YL Material Design & Development

Week 8

SLO for Mid-Term Project

Productive Skills Framework

Lesson Planning

Today’s Plan

1. Welcome

2. Give Back Homework

3. Review SLO, EIF, SARS, etc. as needed

4. Divide into groups based on lesson plan age/level

5. Conferences ~3 minutes

My SLO: By the end of class SWBAT write a basic EIF sequence for their lesson, so that they can fill out the details as homework

Schedule

Work on your mid-term project.

Week 8Review of EIF and continuation of SARS and material creation

Each student gets ~3 minutes to meet with me.

Week 9

Rough Drafts Due Each student gets ~8 minutes to conference with me. •Mon 9:20am – 10 students•Mon 11am – 10 students•Tues 11am – 10 students•Wed 2:30pm – 7 students

Week 10

Lesson Plan & Materials 1 Due at the beginning of class

SLO Formula

By the end of the lesson, SWBAT (1)___________________________ BY (2)____________________________________.

(1) = WHAT. Target Language and Skill

(2) = HOW. The activity used to measure learning

Backwards Planning

SLO & Final Activity

Second to last activity

First practiceactivity

Warm-UpIntroduction

Creates more effective lessonsSaves planning time

Backwards Planning Ask yourself these questions:

◦ What do my Ss need to be able to do in order to do _____?

◦ What activity will help prepare my Ss to _____?

Your First Lesson Plan Draw an triangle on a piece of paper.

What steps are there to teach someone to ride a bike?

List the steps on your paper.

Put the first step at the top of the triangle and the last step at the bottom

First

Last

Your First Lesson Plan Read through your lesson plan and label the stages E-I-F.

Look at your last step: Did you give your learner a clear task to let them demonstrate their SLO?

Write an SLO of this lesson plan using the formula you learned in this lesson.

Did you miss any steps? Add them in.

First

Last

Encounter: Introduce learner to bike assess prior knowledge asks learner about parts of bike

introduce key concepts and vocabulary model the task/skills for learner

Internalize: controlled practice – trainer holds bike while leaner rides

less controlled practice – trainer removes support gradually so learner can internalize

Fluency: learner rides bike with out support from trainer

learner is given a task that demonstrates his/her ability such as: Ride the bike to the store and buy two ice cream cones.

Free

1. Controlled

By the end of the lesson, SWBAT demonstrate their ability to ride a bike alone

BY riding the bike to the store to buy two ice cream cones.

Scaffolding SLA Definition:

◦ scaffolding explains how learning occurs as a result of “support coming from a more knowledgeable other that leads the learner to internalize what is being learned.” (Ko, Schallert and Walters (2003).

Materials Development Definition◦ scaffolding denotes the language support that the

teacher or material developer builds into the productive skill lesson to facilitate the successful learning of the target language

Encounter: Introduce learner to bike assess prior knowledge asks learner about parts of bike

introduce key concepts and vocabulary model the task/skills for learner

Internalize: controlled practice – trainer holds bike while leaner rides

less controlled practice – trainer removes support gradually so learner can internalize

Fluency: learner rides bike with out support from trainer

learner is given a task that demonstrates his/her ability such as: Ride the bike to the store and buy two ice cream cones.

Free

1.

Controlled

By the end of the lesson, SWBAT demonstrate their ability to ride a bike alone

BY riding the bike to the store to buy two ice cream cones.

Visual Support

on the box

next to the box in the box

under the box

E = Encounter

Students “encounter” the target language through an activity of some kind (rather than teacher “presenting” the target language)

I = Internalize

Students “internalize” the target language through practice (controlled practice activities free practice activities)

F = Fluency

Students “USE” the target language on their own they become fluent in using the target language

EIF framework

What do you think this triangle shape

represents?

EIF breakdown of triangle shape E time needed to encounter and clarify the target language/skill.

I Timed needed to work on accurately remembering and internalizing the target language/skill.

F Time needed to work on fluently using the target language/skill (mastery).

Sometimes the shape of this framework can look similar to a Christmas tree rather than a triangle.

Why do you think this is so?

Why do you think this is so?

Imagine teaching “greetings” to your students. Would you teach them the whole dialogue at once?

Why? E (encounter) I (internalize) E I E I F We call this “Language chunking”

Typical ENCOUNTER activities

brainstorming describing a picture or pictures using the people and things in the classroom learning a dialogue (choral repetition and group drilling) watch and follow a model elicitation from students of vocabulary they already know word map story telling with guiding Qs to elicit concepts, term or vocabulary reading/listening to sentences reading/listening to a passage puzzle/games that check Ss prior knowledge

Typical INTERNALIZE/FLUENCY activities pair conversations & conversation grids games information gaps interviews/surveys mixers (“cocktail party”) such as “Find Someone who…”

dialogues and personalized substitution drills (less controlled internalize practice activity only)

role plays (usually only for fluency) discussions & debates

Is there a difference between dialogues and role-plays?

Dialogue = the script is provided and students read it. (*Substitution of language points in the dialogue is also common “dialogue” activity).

Role-play = the script is not provided. Students use the language they have learned on their own in a situation provided by the teacher.

Guided Discovery vs.Collaborative Discovery

Using “who” and “which”

Which is more delicious samgyeopsal or salad?

Who is better Lee Hi or Kara?

Who is smarter the boy or the girl?

Which is more interesting Harry Potter or Lord of the Rings?

Which is stronger the lion or the mouse?

Directions: Use the sentences above as a guide and put the words in the blue box into the chart.

Who Which

Jeon Ji Hyun elephantthe man SM5umbrella CD playerKang Ho Dong computerDavid MP3 player

Make Your Own Guided Discovery or Collaborative Discovery Activity

A similar process is required to make a collaborative discovery or guided discover activity as writing an SLO. You need to…◦ Select the grammar topic,◦ Fine-tune: What is, isn’t included, other meanings,

negative form, question, typical Ss problems◦ Make example sentences and choose one as a

representative,◦ Decide on a situational context or text to teach the

grammar form◦ Analyse the form, meaning and use

Active vs. Passive Voice Make a collaborative discovery or guided discovery activity to help Ss learn how to use active and passive voice.

What I might do Generate 4-5 passive voice sample sentences e.g. (Hangeul was invented by Sejong)

Generate 4-5 active voice sentences e.g. (Sejong invented Hangeul)

Use enhanced input to draw Ss attn to TL

Scramble the sentences up

Ask Ss to separate the sentences into to columns - Blue and Red (see next slide)

What I might do Ss cut and paste the sentences in to the columns

Ss drawn lines between sentences that mean the same thing

Ss answer the following Qs:◦ What words are first in the blue sentences?

What words are second?◦ What words are first in the red sentence?

What words are second?◦ Are the Blue words or Red words the DOERS?◦ Are the Blue words or Red words THINGS?◦ How are the underlined words different?◦ Are there any other differences?◦ What rule can you make?

Blue Red

SARS Warm-up:Discussion Questions

Do you only use the textbook when you teach your classes?

Do you always follow the textbook exactly the way it is laid out?

Coursebooks and Materials

Principles for using a coursebook:

1. Understand how the coursebook is organized

2. Adapt the material & Use SARS

3. Prepare the learners

4. Monitor and follow up

5. Building a repertoire

Understanding how the textbook is organized

Most textbooks are organized around key features of language.

For example: ◦ topics and associated vocabulary (ex: animals, food, body

parts)◦ grammar structures (ex: verb tenses)◦ social and cultural interaction skills (ex: introductions)

Adapt the material Textbooks are not written for a specific group of people.

No book can meet all the needs and interests of each group of learners you teach.

Therefore, textbooks need to be adapted to your particular group of learners.

SARSS = Select

A = Adapt

R = Reject

S = Supplement

Prepare the learners

Learners often fail activities in textbooks because they have not been adequately prepared.

As long as learners know what to do and have the ability to it, they will be successful.

Preparing the learner also means preparing yourself ask yourself these questions:

◦ What is the context for the activity?◦ How can you make the context clear and interesting to

learners?◦ What is the purpose of the activity?◦ What is the focus to learn grammar, to

communicate, to learn vocabulary?◦ What can you do as a teacher to set your students up

to be successful at the activity?◦ How long will the activity take?

Monitor and Follow Up How can we “monitor” our students?

While students are doing the task, make sure to check their progress and help them if they need it.

Make sure to check on ALL students!

Build a Repertoire What does the term “repertoire” mean?

“the complete list or supply of skills, devices, or ingredients used in a particular field, occupation, or practice” From: http://www.merriam-webster.com/dictionary

How can we apply this definition apply to language teaching? (What does “repertoire” refer to in terms of teaching?)

Textbooks often contain consistent activities throughout.

Doing activities “consistently” can build your repertoire of ways to do each type of activity.

It can also help students to get used to it and know what to expect (predictability).