1. Task Based Learning
In your classroom

2. Useful things to Know Four stages of language acquisition Stage
Characteristics 
Teacher Prompts 
Preproduction 
The student
Has minimal comprehension
Does not verbalize
Nods “Yes” and “No”
Draws and points  
Show me...
Circle the...
Where is...?
Who has...?
Early Production 
Has limited comprehension
Produces one- or two-word responses
Participates using key words and familiar phrases
Uses present-tense verbs
Yes/no questions
Either/or questions
One- or two-word answers
Lists
Labels

3. Stages of Language Acquisition
Speech Emergence 
The student
Has good comprehension
Can produce simple sentences
Makes grammar and pronunciation errors
Frequently misunderstands jokes
Why...?
How...?
Explain...
Phrase or short-sentence answers
Intermediate Fluency 
Has excellent comprehension
Makes few grammatical errors
What would happen if...?
Why do you think...?
Advanced Fluency 
The student has a near-native level of speech. 
Decide if...
Retell...
Source: Adapted from Krashen and Terrell (1983). 

4. Consider
Classrooms have a range
Address each level of learning
Consider moment of learning and where you want individual students to be in the future.

5. Cooperative Learning
Cooperative groups and pair groups maximize language production time.
Allow students to learn from each.
Provide teacher with freedom and flexibility to focus on students with greatest need.

6. Best Strategy Create Base Groups Group students in groups of four.
Don’t group students by level alone!
Rearrange desks and classroom as necessary
Use pairs within groups for mini tasks that can be shared with the whole group and then class.
Occasionally have students with other groups to practice or study.

7. Instructional Strategies
For Classroom Success

8. Instructional Strategies
Combine the areas of required English practice: Speaking, listening, reading, writing
Can be designed to focus on specific areas
Utilize student strengths by allowing students to work as a group

9. Reading Dictation Structure: Groups of Four
Reading: From book or similar text
Skills: Speaking, Listening, Reading, Writing
How to:
One student is the reader
Three listen
Reader reads the texts. Listeners write the text and ask questions to check hearing, spelling, and grammar points.
Readers watch and correct mistakes that are noticed.

10. Reading Dictation Extensions
When finished the reading have students create a mind map or web of the story.
Provide students with questions from the reading. Take away the original reading text and have students find answers in the copies.
Provide open ended stories. Have students write endings to the stories.
Have students underline specific grammar points demonstrated in the reading.

12. Reading Dictation Example

13. Reading Webbings Structure: Groups of Four
Reading: Story from text or on related topic
Skills: Reading, Writing, Organization
How to:
Provide groups with a story. Have students read the story once orally.
Ask students to organize information in a webbing. Model the webbing for students.

14. Reading Webbings: Extensions
Sociogram
Have students organize information to demonstrate relationships with a man character
Plot Web
Have students create a web to demonstrate the primary plot points of a reading.

15. Webbing the Story

16. Running Dictation Structure: Groups of Four or Pairs
Reading: Sentences related to topic of study
Skills: Speaking, Listening, Reading, Writing
How to:
Divide students into two roles, Runner and Writer
Runners read the text and tell writers
Writers listen and write the text, asking questions about spelling and meaning as appropriate
Runners watch and correct mistakes orally, but do not write

17. Running Dictations: Extensions
Sentences can be clues to a mystery. When all the sentences are collection have students use the information to create a conclusion.
Use sentences to provide information. Provide students with questions once the sentences are collected. Have students use information in the sentences to answer the questions.
Use sentences from a story. Have students review the sentences and put the story in order based on context clues.

18. Jobs Running

19. Running Dictation: Example

20. Running Dictation

21. Matching Structure: Groups of Four or Pair
Reading: Sentences related to topic of study
Skills: Speaking, Listening, Reading, Writing
How to:
Provide students with matching sheets.
Give each team cards containing words missing from sentences.
Have students match and write the sentences.
When finished provide picture cards for each sentence.
Have students play concentration, orally stating the correct matches.

22. Bingo Structure: Groups of Four
Reading: Sentences related to topic of study and pictures matching the topic
Skills: Speaking, Listening, Reading
How to:
Divide teams into two rolls, caller and players
Provide callers with a calling card.
Players receive a blank game board and picture pieces.
Students listen to the caller. When the piece is called students repeat the sentence to check for accuracy, then turn over the piece.
Winners turn all pieces. Winners become the new callers.

23. Bingo Samples

25. Bingo Samples

26. Performance Assessment

27. Quantitative Assessment
Assessment that is based on tangible objects such as:
Providing students with tests
Collecting homework
Collecting Assignments
Collecting recordings

28. Formative Assessment
Assessment that is based on less tangible objects such as:
Observation
Anecdotal Evidence
Student Behavior
Student Interactions

29. Formative Approach
In my classroom I use the formative approach exclusively
Students receive quantitative assessment from my Korean partner teachers.
This quantitative assessment is more accurate then I could achieve.
I focus on what I can accurately assess during my time with students.

30. Performance Categories
Students are assessed in five areas
Participation
Contribution
Questioning
Responding
Portfolios

31. Participation
To grade for participation students are observed in class
Indicators for positive participation
Concentration on a task
Focus on work
Eye contact with teachers or students
Writing or reading out loud
Listening and responding within the team

32. Contribution To grade for contribution students are observed in class
Indicators for positive contribution are
Translating instructions for team
Asking questions to help the team
Explaining singular vocabulary to the team
Maintaining English speaking within the group
Listening and responding within the team
Spelling words for students

33. Questioning To grade for questioning students are observed in class
Indicators for positive questioning are
Asking the teacher direct questions for the group
Asking the teacher questions for the class
Asking other students questions to enhance understanding
Asking questions to other groups who may have knowledge that will enhance understanding

34. Response To grade for response students are observed in class
Indicators for positive response are
Answering direct questions from the teacher
Providing words or response during lesson presentation
Answering questions from other students
Speaking without prompts or volunteering information and explanations

35. Portfolio To grade for portfolio students are observed in class
Indicators for positive portfolio are
Notebooks present in class
Consistent notebooks
Writing or taking notes
Maintaining a record of all class work

36. Performance Assessment Coding
Numeric indicators of student performance
Baseline = 4
Positive Performance = 5
Negative Performance = 2-3
Fail = 1
Codes for observation
All codes are positive unless otherwise indicated*
O = Response
Q = Question
C = Contribution
PT = Portfolio
P or centered o = Participation
* - equals negative

37. Seating Chart
To accurately record student performance a seating chart is used to put a name to the student and performance Q C Q C

38. Grade Book
Once the class has finished the codes must be entered into a grade book to accurately assess and calculate understandable grades.

39. Prepare for all levels of student language acquisition
Remember
Gauge student level
Prepare for all levels of student language acquisition
Have fun

40. For More Information