingly helpful to learning a language. Although, they also got criticism like how his hypothesizes were untestable and that the hypothesis propose a separation of acquisition and learning which does not exist.
The input hypothesis proposes that “c” is the previously acquired knowledge and “+1” is the new knowledge learned about it and language arrangement. The three outcomes to his conjecture are talking is not practicing. When enough unstandable input is offered then c+1 is at hand and the teaching arrangement is not based on the natural order.
There are many presumptions of how people develop language capability. According to
Stephen Krashen’s acquisitionlearning hypothesis there are two independent ways in which we develop the skills, acquisitionlearning. This theory is the most fundamental of all the theories
because it goes deep into the modern language. Acquisition of a language is a subconscious process while learning of the language is a conscious process when it is used in the users mind.
The subconscious part id when the language is learned meaningfully. The conscious process is when rules are discovered and learned. With these two processes language acquisition is the only way competence in a second language can develop. The three stages are focused on oral comprehension, early speech production, and speech activities.
The monitor hypothesis is the hypothesis where the teacher looks at the progression of the students. This hypothesis is the hardest to progress on because it has a rule. The rule is that the speaker needs to be able to produce sentences in this language. The second state is the speaker needs to understand the way to pronounce the language. The third state is the speaker needs to take time in order to understand the entire form correctly.
According to Krashen, learners learners acquire parts of a language in a predictable order Natural hypothesis states that all learners acquire the language in the same order. The order is how it roles itself out instead of how it can be taught to learners. This hypothesis suggests that this natural order of acquisition occurs independently of deliberate teaching and therefore teachers cannot change the order of a grammatical teaching sequence. Affective filter hypothesis is a theory of how to acquire a second language. Some emotions such as selfdoubt, anxiety, and boredom intervene in the process of acquiring the language, therefore this hypothesis states learners need a spark of interest. Students should also try to speak after they acquire enough information on it. This hypothetical filter doesn’t impact acquisition directly but instead it prevents input from reaching the language acquisition part of the brain. (Krashen,
S.D. (1985), The Input Hypothesis: Issues and Implications, New York: Longman)
Krashen’s c+1 are five hypothesizes made to help people learn a second language without all the obstacles that could be a problem.
Vygotsky’s Zone of Proximal development is the developmental level of the problem
solving in peers. Its also the difference between what