2Reflection on Homework Discuss in small groups or with a partner:What is the difference between statements of aims and statement of objectives?What are three benefits of writing statement of objectives from the student perspective?What type of verbs do we use? Why?
3Reflection on Homework Discuss in small groups or with a partner: 4. What is the relationship between an SLO and a Lesson Plan?
4Homework for Next WeekRead and answer the questions to EIF Framework and Kurzweil & Scholl’s “Chapter 4”Questions p. 174Reading pP175 EIFp189 ECRIF triangle
6Student Learning Objectives What is a student learning objective?What do we mean by “observable behavior?”Which of the two (below) is an aim and which is an objective?A. By the end of the lesson SWBAT ask and answer Qsusing frequency adverbs (always, often, sometime,seldom, never) in the dialog (A: How often do you_____? B: I _____ ______.) by conducting a classsurvey of Ss daily routines.B. Students will come to appreciate and understandFrench culture
7Student Learning Objectives Think about the following questions:Why should we use a student learning objective (SLO)?When should you make a SLO?How do you prepare students to succeed in reaching the SLO?How do you know if the SLO is too easy or too hard?
8“SMART” objectives S - specific M - measurable A - achievable R – relevantT – time bound
9Realistic Objective?To make sure it’s a fair test, I’m going to give you all the same task. All I want you to do is climb up into that tree…
10What is the difference between the verbs in the left column and the verbs in the right column according to learning objectives?Rank Understand Answer AppreciateCreate LearnList KnowAskUseGiveIdentifyWriteTellCategorizeDescribeEvaluateParaphraseRetell
11Look at the sample objectives on the next slide and answer the following questions: Which is the clearest?Which best indicates the student behavior you want to see by the end of the lesson?
12By the end of the lesson, students will be able to (SWBAT) use Spanish to introduce themselves and their peers to each otherBy the end of the lesson, SWBAT demonstrate the ability to greet each other by using “Hola Mi Nombre es…..” by doing a mingle activity in which students meet and greet each other in Spanish.By the end of the lesson, SWBAT demonstrate the ability to understand how Spanish is used to greet someone and introduce people to each other.
13What do you think of this objective? By the end of the lesson, SWBAT demonstrate an understanding of the rules for third person singular verb forms of regular and irregular verbs BY completing a fill-in-the blank worksheet.Let’s make something more meaningful, authentic and measurableRemember the goal of a speaking lesson is to have the Students using the language productivelythe behavior you need at the end of the lesson involves using the Target Language.
14Some possible changes: By the end of the lesson, SWBAT demonstrate an understanding of the rules for third person singular verb forms of regular and irregular verbs…by producing the correct form of the third person singular for regular and irregular verbs in writing - given the infinitive forms.by identifying incorrect forms of 3rd person singular regular and irregular verbs and providing the correct form.by telling the correct forms in a when describing someone’s daily activities.
15A more appropriate SLOBy the end of the lesson, SWBAT demonstrate an understanding of the rules for third person singular verb forms of regular and irregular verbs BY interviewing their partner about their daily routine and then sharing what they have learned with another classmate in a double interview activity
16Creating Objectives* 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)__.
17SLO FormulaBy the end of the lesson, SWBAT ______________________ by __________________________.
18An Example from Lesson 1 By the end of the lesson, SWBAT make statements about and ask basic questions using comparatives (i.e.: “X is taller than Y” and “Is X taller than Y?”) byconduct a class survey about famous Korean people.
19PracticeMake detailed objectives for the following productive skill lessons:Vocabulary: family members (mother, uncle, etc); asking/answering Qs about familyFunction: giving and receiving directions; drawing the route/path on a mapGrammar: simple past tense; asking answering questions about past activities
20Vocabulary Function Grammar By the end of the lesson SWBAT describe their family using the TL (mother, father…) by describing people in a family photo album.FunctionBy the end of the lesson SWBAT ask for and give directions using the TL (A: Excuse, me can you tell me where the ____ is? B: Yes, ….. ) by doing “Find the Treasure” information gap activity.GrammarBy the end of the lesson SWBAT ask and answer Qs using a dialog in the simple past tense e.g. (A: What did you ___? B: ____ I _____.) by doing a “Conversation Grid” interview activity.
21Language Analysis: What you do before you write an SLO Select the grammar topicFine-tune: What is, isn’t included, other meanings, negative form, question, typical Student problemsMake sentences and choose one as a representativeDecide on a situational context or text to teach the grammar formAnalyse the form, meaning and useWrite your student learning objective (SLO)
23Let’s practice together What are some typical sentences?(5-10)What do we need to consider? E.g. Verb form, pronunciation, negative, answeringWhat are some common student errors?Where might they have difficulty?What situations and places is the grammar usually used in?
24Some sample tag questions: You like tag questions, don’t you?This isn’t a problem, is it?You didn’t kiss him, did you?You should ask you mother about it, shouldn’t you?You can go to the party, can’t you?You aren’t eating the cookies, are you?She won’t marry him, will she?You haven’t completed your homework, have you?This has helped, hasn’t it?They couldn’t come, could they?
25Additional Fine-Tuning You (do) like tag questions, don’t you?You don’t like him, do you?She doesn’t play tennis, does she?You (do) know her phone number, don’t you?This isn’t a problem, is it?She is pretty, isn’t she?You aren’t eating the cookies, are you?You’re happy, aren’t you?
26Make Your Own SLOIt’s time to start thinking about your mid-term project which will be due in week 10.You will be writing a lesson plan and selecting, adapting and supplementing materials for each stage of the lessonThe first step is to make your SLO and chose your target language