Material Design & Development

Week 4

Sample Lesson 1 & Processing

Describing Leaners and SLO

Sample Lesson #1• Please pretend that you are second grade,

low-intermediate/intermediate level middle school students.

• As you participate in this lesson, please try to take mental note of: the different features of materials that are

used in the lesson. how it illustrates the basic principles of lesson

planning.

Sample Lesson 1

Let’s Talk about People

Who is that? Do you like him/her? What is he/she famous for?

A is ___ than B .

Alice CindyJane Mary

A: Is A ___ than B ?

B: Yes, A is ___ than B .No, B is ___ than A . // No, A isn’t ___ than B .

Jane Alice Cindy Mary

Is Shinee better than Crayon Pop?

No, Shinee isn’t better than Crayon pop.

A: Is A ____ than B ?

B: Yes, A is ____ than B . No, B is ____ than A . No, A isn’t ____ than B .

Taller Faster SmarterPrettier OlderYounger

Processing The Lesson

• What are the productive skills?

• What are the receptive skills?

• What was the main skill taught in this lesson?

Processing The Lesson

• How were the students’ prior knowledge assessed?

Processing The Lesson

• What were the materials I used in this lesson?

• Let’s make a list

Materials Used in Sample Lesson 1• pictures on walls• additional pictures on desk• White board• PowerPoint• Students• worksheets and handouts• Teacher Re-grouping at end of lesson • Graphic Organizer (chart on WB)• Stuffed animal

Processing The Lesson

• What role did those materials play? How did they help Ss learning?

Processing The Lesson

• How does the lesson and/or materials conform/differ from Tomlinson’s recommendations for good materials?

Discussion Questions

• What are the characteristics of a “good learner” in terms of Korean culture?

• Do you think North American ‘ideal learners’ are the same or different? Why?

Motivation• What is “motivation”?

“Some kind of internal drive which pushes someone to do things in order to achieve something” (Harmer, 2001)

•What are the two kinds of motivation? Intrinsic and extrinsic

•What are some examples of each?

Discussion Questions• Why is it important to motivate our

students?

• How can we keep our students motivated to learn?

When I hear Korean in movies, for example, “Yesman.”

Talking to my Jang-mo-nim

Talking to my wife in

Korean

My friends In Canada don’t think Korean is worth studying. Why not Japanese?

My teacher doesn’t

let me talk

enough.

MULTIPLE INTELLIGENCES TEST

1. Where does your true intelligence lie? 2. This quiz will tell you where you stand and

what to do about it. 3. Read each statement. 4. If it expresses some characteristic of yours

and sounds true for the most part, jot down a "T."

5. If it doesn't, mark an "F." 6. If the statement is sometimes true,

sometimes false, leave it blank.

Scoring the MI test• MULTIPLE INTELLIGENCE SCORING SHEET• Count each item you marked as "true." Add your

totals for each category. A total of four in any of the categories A through E indicates strong ability. In categories F and G a score of one or more means you have abilities as well.

A. Linguistic = 7, 8, 14, 18, 25B. Logical-Mathematical = 4, 5, 12, 16, 21C. Musical = 2, 3, 10, 20, 23D. Spatial = 1, 9, 11, 19, 22E. Bodily-Kinesthetic = 6, 13, 15, 17, 24F. Intra-personal = 26, 28G. Inter-personal = 27, 29, 30

The Lead VAKT Test: Read and ImagineFollow each instruction in your mind and give yourself a mark:

0=impossible 1=difficult 2=okay 3=easy

SEE a kangarooSEE your front doorSEE your toothbrushSEE a friend’s faceSEE a plate of foodSEE a TV show…WATCH the TV scene change

The Lead VAKT Test: Read and Imagine

0=impossible 1=difficult 2=okay 3=easy

HEAR a song

HEAR rain

HEAR a fire alarm

HEAR a friend’s voice

HEAR your own voice

HEAR birds singing…

HEAR the birdsong change to a call of alarm

The Lead VAKT Test: Read and Imagine

0=impossible 1=difficult 2=okay 3=easy

FEEL excited

FEEL yourself swimming

FEEL grass under your feet

FEEL a cat on your lap

FEEL hot

FEEL your fingers on a piano keyboard

FEEL your fingers playing a few notes

Add up your scores for each sense:SEE ____ HEAR ____ FEEL ____

Does the highest score correspond with what you think your preferred lead system is?

How did you do when it came to changing the scenes slightly in the last one of each section?

“The Lead VAKT Test” from In your Hands by J Revell and S Norman (Saffire Press)

Discussion Questions:• Should we incorporate our students’ intelligence areas

and learning styles when we plan our classes? Why/why not? How?

• Is it possible to give these kinds of tests to our students?

• What are some other ways in which we find out what kinds of learners our students are?

Discussion Questions:

• Is it important for teachers to know what kind of intelligences their students have?

We can find out our students levels by looking at their scores on different tests.

How can we find out what kind of learners our students are?