1. Material Design & Development Week 5 Student Learning Objectives Productive Skills Framework Lesson Planning

2. Homework for Next Week Read and answer the questions to EIF Framework and Kurzweil & Scholl’s “Chapter 4” p. 171 (Qs) pp. 172-182 (reading) Reflection 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? –What is the relationship between an SLO and a Lesson Plan?

3. Student Learning Objectives Think about the following questions on your own: 1.What is the difference between statement of objectives and statement of aims? 2.Is it an aim or is it an objective; identify the following: To teach pages 55-59 By the end of the lesson SWBAT ask and answer Qs using frequency adverbs (always, often, sometime, seldom, never) in the dialog (A: How often do you _____? B: I _____ ______.) by conducting a class survey of Ss daily routines. Ss will come to appreciate and understand French culture 3.What is a student learning objective? 4.What do we mean by “observable behavior?”

4. Student Learning Objectives Think about the following questions on your own: 5. Why should we use an student learning objective (SLO)? 6. When should you make a SLO? 7. What do you need to think about when you create an SLO? 8. Who needs to know the SLO? 9. How do you prepare students to succeed in reaching the SLO? 10. How do you know if the SLO is too easy or too hard?

5. 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 … Realistic Objective?

6. What is the difference between the verbs in the left column and the verbs in the right column according to learning objectives? RankUnderstand Answer Appreciate Create Learn ListKnow Ask Use Give Identify Write Tell Categorize Describe Evaluate Paraphrase Retell

7. “SMART” objectives S - specific M - measurable A - achievable R – relevant T – time bound

8. Look 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?

9. 1.By the end of the lesson, s tudents w ill b e a ble t o (SWBAT) use Spanish to introduce themselves and their peers to each other 2.By 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. 3.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.

10. What 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. Please rephrase “completing a fill-in-the-blank worksheet” into something more meaningful and authentic as well as observable and measurable. Remember the goal of a speaking lesson is to have the Ss using the language productively; therefore; the behavior you need at the end of the lesson involves using the TL.

11. Compare your ideas with these 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 producing the correct forms in a written description of someone’s daily activities.

12. A more appropriate SLO 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 interviewing their partner about their daily routine and then sharing what they have learned with another classmate in a double interview activity

13. Creating 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)__.

14. 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?”) by conducting a class survey about famous Korean people. The Comparative 1 Sample Lesson

15. SLO Formula By the end of the lesson, SWBAT ___________________________ by __________________________________ _______.

16. Practice Make detailed objectives for the following productive skill lessons: Vocabulary: family members (mother, uncle, etc); asking/answering Qs about family photos Function: giving and receiving directions; drawing the route/path on a map Grammar: simple past tense; asking answering questions about past activities

17. Vocabulary –By the end of the lesson SWBAT describe their family using the TL (mother, father…) by describing people in a family photo album. Function –By 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. Grammar –By the end of the lesson SWBAT ask and answer Qs using the simple past tense e.g. (A: What did you ___? B: ____ I _____.) by doing “Conversation Grid” interview activity.

18. Language Analysis: What you do before you write an SLO Here is a condensed form of Scrivener’s steps (P. 206) Are there any you want to add/remove? Select the grammar topic, Fine-tune: What is, isn’t included, other meanings, negative form, question, typical Ss problems Make 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 Write your student learning objective (SLO)

19. Let’s practice together The grammar item is: Tag questions. What are some typical sentences?(5-10) What do we need to consider? E.g. Verb form, pronunciation, negative, answering What are some common Ss errors? Where might they have difficulty? What situations and places is the grammar usually used in?

20. Tag Questions Continued What is our ‘representative sentence?’ What are some ‘concept check questions?’ (Some of these should relate to the Ss common errors) What is our ‘main aim’? How do we need to modify this to produce an SLO?

21. Make Your Own SLO It’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 lesson The first step is to make your SLO Choose TL and include your SLO with your weekly posting to the discussion forum

22. 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 

23. 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 

24. 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.

25. 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

26. 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.

27. Visual Support on the box next to the boxin the box under the box

28. 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

29. EIF framework What do you think this triangle shape represents?

30. 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).

31. Sometimes the shape of this framework can look similar to a Christmas tree rather than a triangle. Why do you think this is so?

32. 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”

33. 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

34. 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

35. 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.

36. Backwards Planning SLO & Final Activity Second to last activity First practice activity Warm-Up Introduction Creates more effective lessons Saves planning time