Tsl3110 linking theory to practice

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TSL 3010 LI NKI NG TH EORY TO PRACTI CE

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TOPIC 1 REVIEW OF ELT METHODOLOGY

LEARNING OUTCOMES

By the end of Topic 1, you will be able to:

examine the different ESL teaching methods practiced in Malaysian primaryclassrooms;

identify the language skills and language content taught in the Malaysianprimary classrooms;

discuss the features of language arts stipulated in the KBSR syllabus;

interpret the curriculum content and plan specific activities for meaningful

learning;

examine and talk about integration of language skills and language content in

teaching methods used;

explore and discuss purposes of integration and ways of integration in

simulation presented;

LISTENING

Teaching Productive Skills

Introduction

There are four basic skills in any language; receptive skills- reading and listening,

and productive skills- speaking and writing. All are equally important and whenever

possible we should try to incorporate all of them into our lessons if we want to have a

balanced approach. Often we will want to focus more on one particular skill but stillbring others in to create an " integrated "skills lesson.


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Fluency activities are concentrated on allowing the student to experiment and be

creative with the language. We are less concerned with accuracy and more

concerned with the effectiveness and flow of communication.

Key Questions about Listening

What are listeners doing when they listen?

What factors affect good listening?

What are characteristics of real life listening?

What are the many things listeners listen for?

What are some principles for designing listening techniques?

How can listening techniques be interactive?

What are some common techniques for teaching listening?

What makes listening difficult?

Clustering

Redundancy

Reduced forms

Performance variables

Colloquial language

Rate of delivery

Stress, rhythm, and intonation

Interaction


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What kinds of listening skills are taught?

Reactive (listen and repeat)

Intensive (listen on a focused sound)

Responsive (listen and respond briefly)

Selective (listen for particular items in a longer passage)

Extensive (listen for interactive/responsive purposes)

Interactive (listen to discuss, respond, debate)

Principles for teaching listening

Integrate listening into the course

Appeal to students personal goals

Use authentic language and contexts

Consider how students will respond

Teach listening strategies

Include both bottom-up AND top-down listening

Common listening strategies

Looking for key words

Looking for nonverbal cues to meaning

Predicting a speakers purpose by the context

Activating background knowledge

Guessing at meanings

Seeking clarification

Listening for the gist Developing test-taking strategies for listening


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Current issues in teaching oral skills

Conversational discourse

Teaching pronunciation

Accuracy and fluency

Affective factors

Interaction effect

Questions about intelligibility

Questions about what is correct speech

Activity

With a partner/group, look at the strategies given on the handout to you

(or the one you have selected). Briefly plan how you might teach these

strategies to students.

Report back to the whole group on at least two of the activities.

SPEAKING

How to teach speaking?

Which of the four skills (l-s-r-w) do you find to be the hardest?

Unlike Reading or writing, speaking happens in real time.

When you speak, you cannot edit and revise what you wish to say, as you can

if you are writing. (Nunan 2003)

What is speaking?

Productive Skill

Some differences between written and spoken language


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Background toTeaching Speaking

Audiolingual

CommunicativeLanguageTeaching

Linguistic Elements Involved in Speaking

Utterances

Clauses and Phrases

Morpheme

Phonemes

Principles for Teaching Speaking

Focus on fluency and accuracy (depending on objective)

Use intrinsically motivating techniques

Use authentic language in meaningful contexts

Provide appropriate feedback and correction

Optimize the natural link between listening and speaking (and other

skills)

Give students the opportunity to initiate oral communication.

Develop speaking strategies.

Activities

Information gap

Jigsawactivities

Role-plays Simulations

Speaking activities in the classroom

Controlled activities - accuracy based activities. Language is controlled by the

teacher.

Drilling: choral and individual listening to and repetition of the teacher'smodal of pronunciation.


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Guided activities accuracy based but a little more creative and productive. The

output is still controlled by the teacher but the exact language isn't.

Model dialogues Guided role -play

Creative communication fluency based activities. The scenario is usually created

by the teacher but the content of the language isn't.

Encouraging students to speak:

Many students can seem reluctant to speak in the classroom. This can be for a

variety of reasons, including:

Lack of confidence

Fear of making mistakes

Peer intimidation

Lack of interest in the topic

Previous learn ing experience

Cultural reasons.

The teacher must try to overcome these hurdles and encourage student interaction.

The aim should be to create a comfortable atmosphere, where students are not

afraid to speak or make mistakes, and enjoy communicating with the teacher andtheir fellow students.

Techniques to encourage interaction

Pair-work

Group -work

Plenty of controlled and guided practice before fluency activities


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Create a desire and need to communicate

Change classroom dynamics

Careful planning With certain activities y ou may need to allow students time to think about what they

are going to say

After the activity

Provide feedback

Include how well the class communicated. Focus more on what they were able to

do rather than on what they couldn't do.

Sometimes you can record the activity for discussion afterwards. Focus more on

the possible improvements rather than the mistakes.

Note down repeated mistakes an d group correct it. Individual mistakes are

corrected individually

Do drills have a place? Yes, BUT.

Guidelines for Drills

Keep them short

Keep them simple

Keep them snappy

Ensure that students know WHY they are doing the drill

Limit the drill to phonological/grammatical points

Ensure that they lead to a communicative goal

DONT OVERUSE THEM


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READING

How do we read?Some assumptions about reading:

The nature of reading

Reading aloud Silent reading

Manner Utterance of every word Silent

Speed Usually slow Usually fast

Purpose Usually to shareinformation

Usually to get information

Skills involved Pronunciation and

intonation

Skimming, scanning, predicting ;

Guessing unknown words ;

Understanding details; Understanding

relations between sentences and

between paragraphs; Understanding

references; Understanding inferences

Activity type Collective activity Individual activity

Management in

the classroom

Easy to manage as it can

be observed and heard

Difficult to manage as teachers

cannot see what is going on in the

students minds

What do effective readers do?

Effective readers:

have a clear purpose in reading;

read silently;

read phrase by phrase, rather than word by word;


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Writers

meaning

Visualsignal

Readers

knowledge

Readers

reconstruction

Visual

information

Skills needed in reading Recognising the script of a language;

Understanding the explicitly stated information;

Understanding conceptual meaning;

Understanding the communicative value (function) of sentences;

Deducing the meaning of unfamiliar lexical items;

Understanding relations within sentences;

Understanding references;

Recognising indicators in discourse;

Recognising the organization of the text;

Making inferences.


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In the Bottom-up Model, the teacher teaches reading by introducing

vocabulary and new words first and then going over the text sentence by

sentence. This is followed by some questions and answers and reading aloud

practice.

The Top-down Model

This model of teaching reading is based on the theory in which reading is

regarded as a prediction- check process, a psycholinguistic guessing game

(Goodman, 1970).

In the Top-down Model, not only linguistic knowledge but also background

knowledge is involved in reading.

Therefore, it is believed that in teaching reading, the teacher should teach the

background knowledge first, so that students equipped with such knowledge

will be able to guess meaning from the printed page.

The Interactive Model

This model of teaching reading is based on the theory in which reading is

viewed as an interactive process.

According to the Interactive Model of reading (also called as the Schema

Theory Model ), when one is reading, the brain receives visual information,

and at the same time, interprets or reconstructs the meaning that the writer

had in mind when he wrote the text. This process does not only involve the

printed page but also the readers knowledge of the language in g eneral, of

the world, and of the text types.

Based on such understanding, teaching reading in the classroom dividesreading activities into basically three stages, in which bottom-up and top-down


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Layout and punctuation

Once again, this can present the students with major problems if the rules of

their first language are significantly different from those of English. In reality(despite the many rules) punctuation is a matter of personal style, but totally

incorrect usage can lead to rather awkward and difficult looking pieces of

writing.

To help students learn different layouts of writing, they need to be exposed

to, and be given the chance to practice with many different styles. After

completing a piece of written work, they get to check it over for grammar,

vocabulary usage as well as punctuation and spelling. As with speaking

activities, students will often require planning time for written work.

Creative writing

Many of the same principles need to be applied to writing activities as

speaking activities. If they have no desire or need to write the result is likely to

be somewhat less than spectacular. Creative writing should be encouraged,

as it engages the students and the finished work usually provides them with

the sense of pride. Typical creative writing tasks may include poetry, story

writing and plays.

Although most writing in the 'real world' is an individual act, there is nothing to

stop the teachers assigning students to work in pairs or groups, particularly for

creative writing where the input of ideas from different sources may be helpful

if not necessary.


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Integration on the language skills and language content, language arts andeducational emphases

Activity 1: Answer cultural question and introduce rational for Integrated skills .

Discuss with your partner before you write down your answers. Question: Is the capital of Australia Sydney, Canberra or Melbourne?

Which skills do you use to answer the question? Reading, listening, speaking, writing, thinking, researching, interacting.

Activity 2: DiscussionWhy do we teach Integrated Skills?

Because it is closer to real life communication or It is a more realistic way oflearning a language.

Situation listening speaking reading writingDiscussing amagazinearticle with afriend

Attending alectureRiding abicycle on yourownOrdering ameal in a

restaurant

Activity 5: Discuss in groups of four.

Think of a situation which involves 4 skills and share your idea with your partners


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How Can We Integrate the Four Skills?

The easiest form of integration is within the same medium (either oral or written),

from receptive to productive skills.

Type of medium Receptive Skill Productive Skills

Oral Listening to Speaking

Written Reading to Writing

Complex integration

This involves constructing a series of activities that use a variety of skills. In each of

the activities, there is realistic, communicative use of language.

Topic : interviewing famous people.

Skills :

Listen to an interview

Read a magazine article

Speak, interview a famous film star

Speak, interview each other

Write a magazine article


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an outgrowth of content. However, when small groups negotiate the meaning of the

content and clarify understanding, the language becomes a vehicle for deepening

content comprehension. In order to discuss the content effectively, teachers need toprovide support for students to develop the necessary vocabulary and language

structures. These are acquired through multiple opportunities to apply them in

conversations and activities (redundancy). Grammar is taught in the context of

learning content (e.g. the past tense is taught because students need to discuss

something that happened in the past for a particular project). Language is not taught

as a goal in and of itself, but as a means to improve understanding of the content.

Collaborative structures of the classroom can also be useful for students who need

native language support to grasp the content. Through small group discussions,

students have the opportunity to first comprehend the content in their native

language (thereby developing their native language) before needing to articulate

their understanding (through discussions, projects, presentations) in English.

Research indicates that content knowledge in one language transfers to another,

and that developing students native languages supports growth in English.

Collaboration among teachers also supports students in developing their language

skills. An interdisciplinary project centered on a common theme helps to broaden

students unde rstanding of the content, providing them with more opportunities to

use language to explain that content. Moreover, the vocabulary and language

structures needed to access that content are often reinforced in several classes

when students are engaged in interdisciplinary study, enhancing their ability to use

the language structures and vocabulary in multiple contexts (DeFazio, T., Dunetz,

N., Hirschy, D. (1993).


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Language Arts

Integrating the Language Arts. ERIC Digest.

ERIC Identifier: ED263627

Publication Date: 1985-00-00

Author: Wagner, Betty Jane

Source: ERIC Clearinghouse on Reading and Communication Skills Urbana IL.

Integrating the language arts means providing natural learning situations in which

reading, writing, speaking, and listening can be developed together for real purposes

and real audiences. It is a counterpart in the elementary school for the "language-

across-the-curriculum" movement among high school and college teachers. Because

such a high proportion of elementary classrooms are self-contained, with the

individual teacher responsible for language arts as well as for most of the rest of the

curriculum, the term "integration" seems appropriate to describe elementary school

practice.

In the 1960s and 1970s, partly in response to the success of the integrated day

curriculum in Great Britain, the claims of the many advocates of language arts

integration began to be supported by an increasing body of respected research.

During this same period, however, a counter trend developed, namely, an

intensification of the conventional "subskills" approach to language arts instruction.

In this approach, processes such as reading and writing are segmented into tiny

components that are taught and tested as discrete units, discouraging efforts to

teach the language arts in a holistic and natural way--to integrate them.


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Studies of first language acquisition of pre-schoolers demonstrate that children learn

to use language not primarily as passive imitators, but as active agents constructing

their own coherent views of the world. Children form hypotheses to try them out innatural contexts such as when a four-year-old puts all past tense verbs into a regular

pattern (e.g., cutted, eated, goed) even after having previously used the irregular

forms correctly (cut, ate, went). Many psycholinguists explain such phenomena by

positing that infants are born "wired" to seek meaning and generalizable patterns in

their language-saturated milieu. When they discover a pattern, they try to extend it.

Major studies in emergent literacy have documented a similar search for pattern and

meaning among preschoolers as they begin to pay attention to print. Even as young

as two years old, a child can become aware of the difference between a written story

and an oral narrative. Scollen and Scollen (1981) documented their daughter

Rachel's transition from an informal oral account of her experiences to her "reading"

of her own scribbles as "Once upon a time there was a girl named Rachel...." When

children first create scribbles, they expect them to carry meaning, as Marie Clay

(1975) noted in her observations of children who, assuming that any adult should be

able to read, asked her to "read" what they had "written" (i.e., scribbles). Thus, even

before children are literate, they generate hypotheses about how written language is

supposed to work. Charles Read's (1971) and Glenda Bissex's (1980) observations

of children's development of invented spelling also support the belief that a child

learns language in natural contexts for the child's own purposes.

Classroom-based research--longitudinal, ethnographic, case study, and classic

control-group comparisons of student performance under various instructional

conditions--also supports integration of the language arts. Donald Graves's and Lucy

Calkins's case studies of writing show the energizing effect of oral interaction


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surrounding literacy events. Graves (1983) has convincingly demonstrated that

children who are writing instead of going through a basal reader are learning to read

at least as well as the other children and at the same time are learning to write.Numerous other studies (King and Rentel, 1980, Clay, 1982) demonstrate that

development of writing and reading are rooted in oral language.

Teachers have long been aware of the usefulness of oral prereading activities, such

as Directed Reading Thinking Activities (DRTA), to generate questions prior to

reading. This strategy has helped children learn to predict and thus read more

efficiently. Teachers who have participated in Writing Projects have seen how writing

can be used as an effective prereading activity, just as reading can be a powerful

prewriting tool. Oral language throughout both reading and writing helps children

maintain focus and interest. George Hillock's (1984) meta-analysis of studies that

compare strategies in writing instruction also demonstrates the value of integrating

the language arts.

Three influential theorists and researchers--Kenneth Goodman (1967), Frank Smith

(1983), and James Moffett--have translated into ideas for teaching many

psycholinguistic insights into reading, writing, and oral language. In STUDENT-

CENTERED LANGUAGE ARTS AND READING, K-13, Moffett and Wagner (1983)

remind teachers that "language learning is different from other school subjects. It is

not a new subject, and it is not even a subject. It permeates every part of people's

lives and itself constitutes a major way of abstracting. So learning language raises

more clearly than other school courses the issue of integration" (p.38).


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How Can The Language Arts Be Integrated?

Learning information about some aspect of language is not the same as developing

language abilities, nor are drills, exercises, or workbooks a substitute for the acts oflistening, speaking, reading, or writing in real communication settings. A good way to

integrate the language arts is to focus on something else--the study of flight, or cats,

or the water cycle, or energy-giving foods, or Boston in 1773, for example. If the goal

is to experience a particular piece of literature, then the teacher should set up

different ways of understanding that work through listening, speaking, reading and

writing. For example, James Lincoln Collier's MY BROTHER SAM IS DEAD can be

explored through a drama on the Boston Common in December 1773, involving the

class in role-playing, pantomime, and diary writing.

When focusing on something other than language, the teacher needs to provide an

environment rich with resources for making language connections. For example, a

kindergarten teacher can provide opportunities to see print in context by labeling the

objects in the classroom. In the primary grades natural occasions for reading and

writing occur with the daily schedule, charts of classroom task monitors, or lists of

the names and addresses of the class. The language experience approach to

reading integrates the language arts in a way that improves not only reading but

writing as well, because children see the purpose of both. Diaries, learning journals,

records of observations-- all will prepare children for later science lab reports. As

children write true and invented stories, using almost anything inside or outside the

classroom as a stimulus, they develop language fluency.


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Also promoting integrated language learning are small group tasks, such as

generating a list of questions for research, responding to first drafts of writing,

discussing the meaning of stories or poems, deciding how to prepare a group report,editing one another's work for publication, and planning a readers theatre or other

type of rehearsed reading.

School environments for integrated learning must be safe and structured, with ample

opportunities for long periods of reading, writing, and carrying on task- or topic-

oriented conversations in the classroom. Teachers can serve as models by engaging

in all of these activities with their students. Children can learn subskills efficiently

within meaningful interactions with others and with print. Their understandings of the

language arts become integrated through processes that are themselves wholes

rather than fragments.

FOR MORE INFORMATION:

Bissex, Glenda L. GNYS AT WRK: A CHILD LEARNS TO WRITE AND READ.

Cambridge, MA: Harvard University Press, 1980.

Calkins, Lucy McCormick. LESSONS FROM A CHILD: ON THE TEACHING AND

LEARNING OF WRITING. Exeter, NH: Heinemann, 1983.

Clay, Marie M. WHAT DID I WRITE? Exeter, NH: Heinemann, 1975.

Ferreiro, Emilia, and Ana Teberosky. LITERACY BEFORE SCHOOLING. Exeter,

NH: Heinemann, 1982.

Goodman, Kenneth. "Reading as a Psycholinguistic Guessing Game." JOURNAL

OF READING SPECIALIST 6(1967): 126-35.


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Graves, Donald H. WRITING: TEACHERS AND CHILDREN AT WORK. Exeter, NH:

Heinemann, 1983.

Hillocks, George, Jr. "What Works in Teaching Composition: A Meta-Analysis ofExperimental Treatment Studies." AMERICAN JOURNAL OF EDUCATION 93

(November 1984): 133-70.

King, Martha L., and Victor Rentel. HOW CHILDREN LEARN TO WRITE: A

LONGITUDINAL STUDY. Final Report to the National Institute of Education 1981.

ED 213 050.

Mellon, John. "Language Competence." In THE NATURE AND MEASUREMENT OF

COMPETENCY IN ENGLISH, edited by Charles Cooper. Urbana, IL.: National

Council of Teachers of English, 1981. ED 203 369.

Moffett, James, and Betty Jane Wagner. STUDENT-CENTERED LANGUAGE ARTS

AND READING, K-13. 3d ed. Boston, MA: Houghton-Mifflin, 1983.

Read, Charles. "Pre-School Children's Knowledge of English Phonology."

HARVARD EDUCATION REVIEW 41 (1971): 1-34.

Scollen, Ron, and B. K. Suzanne Scollen. "The Literate Two-Year-Old: The

Fictionalization of the Self." In NARRATIVE, LITERACY AND RACE IN

INTERETHNIC COMMUNICATION. Norwood, NJ: Ablex, 1981.

Smith, Frank. ESSAYS INTO LITERACY. Exeter, NH: Heinemann, 1983.


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Understand the nature of reading as a constructive process that involves

interactions among reader, text, and context.

Includes factors affecting the readers construction of meaning through interactions

with text (e.g., readers prior knowledge, experiences, sociocultural background); the

nature, genre, structure, and features of a text; the context of the reading situation;

purposes for reading; the application of various kinds of information to determine

word meaning, such as word structure (e.g., recognize words from phonetic

analyses, linguistic knowledge, and the context of the word) and context clues; and

integration of textual information from within sentences, and/or within a whole text,

with information outside the text and with the readers prior knowledge.

Understand reading strategies for constructing meaning.

Includes an understanding of reading miscues (e.g., an ability to distinguish among

different types of miscues, an understanding of how miscues reflect weaknesses in

one or more reading strategies, an ability to recognize reading miscues that reflect

dialect variation); an understanding of the different models of the reading process

that emphasize strategies for reading rather than skills (e.g., psycholinguistic models

versus skills models); and strategies for helping less proficient readers use and

integrate reading strategies.

Understand strategies for constructing meaning from a variety of texts and for

a variety of purposes.

Includes the use of different reading comprehension strategies for different purposes

(e.g., reading a textbook to review for a test versus reading for enjoyment);techniques for monitoring comprehension of different kinds of texts; techniques for


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Understand the diversity of literary traditions and texts.

Includes recognizing characteristic features of literary works according to their styles,

historical periods, cultural origins, and ethnic traditions; recognizing ways in which

themes or traditions of a literary work both reflect and transcend its time and place of

origin; understanding key characteristics of literary genres and their uses as sources

of inspiration or modeling in writing; exploring and respecting commonalities and

differences among people through literature; principles for selecting literature for

specific purposes; and understanding how readers gain insight into themselves and

others and learn to appreciate others points of view.

Understand literature for children and adolescents and issues related to these

types of literature.

Includes characteristic features associated with major works, authors, and genres of

literature for children and adolescents; criteria for evaluating such literature (e.g., in

terms of stere otypical images, authentic portrayals, literary quality, readers

responses); real-world uses of such literature (e.g., to promote cultural awareness,

address student issues, generate ideas for writing); and techniques for integrating

such literature into the language arts program and other content areas.

Understand literary and linguistic implications of mass media.

Includes forms, purposes, and characteristics of mass media (e.g., advertising,

videos, television); the expression of social and cultural values through mass media;

effects of mass media on public values, attitudes, and expectations; the critical

examination of mass media messages; and issues related to the effects of massmedia on children and young people.


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Understand literature and language through presentational experiences.

Includes the presentational forms of oral interpretation; techniques for developing an

appreciation of literature through oral interpretation (e.g., choral reading, storytelling,

readers theater); types and characteristics of prose, poetry, and drama used in oral

interpretation; creative drama techniques (e.g., improvisation, role playing, creative

movement) appropriate for language arts activities; the use of audio or visual

technology to present and interpret literature; and the use of visual media to explore

literary responses.

Understand significant aspects of the history and structure of the English

language.

Includes major developments in the history of the English language (e.g., the change

from a highly inflected language to a word-order dominated language; contributions

of other languages such as Latin, Greek, French, and native American languages to

English structure and vocabulary; the history of and variations among English

dialects such as Black English and Appalachian English); significant aspects of

structure (e.g., distinction between grammar and usage, effective syntactic

alternatives, major grammatical terms, grammatical aspects of punctuation and

usage); steps in the acquisition of language, including learning English as a second

language; and strategies for helping students use the syntactic resources of

language effectively and appropriately.

Understand the sociopolitical aspects of languoge use.

Includes ways in which language can affect thinking and perception (e.g., the use ofthe generic he); how the use of language relates to issues of age, religion, gender,


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design, implementation, and interpretation of assessment procedures and

instruments.

2013 Hope College Department of Education| Van Zoeren 2nd Floor | 41 Graves Place | Holland,MI 49423 [email protected] | phone: 616.395.7740 | fax: 616.395.7506

Leer ms: http://www.monografias.com/trabajos17/integrated-skills/integrated-skills.shtml#ixzz2Yh56Y26c

TASKS:

1. Compare and contrast the thematic approach in KBSR and the modular

framework in KSSR syllabus.

2. Review and design activities with focus on techniques and ideas from Years 1

3 relevant to LTP.

3. Discuss the techniques and ideas from Years 1 3 relevant to LTP that can

be used in the teaching of language arts.4. Discuss and present ways to integrate vocabularyand language skills, and

gramar and language skills in the classroom.
mailto:%[email protected]://www.monografias.com/trabajos17/integrated-skills/integrated-skills.shtml#ixzz2Yh56Y26chttp://www.monografias.com/trabajos17/integrated-skills/integrated-skills.shtml#ixzz2Yh56Y26cmailto:%[email protected]


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TOPIC 2 SCHEME OF WORK

LEARNING OUTCOMES


List and explain the component of the syllabus

Create a mind map of the organisation of the syllabus

State the relationship between the syllabus items and the curriculum

specifications

Discuss how the four language skills could be integrated in a lesson

Prepare a SoW according to the format integrating the four language skills

Definition of a scheme of work:

According to Teaching English:

A scheme of work is a plan that defines work to be done in the classroom. Involving

learners in defining a scheme of work, whether for a short project or a long course, is

an important step towards motivation and involvement.

Example

Before starting a project, a group works on defining a scheme of work for it.

In the classroom

Questions to ask learners for a scheme of work include:

What are your aims?

What do you want to produce?

Who is going to do what?


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How to Write a Scheme of Work

Edited by Karen Lancaster, Versageek, Andy Zhang, Sondra C and 5 others

A scheme of work is your plan of what you will teach during every lesson throughout

the academic year. It is a vital and useful document which you will need to produce.

STEPS:

1. Check if your place of work has a proforma . They may have a special way

they like the schemes of work to be laid out, and/or have a template available. This

will make your life easier.

2. Check other people's schemes of work . Ideally, look at a scheme of work

left by your predecessor, but if one isn't available, look at a colleague's scheme of

work.

3. If creating a scheme of work from scratch, then create a word document

and put a table in it, or create a spreadsheet . Give yourself 5 columns: Date,

Lesson content, Key Skills (if it's embedded), Resources, and Assessment

4. Begin by breaking down the year into chunks . How many modules do you

need to teach? Three modules breaks down nicely into one module per term. Allowyourself a couple of weeks at the end for revision and assessment - or games. Allow

a week at the start for introductory stuff.

5. Within each module, break down into further chunks . E.g. you might

break down a Sociology module on The Family into the following chunks:

* Marriage & Divorce
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* Births & childhood

* Domestic abuse

* History of the family* Marxist viewpoints

* Feminist viewpoints

* Functional viewpoints. 6

6. Decide how long you'll need for each of these chunks . If the above

module is lasting one term, then you'd have about 2-3 weeks per chunk.

7. Now within each chunk, decide what lessons you could do . Try to offer a

variety of practical, theoretical, group work, single work, and teacher-led work. For

the chunk on Marriage and divorce, you might have:

o students draw their own family trees

o Teacher explains theory and students take notes

o Discuss why marriages are losing popularity

o Find textbooks on marriage and create posters using the information

o Look at official statistics & answer questions

o Use Internet to produce leaflets

o Write quizzes / crosswords for each other8

8. Do this for every chunk, and for every module, and fill in the bare bones

into the 'Lesson content' column on your document .

9. Now think about what resources you'll need . Textbooks? Large paper and

felt tips? Computers? Write these in the Resources column.


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It is likely to get commitment to improvement . Subject centred discussion

on how to teach well is at the heart of a teachers role, teachers usually enjoy

being involved in practical development in their own subject area.

Teams share best practice so the best teaching methods are available to all

It raises expectations of teaching quality . Active schemes of work can

raise expectations of what it means to teach well, as well as showing how this

can be done.

It stores best practice. Good teachers who leave the college leave behind

their methods for others to benefit from and enjoy.

It supports beginning teachers. Novice teachers are given effective

methods to adopt, and to learn from.

It promotes professional development. Writing the scheme promotes

subject centred discussion on effective teaching and so develops staff.

Tasks:

1. Create and present mind maps or other Graphic Organiser to show the

organization of the English Language syllabus. Match appropriate

curriculum specifications to the syllabus items.

2. Compare and contrast samples of SoW.3. Assess and rectify a flawed scheme of work.

4. Design a scheme of work for a year; a semester and a week.


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Questioning Skills

Redirection

Set of related facts

Higher order

Prompting

Seeking clarification

Refocusing

Features of an Effective Lesson Conclusion:

Main points of the lesson are summarised (by teacher or students)

Student learning is assessed (in relation to lesson objectives)

A sense of achievement is created

Creating Classroom Lesson Objectives That are SMART

By following the SMART acronym, teachers can make objectives more effective,

paving the way to a better lesson and greater student achievement.

ByRichard Stowell

It is a given among instructional designers that every lesson needs an explicit

objective. Classroom teachers often need to create their own lessons, and thus their

own objectives. A typical elementary, middle, or high-school lesson , lasts anywhere

from 20 to 90 minutes. During that time, teachers should keep tasks focused around

the objective of the lesson in order to maximize student learning. Good objectives

are SMART: Stated, Measurable, Aligned, Rigorous, and Taught.
http://suite101.com/richard-stowellhttp://suite101.com/article/motivating-high-school-students-a15922http://suite101.com/article/motivating-high-school-students-a15922http://suite101.com/article/motivating-high-school-students-a15922http://suite101.com/richard-stowell


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assessment of some kind. Measuring will help students and teachers determine if

they learned what was intended.

Objectives can embed a performance criterion, such as, "students will identify

mammals from among other animals in 9 out of ten attempts." Or, the objective may

imply a performance standard: "students will solve one-step equations in one

variable."

Lesson Objectives are Best When Aligned to Activities

The SMART objective is aligned, or tied, to every component of the lesson. It stands

to reason that verbalized and visible lesson objectives are tightly connected to the

activities and material being presented. Common words, especially verbs should

reinforce the connection.

For instance, if the objective (for a 6th-grade language arts lesson) is that students

compare features of different cultures in an expository text, then activities should

make use of the verb compare in directions and within the work. Alignment should

be given consideration when designing activities, but it begins by creating objectives

that are easily adapted to learning tasks.

Student Learn When Objectives are Rigorous

Learning can only be achieved when students cognitive faculties are challenged at

an appropriate level. Thus, rigor is a key element of good lesson objectives. Rigor

will look different at each grade level , and even for each student, but the challenge

aspect must be present in order to get students to advance and learn new things.
http://suite101.com/article/measuring-course-objectives-with-standards-a169561http://suite101.com/article/measuring-course-objectives-with-standards-a169561http://suite101.com/article/rigor-in-the-curriculum-a75665http://suite101.com/article/rigor-in-the-curriculum-a75665http://suite101.com/article/rigor-in-the-curriculum-a75665http://suite101.com/article/rigor-in-the-curriculum-a75665http://suite101.com/article/rigor-in-the-curriculum-a75665http://suite101.com/article/measuring-course-objectives-with-standards-a169561


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Typically the scheme for each year is broken down into six units of work each lasting

half a term.

The scheme should: Reflect the agreed teaching philosophy of the department using it;

Be clear, concise and realistic, i.e. focussed on the practical and do-able;

Provide breadth and balance across all aspects;

Take account of learner differences (background/aptitudes/learning styles);

Support teachers in their short-term planning;

Be seen as a working document to be reviewed and updated each year.

As has been pointed out previously, the framework charts in this curriculum guide

are not, in themselves, a scheme of work. Rather they should be seen as offering a

structured bank of material, based on sound pedagogical principles and related to

the main national assessment frameworks. They thus provide substantial support for

colleagues in developing an up-to-date scheme of work suited to their own context

and to the needs of their pupils.

If you are producing a scheme of work for the first time, you may find the following

step-by-step approach useful:

1 Getting an overview:

On one side of A4 create rough outline and headings for (6) units of work to

be taught over the year.

(Refer to exam specifications, textbooks and other documents including this guide.)


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2 Deciding on format:

Usually schemes of work are set out in the form of a grid as in the framework

charts. This makes it easy to refer across and see how the elements fittogether. An alternative is to simply list information under headings. Your

department or school may, of course, have its own established format that

everyone is expected to follow

3 Creating a unit:

Break unit down into sections and specify main contexts and learning

objectives.

Decide how many lessons/weeks should be devoted to each.

Specify for each National Curriculum Attainment Target (Listening, Speaking,

Reading, Writing) the level or range of levels aimed at within the unit. You

might also find it useful here to note targets in relation to the Asset Languages

scheme.

Identify key structures and vocabulary bearing in mind range of levels within

class and highlighting

points which may require particular attention. It is useful to indicate what

language is core and what is extension material for higher attainers (e.g. byusing italics).

Map on activities from textbooks and other sources, which are relevant and

useful, as well as material you have produced, bearing in mind importance of:

o Catering for range of attainment levels and for different learning styles;

o Balancing teacher and pupil centred work;


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Review list of key structures and vocabulary and, if necessary, revise as

appropriate (It may be that activity or text you have chosen requires teaching

of language points not already specified).

Add any resources not already mentioned including websites and reference

material.

4 Developing and reviewing the scheme of work:

Move on to create further units bearing in mind that developing a scheme of

work is an ongoing

process. Aim to get the basics in place and then flesh it out gradually.

Keep the scheme of work in a ring binder. This makes it easy to slip in extra

pages or reminders

about changes/additions to be made.

Once a unit or scheme has been created, aim to review it every one to two

years.

A word of encouragement

Although creating a good scheme of work requires thought and effort, it will save you

time in the long run and give you confidence in your teaching!

TASKS:

1. List words that are specific for writing an objective for a lesson. Write specific

aims and objectives of a chosen topic.

2. Select and adapt techniques, strategies and activities for a chosen topic.

3. Critically review a lesson plan and discuss the importance of lesson planning.


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4. Read and compile noted on material selection, adaptation and exploitation.

5. Select a topic from the primary school English syllabus and design an

integrative activity.6. Select a topic from the primary school English syllabus and plan a draft of a

lesson plan and present the lesson. Conduct a peer evaluation assessing the

lesson plan.


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TOPIC 4 FORMATIVE ASSESSMENT AND FEEDBACKSTRATEGIES

LEARNING OUTCOMES


Explain what formative assessment is;

Identify and explain different strategies used for formative assessment in the

language classroom;

Identify the different types of feedbacks and rationalise their use;

Recognise the suitable strategies in selected teaching-learning situation

FORMATIVE ASSESSMENT

If the teacher doesnt change the instruction when needed, its notformative assessment. Its just activity.

Teacher Reflection

Ask , yourself, Am I teaching so that students will learn or am I teaching just so that I

can cover the required material? (Rick Wormeli, 2006)

COVERAGE UNDERSTANDING

Memorization does not lead to transference.

Student Reflection

Student reflection is very important .

We must save to the hard drive

Reflection helps to place information into long-term memory,

Students will have to do something with that information soon a f te r be ing exposed

to i t for the very f i rs t t im e.


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They will have to reflect, respond, record, tell, describe, illustrate, explain, discuss,

summarize, draw, use, re-organize, predict, hypothesize, evaluate, and/or judge

(Reflect and Make a Connection)

Formative Assessment

Formative assessment is assessment FOR learning, not OF learning

It is an on-going process used during instruction

It provides students with feedback

It informs decision-making for future teacher instruction and student learning tactics

When and how often should I use a formative assessment ?

Once or twice during a class period

Midway and at the end of a class period

Every time you switch a topic

At the end of your students focus time

Any time you see you sense uncertainty, or confusion in students

Questioning Formative Assessment Strategies

Make a Connection

After a mini -lecture, class discussion, text reading, video, or PowerPoint

Have students make their own connections and share with the class

Compare two characters, two books, two authors styles

Note a sequence

Predict a future outcome

Recognize a cause or effect


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Quick Writes

Quick Writes involve asking a question, giving people a set amount of time for

responding (usually between one to ten minutes), and either hearing or reading theresponses. The quick write can be modified endlessly, depending on circumstances.

- critical thinking warm-ups: use the quick write at the start of a class to

get students focused on a new concept, or the material from last class,

or preparatory reading material, etc.

- student-directed quick writes: have students lead the quick write

session, having prepared a question in advance and thought through a

method for fielding the responses

- class-closers: as with the warm-ups, use the quick write to prompt

reflection through summary, synthesis, explanation, a question

A Quick Write

Promotes spontaneity and freedom in writing.

Encourages writing as a habit or practice.

Promotes critical thinking and focus.

Gives students time to collect thoughts before verbalizing to others.

Saves time for instructors since quick writes do not necessarily have to be read by

the latter. Students can respond verbally from their quick writes (reading directly

or using the piece as a touchstone) or get peer response in groups.

Provides a basis for collaborative peer work

Students can also DRAW instead of write


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One Minute Essay

The One-Minute Essay can be used at the beginning (or end) of a class to help

students focus on the matter at hand and get them thinking.

Ask them to summarize the main point of the last class (providing a bridge to the

current lesson) or summarize a reading. The point is to get them writing/thinking

immediately.

Have them exchange their One-Minute Papers with a partner and ask for a follow-

up quick write that synthesizes the views.

Ask for a few randomly-selected samples and discuss them.

Look for accuracy, precise language, and conciseness.

Ask them what do you mean?

At the end of class, they can be used to summarize the information learned. You

can take them up and quickly group students by readiness for the next day or

clear up any misconceptions.

Four Corners (modified)

In a four corners classroom, the instructor thinks of four or more options concerning

a particularly controversial topic OR four options about the students level of

understanding.

At any time in the class, students can be asked to choose a corner of the

classroom that relates to how well they understand the lesson (Ive got it. I have

one question. Im confused. Im lost) Students then briefly discuss what they

understand, what their question is, where they got lost.

The teacher can ask students to share with the class or quickly visit each corner


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to see what additional instruction needs to be done.

This can be sued for immediate intervention and for placing students in readiness

groups for the next lesson.

Four Corners (Traditional)

If about a controversial issue, the instructor labels the four corners of the classroom

with these options. For example, the options could range from strongly agree,

agree, disagree, and strongly disagree .

The instructor hands out 3 5 cards to each student and asks them to jot down

their choice on one side of the card and, when asked, to read out their choice.

After making their choice, students will be required to write out the reasons for

their choice on the other side of the card. Students could be allowed four or five

minutes to do so.

The instructor then asks them to gather in the corner of the room that corresponds

to their choice.

In each corner, students form groups of three or four each, to discuss the reasons

for selecting a particular choice.

After two or three minutes of discussion, students could be randomly called on

one at a time to give simple, one sentence statements supporting their choice.

The instructor then clears up any misconceptions.


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comment or correction of a particular behaviour is necessary, clear justification

for an alternative approach should be provided. The giver of the feedback should

always check that the receiver has fully understood the points being made.

An acronym to help remember how to give effective feedback is " CORBS" : Clear;

Owned; Regular; Balanced; and Specific (Hawkins & Shohet, 1989).

Clear - try to be clear about what the feedback is that you want to give. Being

vague and faltering will increase the anxiety in the receiver and may not be

understood.

Owned - The feedback you give is your own perception and not an ultimate

truth. It therefore says as much about you as it does about the person who

receives it. It helps the receiver if this is stated or implied in the feedback, e.g. I

found that rather than Its obvious that

Regular - If the feedback is given regularly it is more likely to be useful .If this

does not happen there is a danger that grievances are saved until they are

delivered in one large package. Try to give the feedback as close to the event as

possible and early enough for the person to do something about it, that is, do not

wait until someone is leaving to tell them how they could have done the job

better.

Balanced - It is good to balance negative and positive feedback and if you find

that the feedback you give to any individual is always either positive or negative,

this probably means that your view is distorted in some way. This does not mean


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that each piece of critical feedback must always be accompanied by something

positive but rather a balance should be created over time.

Specific - Generalised feedback is hard to learn from. Phrases like, You talk

too much can only lead to hurt and anger. You talk too much to the client while

you are administering an assessment gives the receiver some information w hich

he or she can choose to use or ignore. Physiotherapy provides Examples of Key

Performance Indicators - a useful, comprehensive (but not exhaustive) list of

specific behaviours - on which to hinge feedback.

Another simple acronym for remembering how to give effective feedback is the

KSS (kiss) approach. It is particularly useful in the early stages of a students

development.

When giving feedback to the student, organise it in the following way:

Keep doing what you are doing right (name the specific

behaviour/s)

S top doing what you are doing incorrectly (name the specific

unwanted/changeable behaviour/s)

S tart doing what you need to do to improve your performance

(name specific desired behaviour)

Feedback that is effective will:

be expected by students;


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be ongoing - provided throughout the placement;

be related to learning goals, standards and criteria set for the

placement;

include specific recommendations for improvement;

be provided when the behaviour is still fresh in the students

memory;

relate to behaviours that are remediable;

deal with specific problems rather than generalisations;

deal with decisions and actions rather than assumed intentions

or interpretations;

be based on information which is objective by first hand

observations;

be constructive and change-focused;

start and end with positives, be encouraging;

be sufficient - both often enough, and in enough detail;

be focused on students performance, on their learning and on

actions under their control, rather than on the students

themselves or their characteristics;


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be timely in that it is received by students while it matters to

them and in time for them to pay attention to further learning or

receive further assistance;

be appropriate to the purpose of the learning experience, and

to the relevant criteria for success;

be appropriate in relation to students understanding of what

they are supposed to be doing;

be received and understood by students; and

be documented if appropriate and followed up at a later date.

Please remember that no m at ter how wel l you giv e feedback, indiv iduals

wi l l react d i fferent ly to you r com men ts .

How do I provide feedback?

Feedback can be provided in a number of ways and forms.It can be:

Written - notes written on students written work/ report;

Verbal;

Non-verbal e.g. directing a position or hand movement;

Formal/ informal - planned e.g. supervision session, or not planned

e.g. in car on way home from home visit, over a lunch break;


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However when providing feedback later in the placement you may want to

utilise the following techniques:

Ask them to tell you what they got right and wrong;

Provide less feedback about outcome and more about quality; and

Expect consistency and efficiency.

TASKS:

1. Read and compile notes in your portfolio on the different types ofstrategies used for formative assessment in the language classroom.

2. Describe a teaching-learning scenario and the suitable feedbackstrategies used.


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TOPIC 5 EXPLOITING TEACHING RESOURCES

LEARNING OUTCOMES


Identify and talk about the different resources available for teacher;

Explore and exploit free multimedia and digital resources available for use by

teacher;

Evaluate the relevance and suitability of available resources;

Thinking questions

1. Why do teachers need to select teaching materials?

2. When do teachers need to adapt teaching materials?

Why must selection and adaptation be done?

Selection and adaptation is much related to reading

To read means to look at and understand the meaning of written or printed

words or symbols.

Oxford Advanced Learners Dictionary

Reading = reading and understanding, reading without understanding is not

reading; it is translating written symbols into corresponding sounds

Penny Ur

Therefore careful selection and adaptation of reading text is important in making the

text accessible to the pupils.


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Selecting a text

The process of selecting a text to be used in the classroom should meet the

following criteria: meets the syllabus requirement

relates to the topic as stated in the scheme of work

relevant and appropriate information is available in the text

The aim of selecting a text is to enable pupils to read and comprehend the literal and

inferred information in the text

What is adaptation?

The process of finding an authentic text which can be of interest to pupils, and

bringing some modifications to it in order to make it usable as the basis for

teaching and conducting in-class reading activities.

Why Adapt?

ESL pupils sometimes have difficulty in understanding texts and instructions

in English, especially at the lower primary levels (language)

Some ESL pupils come to schools with limited exposure and experiences

(content/context)

When all pupils are able to understand and participate actively in reading a

given text, the lesson becomes effective


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4. Extension:

where the material is lengthened in order to give it an additional

dimension. (For example, a vocabulary is extended to draw attention tosome syntactic patterning.)

5. Rewriting/modification:

teacher may occasionally decide to rewrite material, especially

exercise material, to make it more appropriate, more communicative,

more demanding and more accessible to their students.

6. Replacement:

parts of a text or exercise material which is considered inadequate, for

whatever reason, may be replaced by more suitable material. This is

often taken from other resource materials.

7. Reordering:

teachers may decide that the order in which the texts are presented is

not suitable for their students. They can then decide to plot a different

course through the texts from the one the writer has laid down.

8. Branching:

teachers may decide to add options to the existing material or to

suggest alternative pathways through the activities. (For example, an

experiential route or an analytical route.)

Conclusion

Teachers need to know how and to have the initiative to evaluate, select and adapt

teaching materials. Very often, with a heavy workload, teachers simply do not have

the time or energy to do anything beyond lesson planning and marking students


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homework. Without explicit encouragement from authorities, many teachers do not

make an effort to evaluate and adapt textbooks and other teaching materials.

TASK:

1. Compile notes on the different types of resources available for teacher

in print and in digital format. Transfer the information gathered from the

notes into a suitable Graphic Organiser.

2. Identify a list of websites available for teacher and provide overview of

the website.

3. Discuss criteria used in evaluating language resources for use in the

classroom.


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TOPIC 6 Macro/Micro-teaching

LEARNING OUTCOMES

By the end of conducting the micro-teaching session, you will be able to:

Identify the stages in a macro/micro teaching session

Describe suitable activities for each micro/macro teaching session

Give comments on teaching sessions observed

Reflect orally the strengths and weaknesses of lesson observed and carried

out.

Students are to prepare and conduct a micro-teaching session in the class. They

are then to reflect critically on the teaching and the resources used in the lesson.


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through teaching guides and talking to colleagues

Read literature on literacy instruction (i.e. The Book Whisperer by Donalyn Miller)

It is important to become more knowledgeable about literacy instruction as anelementary school teacher because in the first few years of school, literacy is an

important foundation for students to develop. Students often need someone to

inspire them and assist them in developing a love for reading. Strong literacy

instruction in their formative years will ultimately help them throughout the rest of

their schooling and is something they will carry with them for the rest of their lives. I

understand that this will be one of my responsibilities and I feel as though in better

educating myself, I will ultimately be better equipped to teach my students. I feel as

though I can accomplish this through exploring the literature, being creative with my

Language Arts curriculum and bringing my own passion for reading into the

classroom.

Goal: Map out and follow a personal wellness-model, balancing the different roles in

my life

Objectives-

Be physically active 4 -5 times per week.

Keep track of tasks that must be completed each week on a to -do list

Limit my intake of staff -room treats to once per week.

Initiate two conversations per day with a family memb er or friend that is non-work

related.

Complete school related tasks by no later than 6:30 -7 pm, 4 out 5 weekdays.

In order to ensure that I am the best teacher possible, it is essential for me to take

care of myself, taking into account all aspects of my life and all of the roles that I


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Goal: To integrate technology in purposeful ways in my lessons/units

Objectives to meet goals-

Provide opportunities for students to complete self -assessments and peerassessments online

Create a classroom blog/discussion board for students to use frequently throughout

the course of the year

Attend an Assistive Technology workshop/PD session in order to become more

familiar with technology to support students with a range of learning needs

Create a unit of study for each subject area where technology is essential for

successful completion

Since we will be teaching 21st century learners in our classrooms, I feel that it is

imperative for them to be exposed to technology on a regular basis. This technology

should be used in an appropriate manner and in ways that will enhance their learning

experiences. In making small steps and in being determined to become more

knowledgeable in this subject area, I will be more likely to succeed in having

technology become a regular part of my classroom. In focusing on creating projects

that are enhanced or better carried out by the use of technology, it will become

easier to integrate technology and make connections with curriculum in a purposeful

way.

Goal: To incorporate ongoing assessment into my teaching practice

Objectives to monitor progress-

Design units that require the use of feedback loops to inform students of their

progress.

Develop rubrics with students in order to allow them to be a part of the evaluation


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process.

Model for students how to provide feedback that explains to someone h ow they are

doing as well as areas where the work can be improved. Keep criteria concise so that tasks or activities do not become overwhelming for the

students

Use various ways to assess my students

Review literature that exists on the wide range of assessment approaches

It is important for students to have opportunities to improve upon their work and at

the same time it is important for teachers to see the student growth that occurs over

time. Therefore, it becomes important for evaluation to be more than just a one-shot

deal. It is important to find the value that comes from providing students with

continuous feedback in order for them to understand what they are doing well and

areas where they may need more work. Ongoing assessment allows for this to

happen and I feel as though it should be something that I strive towards in my

practice. I think that by allowing students to participate in the assessment process, it

ultimately provides them with an opportunity to assess their progress.

http://studentspseanna.blogspot.com/2010/04/teacher-professional-growth-plan.html

Task:

1. Plan a professional development programme that fulfill ones needs and

Tsl3110 linking theory to practice

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