Presentation on theme: "YL Material Design & Development"— Presentation transcript:
1YL Material Design & Development Week 6Inductive Teaching & Can Cant LessonProductive Skills FrameworkLesson Planning1
2Housekeeping: Name Cards English Nickname: _________address: ______________Phone #: __________________Your PictureSomething about your self:_______________________________________2
3Homework for Next WeekRead and answer the questions to Halliwell’s Working w/ and w/o Course Books Qs p. 188 reading pp Reflection on HomeworkDiscuss in small groups or with a partner:What does S-M-A-R-T stand for?How do we make an SLO specific and measurable? What do we need to include?
4Which is deductive? Which is inductive? Bottom-Up ProcessingExamplesI▼RuleTop-Down ProcessingRuleI▼ExamplesSs are given a task whichhelps them discoverythe rule.Teacher explains the ruleand Ss make examplesfollowing the rule.
5How to Read a Teacher’s Mind I am going to ask you some questions.I want you to guess the answers to the questions.Watch me carefully. See if you can read my mind
6How to Read a Teacher’s Mind Before we play the game again, read these questions and try to guess the rule.Guiding questions:What kind of question is the T asking? Can you give some examples?What does the T often do when he asks a question?What is the answer when the T does that?
7How to Read a Teacher’s Mind Discuss with your partner, what is the rule?Ask your partner some questions about yourself using the rule.
8How did you find the rule? Many examples,Teacher draws attention to important details by asking questions.Students try to use the rule (or explain their guess about the rule)T gives feedback.Students try again.(Repeat steps 3,4&5 if necessary)Provide many chances to practice to master the new rule.
9Notice Link Want Succeed Challenge Play How does inductive teaching help Ss initiate the active learning cycle? What’s the relationship between “confusion” and noticing andNoticeNoticeLinkWantSucceedChallengePlay
10Sample Lesson #2As you participate in this lesson, please try to take mental note of:How the target language is introduced and practiced (EIF)how the materials and activities target/access the different learning styles (VAKT)what the SLO (student learning objective) is
35What questions did I ask you? Hobby / Name___________________________SwimCook ramyunPlay baseballDo taekwondoPlay WoWWhat questions did I ask you?
36Fix these sentences if they are wrong: I can’t swim Fix these sentences if they are wrong: I can’t swim. She can cooking ramyun. He can plays baseball. She can do taekwondo. I can’t played computer games.
42Processing: Discussion Questions When did the students encounter the target language?What do we need to provide our students when we teach this way?How did I check that the students understood the form?When did you learn the meaning and use of the new language?
43Processing: Discussion Questions What was the SLO for this lesson?What steps were Encounter, Internalize and Fluency?Look at the Internalize stage. What was the controlled practice, less controlled practice?When did the teacher use SL? TL?What was higher, STT or TTT? How does that help Ss learn?
44Processing: Discussion Questions How did the T assess the Ss prior knowledge?How did the T create opportunities for peer learning and peer interaction?What techniques, strategies and/or materials were used to make practice fun?What was the objective of this lesson?Was it achieved?If you were to teach this lesson, what might be the most challenging aspect of the lesson for you?
45Application Consider the language you prepared for this class. Write an SLO for your lesson.What realistic context can you use to have the Ss encounter the TL?How will you check the form and meaning?
46Make your own SLO* Remember the key is to think about the language needed to complete a communicative task that students will demonstrate by the end of the lesson; this task should be based on what the students have learned from all the activities they participated in during the lesson.It might be helpful to use the following “formula”:By the end of the lesson, SWBAT demonstrate (TL – functons & notions – knowledge, & skills)by (doing something = the assessment activity)__.
47SLO FormulaBy the end of the lesson, SWBAT ___________________________ by _________________________________________.
48Your 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 bottomFirst Last
49Your First Lesson PlanRead 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
50Free By the end of the lesson, SWBAT demonstrate their ability to ride a bike aloneBY riding the bike to the storeto buy two ice cream cones.Encounter:Introduce learner to bikeassess prior knowledge asks learner about parts of bikeintroduce key concepts and vocabularymodel the task/skills for learnerInternalize:controlled practice – trainer holds bike while leaner ridesless controlled practice – trainer removes support gradually so learner can internalizeFluency:learner rides bike with out support from trainerlearner is given a task that demonstrates his/her ability such as: Ride the bike to the store and buy two ice cream cones.1.ControlledFree
51Scaffolding SLA Definition: Materials Development 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 Definitionscaffolding 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
52Free By the end of the lesson, SWBAT demonstrate their ability to ride a bike aloneBY riding the bike to the storeto buy two ice cream cones.Encounter:Introduce learner to bikeassess prior knowledge asks learner about parts of bikeintroduce key concepts and vocabularymodel the task/skills for learnerInternalize:controlled practice – trainer holds bike while leaner ridesless controlled practice – trainer removes support gradually so learner can internalizeFluency:learner rides bike with out support from trainerlearner is given a task that demonstrates his/her ability such as: Ride the bike to the store and buy two ice cream cones.1.ControlledFree
53Visual Supporton the boxunder the boxnext to the boxin the box
54EIF E = Encounter I = Internalize F = Fluency Students “encounter” the target language through an activity of some kind (rather than teacher “presenting” the target language)I = InternalizeStudents “internalize” the target language through practice (controlled practice activities free practice activities)F = FluencyStudents “USE” the target language on their own they become fluent in using the target language
55What do you think this triangle shape represents? EIF frameworkWhat do you think this triangle shape represents?E____I__________________F
56EIF 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).
57Sometimes the shape of this framework can look similar to a Christmas tree rather than a triangle. Why do you think this is so?
58Why 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)EIFWe call this “Language chunking”
59Typical ENCOUNTER activities brainstormingdescribing a picture or picturesusing the people and things in the classroomlearning a dialogue (choral repetition and group drilling)watch and follow a modelelicitation from students of vocabulary they already knowword mapstory telling with guiding Qs to elicit concepts, term or vocabularyreading/listening to sentencesreading/listening to a passagepuzzle/games that check Ss prior knowledge
60Typical INTERNALIZE and FLUENCY activities pair conversations & conversation gridsgamesinformation gapsinterviews/surveysmixers (“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
61Is 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.
62Creates more effective lessons Backwards PlanningSecond tolast activityFirst practiceactivitySLO & FinalActivityWarm-UpIntroductionCreates more effective lessonsSaves planning time