GSE Methods WEEK 10

Today’s Schedule How to write your activity lesson plan for presentation 2 CLT methods The Natural Approach Cooperative Language Learning Task-based Language Teaching Content Based Instruction Time for Q&A and 1-on-1 conferencing

Introduction to Current Methods Communicative Language Teaching marked the beginning of the current language teaching methods period Began in the 1980s Applied linguistics began emphasizing functional and communicative potential of language, and modifying teaching practices to emphasize these The philosophy of CLT has spawned several teaching practices including the Natural Approach, Content-Based Teaching, Task-Based Teaching, and others

Communicative Language Teaching Is seen as an approach to language teaching (not method) Learning to use English (weak) vs using English to learn it (strong) No one book or authority on CLT Focus on communication from the beginning (not delayed) Learner-centered and experienced-based Language carries out a task and is meaningful to learners Syllabi consist of Topics (food, weather) Functions (describing, requesting info) Notions (time, frequency, duration, Vocabulary and grammar needed

Comparing Current Methods (handout)

Project #2 Current Methods 1-2 people per group (Natural, Coop, CBI, TBLT) Assignment: Teach an activity (mini lesson) ~15 minutes using your selected method. Structure Introduce yourselves, introduce method, tell us what age we are 2 minutes (1-2 PPT slides) Teach your lesson 12 minutes Conclusion and Q&A 1 minute

Presentation #2: Considerations for Groups of 2 Your project’s unity (dividing up the roles equally) is very important Your lesson plan should state everyone’s roles Team-teach the lesson Team-teach as a Korean/foreign teacher team Someone could introduce the lesson, and the other could teach Someone will need to make materials (worksheet + PPT)

Grading Rubric Method clearly explained 10 points Method clearly demonstrated in mini lesson 15 points Materials (handouts, PPTs, etc) 10 points Teaching skills 10 points Preparedness 5 points Total 50 points

Application of Methods to Teaching How will you teach a mini-lesson using this method? All methods we are studying are variations of Communicative Language Teaching Focused on communication Learner Centered Students complete tasks by using English Materials: text-based, task-based, and realia

Application of Methods to Teaching Determine your students’ Age Ability Background knowledge (in relation to task) Decide what content you want to teach Reading, Writing, Listening, Speaking focus? Grammar or vocabulary? Do you want to teach about culture?

How to write your activity lesson plan: Activity Route Map Title/Explanation Level/age Time Aims: By the end of the activity, SWBAT ____ by ____ Materials Before (Lead-in) During (Set up and Run the activity) After (Close the activity and post-activity)

Types of Materials Text-based: Textbooks Task-based: handbooks, cue cards, activity cards, pair communication materials Games, Role plays, Communication activities (information gap, jigsaw) Realia: Real life materials advertisements, menus, maps, charts

The Natural Approach Input hypothesis i+1 Acquisition/Learning Hypothesis: competency can be developed through acquiring an L2 like an L1, and through learning conscious rules about the language Monitor hypothesis: Ss need time, focus on the form, knowledge of rules to initiate conscious learning Affective Filter Hypothesis: Motivation, Self-Confidence, and anxiety reduction needed for effective learning

The Natural Approach Basic personal communication skills Academic learning skills Stages of learning: pre-production, early- production, and speech-emergent Use realia rather than textbooks No unique techniques, so do whatever you like 

Cooperative Language Learning Most speech is organized in conversation, focus on communicative competency Critical thinking skills, question matrix Cooperative activities: formal groups, informal groups, cooperative base groups Individual accountability

Question Matrix Use both dice to generate a two-word question starter. Dice 1: What, Where, Which, Who, Why, and How Die 2: Is, Did, Can, Would, Will, and Might Users take that question beginning to generate the questions to ask about the content or concept being studied Can be used in pairs, small groups or in a whole class setting

Cooperative Language Learning Team practice from common input, jigsaw activities, discovery learning Importance of materials to aid cooperative learning

Task-Based Language Teaching Tasks give students a context for learning to take place. Focus on process rather than product “Getting there is half of the fun!” Categories of team performance: orientation, organizational functions, adaptation, and motivational functions TBLT is a learning theory rather than language theory – language is a means of making meaning, draw on structural, functional and interactional models of language

Task-Based Language Teaching Choose a real world task that meets needs of learners Figure out what pedagogical tasks can be accomplished through the real world task Figure out what your goal is and how students will achieve that goal Figure out how to prepare learners, and sequence the task for optimal learning (pre task, task and post task) Real world materials emphasized

Content-Based Instruction Decide which content to teach through English Different programs to model: Immigrant On-Arrival Programs Limited English Proficiency (LEP) English for Specific Purposes (LSP) Theme-based language instruction, sheltered content instruction (SIOP) adjunct language instruction, team- teach approach, skills-based approach

Content-Based Instruction Language is a means of acquiring information. CBI activities emphasize the need to learn a language Language is text and discourse based on integrated skills, and is purposeful Build on learner’s background knowledge. Teach skills and strategies for acquiring knowledge. Learn by doing and through collaborative learning Materials are heavily used

Sheltered instruction observation protocol (SIOP) There are 30 criteria for SIOP, which are arranged under: Lesson preparation Building Background knowledge Comprehensible Input Strategies Interaction Practice and Application Lesson Delivery Review and Assessment

Lesson Preparation Content Objectives clearly defined, displayed, and reviewed with students Language objectives clearly defined, displayed, and reviewed with students Content concepts appropriate for age and educational background level of students Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals) Adaptation of content (e.g., text, assignment) to all levels of student proficiency Meaningful Activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking

Building background Concepts explicitly linked to students’ background experiences Links explicitly made between past learning and new concepts Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)

Comprehensible input Speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners) Clear explanation of academic tasks A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)

Strategies Ample opportunities provided for students to use learning strategies Scaffolding techniques consistently used assisting and supporting student understanding (e.g., think-alouds) A variety of questions or tasks that promote higher-order thinking skills (e.g., literal, analytical, and interpretive questions)

Interaction Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts Grouping configurations support language and content objectives of the lesson Sufficient wait time for student responses consistently provided Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text

Practice and application Hands-on materials and/or manipulatives provided for students to practice using new content knowledge Activities provided for students to apply content and language knowledge in the classroom Activities integrate all language skills (i.e., reading, writing, listening, and speaking

Lesson delivery Content objectives clearly supported by lesson delivery Language objectives clearly supported by lesson delivery Students engaged approximately 90% to 100% of the period Pacing of the lesson appropriate to students’ ability level

Review and assessment Comprehensive review of key vocabulary Comprehensive review of key content concepts Regular feedback provided to students on their output (e.g., language, content, work) Assessment of student comprehension and learning of all lesson objectives (e.g., spot checking, group response) throughout the lesson