Elicitation.

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Elicitation






Mr. / Girgis




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Definition:



Elicitation is a kind of deduction of answers for some

questions that are asked by the teacher to his learners.

The method of induction is not praised. The teacher lets

the learner think and guess to share participation with

others positively.



Eliciting or (elicitation) is a technique which enables the

 teacher to get learners to provide information rather

than give it to them.



The teacher applies the process of deduction .

Learners can deduct the piece of information by

 himself through guessing, thinking, imagination and creation.


 



 
Eliciting


 Eliciting is a technique used by the teacher

 during the lesson that involves the language learner in the

 process of discovering and understanding language.

Eliciting (elicitation) is term which describes a range of

 techniques which enable the teacher to get learners to

 provide information rather than giving it to them.



Commonly, eliciting is used to ask learners to come up

with vocabulary and language forms and rules, and to

brainstorm a topic at the start of a skills lesson.



The definition of the term in the Dictionary of Language

Teaching and Applied Linguistics, ‘Techniques or

procedures which a teacher uses to get learners to

 actively produce speech or writing', suggests that

 there may be wider applications.


Teaching through eliciting is an instructional strategy that 

focuses on drawing out students' prior knowledge, 

experiences, and ideas. This approach aims to engage 

learners actively in the learning process, fostering deeper 

understanding and retention of the material.

 


Classroom Management: The Do's & Don'ts of Hybrid Teaching -



Aims of Teaching Through Eliciting




  1. Active Engagement: Encourage students to actively participate in discussions, fostering a dynamic learning environment.



  1. Critical Thinking: Develop critical thinking skills by prompting students to analyze, evaluate, and synthesize information.



  1. Relevance: Help students connect new information to their existing knowledge, making learning more meaningful and relevant.



  1. Personalization: Tailor instruction to meet the diverse needs of learners by recognizing their unique contributions and perspectives.



  1. Confidence Building: Build students' confidence in their abilities to contribute to discussions and share their thoughts and ideas.


 



Teaching through eliciting is a pedagogical technique that

 involves drawing out responses, ideas, or knowledge 

from learners rather than simply delivering information. 

This approach encourages active participation, critical 

thinking, and deeper understanding, as students are 

engaged in the learning process. Here are some key 

points and strategies for effective elicitation in teaching:



Key Principles of Eliciting



  1. Learner-Centered: Focus on students' prior knowledge, experiences, and interests to make learning relevant and meaningful.



  1. Encourages Participation: Foster an environment where students feel comfortable sharing their thoughts and ideas without fear of making mistakes.




  1. Promotes Critical Thinking: By asking open-ended questions, educators can encourage students to analyze, evaluate, and synthesize information.




  1. Facilitates Collaboration: Eliciting can promote discussion and collaboration among students, allowing them to learn from each other.




  1. Scaffolding: Eliciting allows teachers to assess students' current understanding and provide appropriate support or challenge as needed.


 



Strategies for Eliciting



  1. Open-Ended Questions: Ask questions that require more than a simple yes or no answer. For example, "What do you think about...?" or "Can you explain why...?"



  1. Brainstorming Sessions: Encourage students to generate as many ideas as possible on a topic, which can lead to deeper exploration and understanding.



  1. Use of Prompts and Cues: Provide starting points or cues that can help students articulate their thoughts, such as images, videos, or short texts related to the topic.



  1. Role Play and Simulation: Allow students to explore concepts through role-playing scenarios that require them to express their understanding and viewpoints.



  1. Visual Aids: Use visual supports like concept maps, charts, and diagrams to prompt students’ responses and encourage discussion.



  1. Reflection Activities: Ask students to reflect on their learning at the end of a lesson. This could include journaling or small group discussions.



  1. Socratic Questioning: Employ a method of questioning that encourages critical thinking and requires students to think deeply about their responses and the reasoning behind them.



  1. Feedback Loops: Provide opportunities for students to give and receive feedback, helping them to clarify their thoughts and understand others' perspectives.


 


Adding SEL Components to a High School Classroom - TeachHUB



Benefits of Eliciting




  • Increased Engagement: Students are more likely to be engaged when they are actively participating in the discussion.



  • Improved Retention: Active participation can lead to better retention of information.



  • Deeper Understanding: Eliciting encourages students to make connections and deepen their comprehension of the subject matter.



  • Skill Development: Students enhance their communication, collaboration, and critical thinking skills.


 


6 Steps Teachers Should Take If Their New Students Are Behind | Study.com



Challenges



  • Managing Classroom Dynamics: Some students may dominate discussions while others may be hesitant to participate. Creating a balanced environment is essential.


  • Time Constraints: Eliciting discussions can be time-consuming, so it’s important to find a balance between eliciting and covering content.


  • Varying Student Abilities: Differentiating the approach to meet the varying needs and abilities of students can be challenging but is essential for effective elicitation.


Incorporating elicitation into teaching can transform the learning experience, making it more interactive, reflective, and meaningful for students.


 



Techniques for Eliciting:


Anything in the lesson can be elicited: vocabulary,

 grammar, experiences, and ideas. The objective of

eliciting is to allow the learners the chance to participate

 in the learning process by letting them express their

acquired or intuitive knowledge, and through critical

 thinking which will enhance their language abilities

by adding to what they already know.


 


Classroom Management for High School Teachers - S&S Blog




Tools for Eliciting



  1. Open-ended Questions: Use questions that encourage expansive thinking and allow for a variety of responses.

    • Example: "What do you think about...?" or "How would you approach...?"
  2. Think-Pair-Share: Allow students to think individually about a question, discuss it with a partner, and then share their insights with the larger group.

  3. Brainstorming Sessions: Facilitate group brainstorming where all ideas are shared, and students can build on each other’s contributions.

  4. Concept Mapping: Use visual tools to help students organize their thoughts and illustrate relationships between concepts.

  5. Use of Multimedia: Incorporate videos, images, or articles to stimulate discussion and draw out students' ideas and experiences related to the material.

  6. Role Play and Simulations: Engage students in role-playing scenarios that relate to the topic, allowing them to explore different perspectives.

  7. Polls and Surveys: Use tools like online polls or surveys to gauge students' opinions or prior knowledge before introducing new content.

  8. Journals or Reflection Sheets: Encourage students to reflect on what they already know about a topic or how they feel about it before beginning new instruction.

  9. Socratic Seminars: Facilitate a dialogue where students ask and answer questions among themselves, fostering deeper inquiry and exploration of topics.

  10. Think Alouds: Model the cognitive processes involved in thinking through a problem or concept, showing students how to articulate their thoughts.


 


Happy High School Students Raising Their Hands On A Class Stock Photo -  Download Image Now - iStock




Types of questions and what to elicit:


Ask sensible questions. Not multiple part questions.


Not trivial questions. But sufficiently challenging questions


 that are possible to answer from either prior knowledge


or the content of the lecture.




Allow plenty of time – simply wait. Students need time,

on their own, to make notes and think. Most new teachers

 feel they have waited an age for students to answer their

 question when in reality they may wait only a second or

 two. Having the confidence to pause – perhaps for ten

seconds – allows students to formulate an answer they

 would be prepared to voice.



Ask a particular student, who cannot hide.

Allow students to discuss the question in pairs

 or threes

 – then ask the groups to report back. If students are still

reluctant to speak in public, ask the pairs to write down an

answer and collect several to read out before commenting

on them.

This can be particularly helpful for students whose native

 language is not English, who will have an opportunity to

 share their ideas but may not themselves have to be the

person who expresses them to the class as a whole.



Offer alternative answers and ask,

"Who thinks this is the best answer?


Raise your hands. And who thinks this alternative

 is the better answer?" This can be achieved very

 effectively, with high levels of student engagement,

 using technology. This is explored later in the chapter.


 


A Way to Guide High School Students to Deeper Learning | Edutopia




Responding to students' answers



There are a number of good techniques that can be used


 to respond to students' answers during a lecture


 (the video link in the 'Optional activity' on this screen


 provides a very good example). As far as possible


always try to be conversational, enthusiastic and


non-judgemental; try to pitch what you say to encourage


further answers (e.g. "That's interesting:


I hadn't thought of that! What else?").



Dealing with 'wrong' answers




Never just say 'Wrong!" It humiliates the student and


deters anyone else from offering answers in the future.


If an answer is wrong, try the following strategies:


Ask several people and elicit several answers before


offering your own answer or comments, and then do


so in a general and depersonalized way. For example,


 "So we have a range of views here. Let's look at these


 answers and examine them", rather than "John and


Felix are wrong and Raul is right."




Offer alternative answers of your own – some more

 plausible than others – so that everyone in the room

 is thinking about which the better answers are.

 Look round the room and alight on eager faces,

 using open hand gestures to invite additional comments

or alternative answers.


 


Elicitation in the Classroom - Why teachers should join this Masterclass? -  YouTube



Implementing Eliciting in Teaching




  • Preparation: Plan key questions and activities that align with your learning objectives. Consider the diversity of students’ backgrounds and experiences.



  • Facilitation: Be open to student responses and ready to guide the discussion while allowing students to lead.



  • Feedback: Provide constructive feedback that encourages further exploration of ideas without stifling creativity.



By using these tools and strategies, teachers can 

effectively elicit students' thoughts, leading to a richer, 

more interactive classroom experience.


 


What is Eliciting? And Why is it Important? | i-to-i TEFL Blog




Effective ways to elicit:


Ask, “What is another way to say ______?”  For example:

 What is another way to say that you are very, very hungry?

 (I'm starving)

Provide a simple definition.  For example: It is something

that we drink hot coffee and tea out of. (a mug)

Act it out.  For example: Wipe your brow and pretend to fall.

Then ask, “What did I do?” (I fainted)

Ask, “What is the opposite of ______?”  For example:

 What is the opposite of tall? (short)

Use a visual.  For example: Shoe a picture of two people

who look the same and ask, “What do we call two people

who look the same?” (identical twins.




Tips for Eliciting:


Eliciting should be used regularly whenever it is

necessary and appropriate.


Silence or incorrect answers suggest that input is

required from the teacher.


Ask a variety of students to repeat a good answer. 


Give feedback to each answer with gestures or  comments

Eliciting differs from Socratic questioning in that

IT IS Designed to find out what the learners know rather than 

to lead them to a conclusion which only the teacher knows.

Learners can elicit from each other, during brainstorming

 activities. At lower levels, more guided questioning is needed.


 


View other resources:


1-CLT Method.



2-Mind-mapping.



3-Constructivism.



4-Discovery education.



5-Teaching Approaches.



6-Methods for teaching.



7-Brain-based learning.



Click below to learn about each:


Introduction to the linguistics of English.


What is Linguistics?


What is Morphology?


What is Syntax?


What is Phonetics?


What is Phonology?


What is Semantics?


What is Pragmatics?


What is eurolinguistics?


What is Sociolinguistics?

Cover photo of Forum

English Teaching Forum 2006,


Volume 44, Number 2


1-Ten Helpful Ideas for Teaching English


to Young Learners


2-Vocabulary Activities


3-Language through Stories



4-English Clubs


5-Using Drama with Children



6-Teaching Prepositions to Very


Young Learners: The Case of On



7-Communicative Activities


8-Using Favorite Songs and Poems


9-Songs for Children


10-Pictures for Classroom Activities



11-The Lighter Side 


What is Language Acquisition?


What is Historical Linguistics?




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