YL Material Design & Development Week 8 SLO for Mid-Term Project Productive Skills Framework Lesson Planning

Housekeeping: Name Cards Name: _________________ English Nickname: _________ address: ______________ Phone #: __________________ Something about your self:_________ ______________________________ Your Picture

Homework for Next Week Work on your mid-term project. Reflection on Homework Discuss in small groups or with a partner: –Why do fluency activities need to be interactive, authentic and meaningful? –What are some good fluency activities? – What are some good encounter activities? –How do those activities help learners learn inductively?

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 practice activity Warm-Up Introduction Creates more effective lessons Saves 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 boxin the box under the box

EIF 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?

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 and 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 The present perfect lesson uses guided discovery rather than collaborative discovery. Why was this lesson more appropriate for High School learners and adults rather than young learners (YL) or middle school Ss? Where in the guided discover activities did the materials use meta-language (meta-linguistic language)? Why is this problematic for YL and middle school Ss?

Using “who” and “which” Which is more delicious samgyeopsal or salad? Who is better Bi or Big Bang? 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. WhoWhich Jeon Ji Hyunelephant the manSM5 umbrellaCD player Kang Ho Dongcomputer DavidMP3 player

Collaborative Discovery How did this collaborative discovery activity differ from the guided discovery in the present perfect lesson? What age level of Ss would this activity be appropriate for? Why? After the Ss had finished the task what questions should I ask? Why?

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? BlueRed

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 organizedUnderstand how the coursebook is organized 2.Adapt the material & Use SARSAdapt the material & Use SARS 3.Prepare the learnersPrepare the learners 4.Monitor and follow upMonitor and follow up 5.Building a repertoireBuilding a repertoire

Understanding how the coursebook is organized Most coursebooks 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 Coursebooks 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, coursebooks need to be adapted to your particular group of learners.

SARS S = Select A = Adapt R = Reject S = Supplement

Prepare the learners Learners often fail activities in coursebooks 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: How can we apply this definition apply to language teaching? (What does “repertoire” refer to in terms of teaching?)

Coursebooks 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).

Comparatives 2 Sample Lesson Look at the sample lesson plan and materials (pg in course packet) in your group and answer the following questions: How was SARS applied to this lesson? What parts of the textbook were: –Selected –Adapted –Rejected (Look at the handout from the textbook, and try to guess why activities on p. 122, 132, 136 were rejected) –Supplemented Why do you think SARS was applied this way?