Syllabus · Web viewCourse Design Reading Guide Table of Contents Syllabus3 English Guidelines 28...

Course Design Reading Guide

Table of Contents

Syllabus....................................................................................................................3

English Guidelines ...............................................................................................28

Unit 1......................................................................................................................31

Unit 2......................................................................................................................45

Unit 3......................................................................................................................48

Unit 4......................................................................................................................66

Unit 5......................................................................................................................81

Unit 6......................................................................................................................86

Unit 7......................................................................................................................94

Unit 8......................................................................................................................99

Workshop II........................................................................................................104

Unit 9....................................................................................................................109

Unit 10..................................................................................................................113

Workshop III.......................................................................................................123

Unit 11..................................................................................................................170

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Syllabus

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Course Design SyllabusMerrilee Brinegar

[email protected]: MerrileeAnn 010-2622-1924www.TesolTime.com (password: watermelon) Telegram channel:

Synopsis and Purpose:Most teachers rely on others to design programs of study and later question why decisions such as the textbook being used, the type of assessment used, the course objectives, etc. were made the way they were. This course is designed to give teachers and educational leaders the skills they need to make informed decisions about course objectives, materials, assessments, and teaching techniques that will benefit their learners. This course provides a base for further work in materials, methodology, testing/assessment, and instructional techniques. It will also provide you with a foundation of the necessary investigative and critical thinking skills needed for successful completion of designing a course. As such, your assessments in this course are based on the steps for designing a unique unit plan for your teaching context.

Textbooks:1. Nation, I. S. P. & Macalister, J. (2010) Language Curriculum Design. New York: Routledge

http://www.TesolTime.com/

mailto:[email protected]

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2. Graves, K. (2000). Designing Language Courses: A Guide for Teachers. (D. Freeman, Ed.) Boston: Heinle Cengage Learning.

* You can purchase the course packet at Chamgeul.

Reference:Weekly reading guides and additional reference materials will be made available electronically. You should print out your reading guide and handwrite or type your answers. Alternately, you can bring your answers to class electronically (e.g. tablet/laptop). Failure to have prepared answers to the reading guide prior to class will have a dire effect on your participation score.

Manner of lecturing:This course will feature some teacher-led lectures, but the majority will be group discussions (student-led, and teacher-led) and in-class workshops. As such, it requires students to have prepared for each lesson by reading the required textbook chapter and having completed the reading guide and associated tasks. In-class participation is assessed each class (if you are absent, you are not participating).

Assessment:Homework and participation 30%

Assignment 1: Needs analysis assignment 15%

Assignment 2: Themes, goals, threads, sequencing 25%

Assignment 3: Assessment Plan 20%

Assignment 4: Reflection 10%

*Note that assignments 1-3 are part of a Unit Plan you will design for your course.

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Monday Class Schedule

Week Date Topics & Readings

1 March 5 Introduction

2 March 12 Unit 1Curriculum Approaches &Ch. 1 Overview of Language Curriculum Design

3 March 19 Unit 2Ch. 2 Environment Analysis

4 March 26 Unit 3Ch. 3 Needs Analysis

5 April 2 Workshop I (Analysis) A1 due 4/7

6 April 9 Unit 4Graves, Ch. 4 Conceptualizing Content

7 April 16 Unit 5Ch. 5 Goals, Content and Sequencing

8 April 23 Unit 6Graves, Ch. 5 Formulating Goals and Objectives

9 April 30 Unit 7Graves, Ch. 7 Organizing the Course

10 May 7 Children’s Day Observed

11 May 14 Unit 8Ch. 6 Format and Presentation

12 May 21 Workshop II (Themes, topics, goals and threads) A2 due 5/26

13 May 28 Unit 9Ch. 7 Monitoring and Assessment

14 June 4 Unit 10Graves Ch. 10 Designing an Assessment Plan

15 June 11 Workshop III (Assessment) A3 due 6/16

16 June 18 Unit 11Ch. 9 Approaches to Curriculum Design & Final reflection due 6/23

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Tuesday Class Schedule

Week Date Topics & Readings

1 March 6 Introduction

2 March 13 Unit 1Curriculum Approaches &Ch. 1 Overview of Language Curriculum Design

3 March 20 Unit 2Ch. 2 Environment Analysis

4 March 27 Unit 3Ch. 3 Needs Analysis

5 April 3 Workshop I (Analysis) A1 due 4/7

6 April 10 Unit 4Graves, Ch. 4 Conceptualizing Content

7 April 17 Unit 5Ch. 5 Goals, Content and Sequencing

8 April 24 Unit 6Graves, Ch. 5 Formulating Goals and Objectives

9 May 1 Unit 7Graves, Ch. 7 Organizing the Course

10 May 8 Unit 8Ch. 6 Format and Presentation

11 May 15 Workshop II (Themes, topics, goals and threads) A2 due 5/19

12 May 22 Buddha’s Birthday

13 May 29 Unit 9Ch. 7 Monitoring and Assessment

14 June 5 Unit 10Graves Ch. 10 Designing an Assessment Plan

15 June 12 Workshop III (Assessment) A3 due 6/16

16 June 19 Unit 11Ch. 9 Approaches to Curriculum Design & Final reflection due 6/23

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Assignment 1: Needs Analysisdue by Saturday, April 7. Please submit

by email.This assignment is meant to help you begin your unit plan, focusing on the constraints of your situation.

If you are not currently teaching, you will need to decide what sort of situation you envision yourself in in the future. Your task is a bit harder and will require more research, but you also have the freedom to imagine any realistic scenario you want.

Note for everyone: Do be realistic! Consider the actual constraints of your situation rather than creating an idealized teaching situation. You should be honest in your analysis and perform a needs analysis for a unit plan that you can actually use in real life. Don’t be afraid to admit the true challenges of your situation. The important thing is figuring out how to best deal with those challenges.

Formatting guidelines:Please use Times New Roman, size 12 font, double spaced, .doc or .docx. Please do NOT submit any other type of file.

During class in week 5 you have an opportunity to get feedback from your professor. You may not ask for feedback later if you did not come to class prepared. Thus, please be prepared for class.

You must give feedback to at least 2 other students on this assignment prior to them submitting the assignment; likewise, you must receive feedback from at least 2 other students on this assignment, and you should modify your assignment based on the feedback you received. After getting feedback and making revisions, then you may submit it to your professor. At the end of your assignment, you need to mention which students you got feedback from.

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It is very important to get in the habit of giving and receiving peer feedback from your fellow teachers! We will do this on each assignment in this class.

*Assignment resubmissions will not be accepted; it is important that you understand the

scoring criteria and follow it correctly the first time.

**You will receive detailed feedback on your assignment from your professor. You are expected to review the feedback thoroughly and make all suggested changes and

improvements on Assignment 1 to re-submit with Assignment 2.

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Assignment 1 Scoring Criteria

Criteria Stellar

Good Poor

LearnersMay include:

o Level of learners` proficiencyo Strengths and weaknesses of

learners` L2o Learners` learning backgroundo Class sizeo Age effecto Lack of exposureo Learners` individual variableso Learners’ interesto Learners’ motivationo Learners’ needs

6 points

4 points 2 points

Learning EnvironmentMay include:

o Classroom situation (size, multimedia, resources, etc.)

o Effect of stakeholderso Teachers` lack of teaching

experienceo Limited class timeo Institutional or government

policieso Parents’ expectations (if

relevant)

5 points

3 points 1 point

Logical and clearly written with correct English

2 points

1 point .5 points

Overall quality; shows understanding of the purpose of a Needs Analysis

1 point .5 points

.25 points

Instructions followed & correct 1 point .5 .25

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formatting points points

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Assignment 2: Themes, topics, goals, threads

This assignment is meant to help you further develop your unit plan. As such, Assignment 2 should be based on the Needs Analysis you completed in Assignment 1. When submitting A2, you must also include A1 in the same file with modifications (based on feedback from A1) in red text . You should also be careful NOT to make the same kinds of English errors on A2 as you did on A1, or else you will be penalized. Continually strive to improve yourself and your craft by attending to the details.

Reminder: Be realistic!

Part 1: 11 pointsOverview: Include an overview of your unit goals. Consider information about your theme, why it is important or interesting for your students, what goals will guide your instruction, and anything else that is important about the theme and goals of your unit plan.

Goals:You must include at least 2 kinds of goals (language goals + at least one other type of goal). There is no specific minimum or maximum number of goals, but somewhere between 6-12 goals should be sufficient. Remember that your goals should reflect the analysis from A1. A2 should be cohesive with A1.

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Criteria Stellar

Good Poor

Overview: comprehensive and appropriate

(information on theme, why it is interesting or important, the different goals, how it relates to A1, etc.)

3 points

2 points

1 point

Goals[For help, see Graves, p. 94]

4 points

3 points

2 point


2 points

1 point .5 points

Overall quality 1 point .5 points

.25 points

Instructions followed & correct formatting

1 point .5 points

.25 points

Part 2: 7 pointsAlthough you do not have to create lesson plans (you’ll do that in Lesson Design class), you do need to list the 4 topics (for your lesson plans) included under the theme you mention in Part 1. Explain how you will sequence your lessons using building [or using another type of sequencing- see Graves, p. 136 (p. 194)].

To help get you on the right track, you may want to also think of some particular lesson objectives. You may include those if you wish, as including additional information may strengthen the justification of your choices. This should be ½ to 1 page, but if you include details about the content and language components of your four lessons, it may be longer.

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In this section you should also mention how you will recycle content to give learners multiple exposures to the target language, etc. Be as specific as you can with your ideas.

WARNING: Do NOT copy your theme, topics, or any other ideas from a textbook, the internet, or any published source! Plagiarism in any form will absolutely not be tolerated.

Scoring

Criteria Stellar Good PoorTheme & topics

2.5 points 1.5 points .75 points

Sequencing 2 points 1 point .5 pointsRecycling plan

1.5 points 1 point .5 points

Overall quality

1 point .5 points .25 points

Part 3: 7 pointsThreads: List 3 possible ideas you have for recurring threads in your lessons. Write one paragraph for each idea, explaining how the activity could be used more than once (referring to your theme and lesson topics). To get you started, refer to Nation & Macalister, p. 99 (219) but feel free to use other activities of your choosing. Be specific. Simply naming an activity is not enough; your description should be clear enough so that any teacher who is not familiar with the activity (thread) will completely understand it through your explanation.

Criteria Stellar Good Poor

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Thread 1 2 points 1 point .5 pointsThread 2 2 points 1 point .5 pointsThread 3 2 points 1 point .5 pointsOverall quality


Submission guidelines:Please use Times New Roman, size 12 font, double spaced, .doc or .docx. Please do NOT submit any other type of file.

During class in Workshop II you will have an opportunity to get feedback from your professor but more importantly from your classmates. You may not ask Merrilee for feedback later if you did not come to class prepared. Thus, please be prepared for class.


*A2 must be submitted in the same document as A1. See above for details. Also, please note that you must make the corrections indicated by feedback to A1 in this document submitted for A2. If you do not, additional points will be deducted. Additionally, you should strictly avoid repeating the same English mistakes from A1 in A2. Failure to do so will result in point deductions.

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**Assignment resubmissions will not be accepted; it is important that you examine the criteria well, look at the provided examples, and follow instructions correctly. Failure to do so will result in a reduced score. Let’s be respectful of each other’s time. Thank you. ^^

***You will receive detailed feedback on A2 from your professor. You are expected to review the feedback thoroughly and make all suggested changes and improvements on Assignment 2 to re-submit with Assignment 3.

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Notes on Assignment Feedback

1. If you see this kind of comment or question in the margin that does NOT require any in-text change, simply respond with red text within the comment.

Like this:

2. If you see a question/comment that requires you to make in text changes as follows…

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Put the new text in red.

3. If I made in-text corrections, you should make those changes in your document and take out the tracked changes. This is what you saw on A1 feedback:

And this is what you should make it look like:

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4. Please KEEP all of the yellow highlighting I put in the text. This will make it much easier for me to scan the main parts when I check your next assignment. You see this on A1:

And when you re-submit it, it should still look like this.

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Assignment 3: Assessment PlanThe format for this assignment is quite open. You can choose to follow the format from the examples provided or you may follow a format in Graves (2000) if you find that to be more compatible with your current planning stage, but do make sure you explain how the assessment plan relates to your course goals. Also, you must include at least one planned assessment, a scoring rubric (you may adapt this), and a plan to incorporate self-assessment. For this, the plan must be clearly detailed; to do this, you should include the self-assessment form you intend for Ss to use.

Assessment Plan Checklist1. Did you plan your assessments with a purpose in mind? Or did

you just plan your assessments based on “what’s always done” in your context?

2. Do your assessments appropriately match the goals of your unit plan?

3. Do your assessments take up too much class time? 4. Do your assessments have positive backwash (encourage Ss to

practice the skills you want them to use)?5. Are your scoring rubric(s) easy to use?6. Are your scoring rubric(s) easy enough for Ss to understand and

know how to improve?7. Do the assessment tasks match the tasks Ss practiced in class

(content validity)?8. If you have a receptive skills assessment, do you use different

texts than used in class (construct validity) but with similar topics, vocab, and language (content validity)?

9. If you’ve planned a performance test (productive skills), are there very clear procedures indicated for both T and Ss (reliability), including timing? What materials will Ss be given?

10. If you’ve made an assessment such as a progress achievement test, have you actually created the questions?

11. If you’ve made an assessment such as a progress achievement test, have you included the answers as well as indicated how many points each question is worth?

12. Have you included information regarding what percentage each assessment is worth so that the total equals 100% (e.g. HW 25%, vocab quiz 25%, completion of peer assessment 10%, group speaking test 40%)?

13. Is your assessment plan reasonable, given the confines of your context and the expectations of stakeholders?

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14. Is your assessment plan overly ambitious or too complicated?

FAQs

Do I have to assess every goal from my unit goals?o Not necessarily; however, every assessment should

match a goal. How do I assess goals related to attitude, cooperation, or

affective areas?o This is a great reason to use alternative assessments

such as reflective journals, peer assessment, or self-assessment checklists.

Assessment Plan Scoring Rubric

Overview of plan(comprehensive explanation, logical, appropriate)

Did you plan your assessments with a purpose in mind? Or did you just plan your assessments based on “what’s always done” in your context?

Do your assessments appropriately match the goals of your unit plan?

Is it clear when the assessments are occurring?

Do your assessments take up too much class time?

Do your assessments have positive backwash (encourage Ss to practice the skills you want them to use)?

Have you included information regarding what percentage each assessment is worth so that the total equals 100% (e.g. HW 25%, vocab quiz 25%, completion of peer assessment 10%, group speaking test 40%)?

Is your assessment plan reasonable, given the confines of your context and the expectations of stakeholders?

Is your assessment plan overly ambitious or too complicated?

Is it clear how every part (e.g. participation,

8 points

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homework) of your assessment plan will be assessed?

Sample task (planned assessment). This means you have to make the assessment. For example, if you choose an achievement test, make the test.

Are you actually assessing what you’re trying to assess?




Is timing mentioned? Are instructions provided for Ss (in addition

to the description about the task in your overview)?

Have you provided a notice to Ss regarding the assessment?


Do the assessment tasks match the tasks Ss practiced in class (content validity)?

If you have a receptive skills assessment, do you use different texts than used in class (construct validity) but with similar topics, vocab, and language (content validity)?

If you’ve planned a performance test (productive skills), are there very clear procedures indicated for both T and Ss (reliability), including timing? What materials will Ss be given?

If you’ve made an assessment such as a progress achievement test, have you actually created the questions?

If you’ve made an assessment such as a

6 points

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progress achievement test, have you included the answers as well as indicated how many points each question is worth?

Scoring rubric (if adapted, cite the source) Does your rubric match your goals? Are your scoring rubric(s) easy to use? Are your scoring rubric(s) easy enough for

Ss to understand and know how to improve?

3 points

Self assessment Do your assessments have positive backwash

(encourage Ss to practice the skills you want them to use)?

Is it simple enough for Ss to use? Will it encourage Ss to focus on the skills you

want them to improve?

3 points

During class in Workshop III you will have an opportunity to get feedback from your professor (but more importantly from your peers). You may not ask Merrilee for feedback later if you did not come to class prepared. Thus, please be prepared for class.


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*Make sure you look at examples so you know you’re on the right track!

**Please submit in .doc or .docx with Times New Roman, double spaced. (If you have special formatting for your planned assessments or other forms, you may include a PDF, but you must also send me a .doc or .docx so I can provide in-text feedback). A1, A2 and this assignment should be in the same file. You need to make changes according to my comments on A1 and A2 before submitting this assignment. Changes made to A2 need to be in red text in the document you submit for A3. If you made mistakes previously, fix them!

***Also, please note that you must make the corrections indicated by feedback to A2 in this document submitted for A3. If you do not, additional points will be deducted. Additionally, you should strictly avoid repeating the same English mistakes from A1 and A2 in A3. Failure to do so will result in point deductions.

****You will receive detailed feedback on A3 from your professor. You are expected to review the feedback thoroughly and reflect on it for your final assignment due at the end of week 16 (additional details TBA).

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Advice from past students

Do all the readings and questions from the reading guide. The questions will help you organize all the information from the reading.

I think students should choose the topic of interests that they want to teach to the students. They should be aware of students’ English level, age, target forms, and objectives of the lesson. Furthermore, students should take thorough notes on the “threads” and how to present the format.

I really want to recommend searching for the portfolio before attending this class.

It was really helpful to me, searching the other students’ portfolio to refer and get some help. In addition, it would be helpful for you to see many procedures in the portfolio.

You are going to be hectic over the semester, so don’t wait til your assignments are noticed. If you possible, before the first assignment comes, your plans of all assignments should be already started! These are the tips.

1. Find and read alumni portfolios (at least 3).2. Find and circle 3.3.1, 3.3.2, 3.3.3, 3.6 in them.3. Think about why they chose the theme for their portfolio and how

the sections (3.3.1, 3.3.2, 3.3.3, 3.6) are related each other.

Decide your theme and make the reason why.

For the future students taking this course, I would definitely ask them to read and ask the professor about all the terms and how they are used in the field practically. They really need to understand thoroughly in the beginning because if they don’t, then they will have difficulties following up. I also want to recommend that they should think about all of the things we learn in Course Design in practical terms. It will be much more

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better and clearer if we think of it in terms of our real teaching.

“Think all factors in reality! We teach students in a real situation, not in an ideal environment. Thus, teachers have to consider all possible constrains to make the most effective class given situations.”

Be realistic, be specific, and relate everything with the goal.

While they take this class and do their homework, they need to think they prepare for their unit plan and they will teach their student by using this lesson plans. If they do so, you can think more concretely and the more they think, the more they get important information.

First, be patient with reading a text book. There are lots of useful contents if you really want to get some ideas for developing your unit plan. You can get numerous hints which are absolutely helpful in the book. Don’t worry if you don’t have any idea at all, don’t know what to do or where to start. Keep trying to think ‘your’ students first and focused on that. I really recommend you get loads of sources in the book.

Second, think about ‘your’ unit plan as much as possible. The assignments that you will present in this course will be used for your actual teaching. Of course, the contents are changeable but if you keep in mind that the assignments will be reused soon and it would give a massive help for developing your final unit plan, you will get a satisfactory result in your final cut. (I hope so, too)

Finally, if you have trouble organizing your thoughts, ask your professor to dig you out of your chaos. Merrilee will always there for you (if you want to know more).

We need to understand almost everything and don’t need to memorize our books. If we skip some parts, we will not understand the next part,

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and it will be difficult to do assignment for the future.

Before taking this course, everyone should consider the matter of his own teaching environment. Since the first day of the course, I have started to apply principles dealt with in the class into my actual teaching environment. It helped me a lot consider how to improve teacher’s teaching and students’ learning.

Students should have responsibility of their homework in order to be active in class. If they understand the feedback that professor give to them well, they would be able to improve themselves.

I would tell future students to listen carefully, do the pre-reading assignments thoroughly before coming to class all the time because if you don’t, you will have a hard time doing the assignments for your unit plan.

In this class, we can learn the steps involved in the curriculum design process, elaborate and justify these steps and provides opportunities for practicing and applying them. Course design is a 'how-to-do-it' activity. As a teacher, we should know about three outside circles (principles, environment, needs) and subdivided inner circle.

- If you are a Korean student, you try to study hard yourself. I think this course is American style. Before the class, you have to study and prepare the class. You should read the book related to the class and ready to class doing your homework. You always share your ideas with your peer. Each assignment related to your report.

- Do the homeworks on time…

Do your best at every steps. There are more tons of valuable things than you can imagine. And for preparing the class, please, search the portfolio before attending the class. It will be really helpful to you.

Do your homework! I never took reading homework seriously

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before this class, but I can assure that the difference in understanding is like night and day. Also, don’t hesitate to email Merrilee when you have questions or problems. She is very quick at answering and will help you in more ways than you think.

My advice for new students is:

1- Don't panic, just relax and you have time to understand everything.

2- Think about your real situation to make your work easy.3- Be simple and clear.4- Be confident enough that you are going to design a

course.5- Don't miss up any chapter and understand what the

purpose of reading the chapter is, because that always related to what you would work on.

6- Be creative.7- Focus on your goals of the unit, this is the key for

successful unit.8- Always come to class and your draft assignment with

you that will help you a lot.9- Giving feedback and having feedback from other

members in group is very useful to complete your assignment.

Do your worksheet each week diligently, it will be helpful.

I had to revise a lot when I worked on A3 because there were things that did not make sense from A1 to A3. I know it is hard but it would really help if you try to think about further steps (what to write for A2 and A3) from the beginning when you plan on A1. If you have a big picture in your mind from the beginning, that will help you to think about your own plan in every lesson, and help you find a right direction for A2 and A3.

- Read the text book carefully and it you still have questions that you couldn’t understand then ask to professor Merrilee! Don’t hesitate to ask her!

- Find the alumni portfolio and read those as much as you

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can! It will helps you to get some guideline.- Prepare the assignments every class!Do your homework. Read more portfolios than you need to (until you get the hang of designing a course). Use the workshops wisely (Be prepared to show your draft to Merrilee!) Take enough time to read the textbook. Don’t skim it. Give yourself sufficient time to actually digest the knowledge. Eventually, it will make a difference in your course design. Don’t think that you’re the only one who is having a hard time understanding the course. Everybody feels a bit lost. It is natural since it is your first time learning Course Design! Sometimes you’ll feel like an idiot in the classroom, but it is perfectly fine. If you knew everything perfectly, why would you come to GS TESOL and study? You are here to learn new things. If you don’t know a lot of things, it just means that you can learn a lot of things. I respect you (my fellow teachers) for being in the GS TESOL and putting effort to become better teachers. Keep it up!

-You will be able to learn how to design a course for your own class. When you designing a unit plan, I recommend you to think about your own teaching class and find out ways to make your unit plan reflective of your real class. Also, please prepare for workshop to get feedback from the professor. In addition, you should consider the ways of making cohesive unit plan. That is really important I think.^^

Do not hesitate to ask questions, the professor will help you figure them out.Be prepared for class! Especially be prepared for workshop class, during which you will have an opportunity to get feedback on your assignment draft from the professor, as well as from your peers. You will be surprised how much you can learn from your peers

Reading books and doing materials is highly suggested. If you do not do so, it will be hard for you to keep up with the lessons in class. If there is anything unclear to you, you should highlight and bring it to the class to ask. The professor and

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classmates can help you a lot to explain and make it clear. For the assignments, it is hard to begin; however, once you start thinking and writing the first assignment, you will know how the other follow-up assignments will be. Even when you do not know how to do the assignments, read the instructions carefully, read the slides and books again, it will help. The workshop is really important not to be missed. It is the chance for you to share and ask what you are not clear yet. Just bring your draft and listen to the feedback carefully. One more thing is that before submitting the assignments, check your grammar and spelling mistakes, together with the criteria and the common mistakes file to avoid making unexpected mistakes.

First of all, I think it’s vital to connect your students’ needs to the unit goals. Then, based on the goals of your unit plan, you connect it to your evaluation plan. In sum, “connection” is the super important thing throughout planning a unit from the beginning to the end!

Also, deciding what you want to measure at the end of a unit will be helpful for your designing an entire unit. (Evaluation should contain the contents of unit goals!) Be careful! When I made evaluation in Assignment 3, I had to revise my goals to fit them to my evaluation plan. So, I recommend you think about clear and specific assessment plan from the beginning of Course Design class.

Only reading the textbook and reading guide homework are not the best way to take this class. You should study with active attitude. For example, while doing unit plan assignments, the information you need must be found on your own. Looking for the articles or related books is a way of learning actively.

For future students: If you are wanting to learn about the steps, skills, and knowledge in designing a course, this class is for you and will be beneficial for your teaching career. By creating some unit plans in class, you actually get the opportunity and experience in designing a course based on your real teaching situation. Don't try to think of the assignments as work, but instead an opportunity to get you a

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head start in creating an actual course that you will teach.

For future students, I strongly like to recommend doing reading guide thoroughly to design their course properly. Designing the reading guide more attractive can also make students feel the importance of reading guide. Actually, when I started to do the first assignment, I could understand why you give us the reading guide. Before starting doing A1, I had just done the reading guide without knowing your intention.

In order to make every workshop which is held just before submitting the assignments more valuable, I suggest that you do print out and bring the assignments to class!! If you are not ready for the workshop, it is such a waste of time. You can get valuable feedback not only from the teacher but also from your peers. As the teacher has to cover all the students’ assignments in a short time, she may well not be able to look through all the details. As for me, I was given much valuable feedback from my peers, and it really helped me a lot. So, do not depend on the teacher during the workshop, but try to give and take much feedback with your peers.

It will be helpful to have wide vision on your course. Harbor on your course as if you are on a drone often to check if your course is on the right track. Most important thing that we, teachers should keep in mind is the fact that all of these efforts on the course design is for our students’ development. Whenever you lost your track, connecting the knowledge from the lecture to your (your students) ultimate goals will give you a hand.

I recommend future students that they should think clearly about language learning context, in terms of who their leaners are, what they need to develop their linguistic competence, what goals are to be formulated, and how they should be taught effectively. Keeping in mind these factors, they should read the textbook and work on reading guide thoroughly to make this class successful. Also, I suggest that they keep in touch with the professor on a regular basis to discuss what their unit plans are to be developed, because it is very helpful to share their ideas and receive the feedback from the professor.- When you create overall course, it would be better to think

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the ending instead of starting point as a first step. Thinking what you want target learners do at the end of the course is very beneficial because it suggests appropriate direction productively. In addition, if you have a problem on your assignment, sharing your ideas with classmates not only workshop but also every time you want for useful process. Also, sending email to professor is very helpful to get corrective direction.

I knew nothing in the beginning, so if you are feeling in the same way, don’t panic, don’t be afraid. I want to tell you: YOU ARE NOT ALONE. Your classmates and your teacher will help you. You will make it. Don’t give up. You will learn something.

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English Guidelines I. Formatting, punctuation and capitalization

1.Please don't press enter at end of each sentence. Write in paragraph form.

2.Put appropriate punctuation at the end of every sentence. 3.Every sentence should start with a capital letter. 4.Do NOT randomly capitalize words in the middle of a

sentence. Only capitalize proper nouns (city names, school names, books, etc.), the first word to every sentence and titles.

5.Do not capitalize "student" or "teacher" unless it is the first word in the sentence.

6.Do not put a space before punctuation.Examples:

X This is not good . O This is good.

X This : is wrong! O This: is good.

X 1 . Not good O 2. Good

7.Put a space before but not after parenthesis; do not put a space between the parenthesis and its containing text/punctuation.

Examples:

O Blabla. (This is the right way.)

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X TIW(This is wrong!)

X ( This is also wrong. )

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8. Put a space before and after a number. (However, if it is followed by punctuation, don’t put a space between the number and punctuation.

Examples:

X She is 20years old. O She is 20 years old.

X Task2 O Task 2

X 7students O 7 students

X Task 2:Read and write. O Task 2: Read and write.

9.Make correct use of ~. In English, that means “approximately.” So if you say the students are 5th~7th grade, that means some might be in other grades and you’re not sure. If you mean they are only in 5th, 6th and 7th

grade, use a straight – to indicate it like this: 5th – 7th.

II. Grammar and syntax

1.Run spell check!2.Do remember an article before student and teacher (e.g. the

teacher, the students).3.Check verb tense of every sentence to make sure it matches

the subject in the sentence. 4.Don’t use the word “vocabularies.” Always use the singular

form (vocabulary).5.Make sure you don’t have the word “leaners” when you mean

“learners.” This is an extremely common mistake.

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6. If you’re describing grade levels, make sure to use the correct abbreviations. For example, grade 1 is 1st (not 1th!); grade 12 is 12th grade, not 12st!

7.Feedback is uncountable. Don’t use “feedbacks.”8. “Work” and all variations of the word are uncountable. (NO

homeworks; NO group works.)9.Don’t confuse “quiet” and “quite.” Quiet means not loud. Quite

means very.10. Do not start a sentence with a conjunction (e.g. and, but,

or, nor, for, yet). Instead, do one of the following:a. Connect two independent clauses with a comma and

conjunction. (e.g. The teacher has three years of experience at this school, and she has a good working relationship with her colleagues.)

b. Use a transitional phrase (e.g. also, additionally, in addition, however, hence, thus, therefore, likewise, as a result, consequently, etc.) in place of a conjunction at the start of a sentence. (e.g. The teacher has three years of experience at this school. In addition, she has a good working relationship with her colleagues.)

11. Do not put a comma after a conjunction (e.g. and, but, or, nor, for, yet). Put a comma before a conjunction if it connects two independent clauses.

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Unit 1Curriculum Approaches & Ch. 1: Language

Curriculum Design Overview

I. Reading guide for Curriculum Approaches in Language Teaching: Forward, Central and Backward Design (pp. 1-30)

1. How should it be decided what should go into a syllabus?

2. Can you think of an example of a course you taught or experienced as a student where the proper considerations (see above) were NOT made? Explain.

3. In your own words, what is process or methodology?

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4. What is the “traditional” way to develop a syllabus?

5. Several example scenarios are given of forward design. Make your own example scenario with steps using your current situation or a teaching situation you can imagine yourself in in the future.

6. What are some different syllabus models brought about by the shift to communicative approaches?

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7. Think of English classes you’ve taken before. Which was the most authentic? If you were to guess, how do you think the course was planned to generate such authentic content?

8. To represent forward design, draw a simple flow chart with these elements: how to teach (process), outcomes, syllabus (content)

9. In what way is the communicative approach similar to audiolingualism (ALM)?

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10. What is the starting point for central design?

11. What are two other terms to refer to central design?

12. Why might a classroom teacher prefer central design?

13. What are some arguments in favor of using central design?

14. Why are there no syllabuses or course books based on the Natural Approach?

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15. Although Dogme has roots in CLT, why would it be a very difficult approach to use for the unit plan you will design for this class?

16. What is “assessment of learning” vs. “assessment for learning?”

17. Although backward design is based on objectives, what needs to be done before the objectives can be made?

18. What are some criticisms of backward design?

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19. Imagine you are going to do an informal needs assessment of your students. What would that involve?

20. Consider the benefits and limitations of each type of design (forward, central, backward) along with your personal situation. Which do you lean toward? Why?

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21. Put each of the following in the appropriate column:

Audiolingual Method(ALM)

Natural Approach

Competency Based Language Teaching (CBLT)

Audiovisual Method

Dogme

Situational Language Teaching (SLT)

Common European Framework of Reference (CEFR)

Task Based Language Teaching (TBLT)

Communicative Language Teaching (CLT)

Silent Way

Standards

Content Based Instruction (CBI)

Content and Language Integrated Learning (CLIL)

Community Language Learning (CLL)/Counseling Learning

Forward design Central design Backward design

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II. Reading Guide for Chapter 1, Language Curriculum Design (Nation & Macalister) pp. 31-43

1. When designing a course, what factors should be considered?

2. In curriculum design, what are three possible sub-processes?

3. Which part of a course are students most likely to notice?

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4. What is involved in evaluation?

5. Look at Figure 1.1 on p. 3 (33). Which parts of this model most reflect the assessment requirements for your unit plan? (If you have no idea, check the syllabus.)

6. On p. 4 (34) there are several factors listed that Ts can consider when designing a course. Which of these would be most important in your situation? (List 5.) Are there others you want to include? Complete the chart below. (If you can’t think of possible effects on the curriculum design, you can ask your classmates during class.)

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Factor Effect on course designExample:Large class size Lots of group work; think-

pair-share tasks; having Ss copy the blackboard

7. Think of your own example that you experienced as a student in which curriculum design was unsuccessful because background questions were not considered. (For examples, see p. 4 [34].)

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8. When designing a course, you need to first find out what learners need to know, what they already do and don’t know, and what they want to know. What are some different ways to find answers to these questions?

9. What are some important principles we can glean from research on language learning and teaching?

10. What is one extremely common mistake that many courses make (because they fail to use what we know from research)?

11. Goals are general, whereas objectives are specific. Goals may be broad statements or general intentions, whereas objectives are concrete and help get you to your

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goal. Look at the example goals on pp. 6-7 (36-37). Come up with 3 more possible goals for your students. Make sure they’re not objectives!

12. When planning content, what is one important area the curriculum designer should not neglect?

13. What can designers also use to make sure the “right” vocab is being covered?

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14. On p. 8 (38) under suggestion 5, there is mention of lists of tasks, topics and themes. However, it is often best for designers to make their own lists. How could you come up with a list of themes? List different ideas.

15. Using frequency lists can be helpful for telling designers what should be covered as well as ______________________.

16. What are some reasons to have a set format for your lessons?

17. What may be even more important than making sure an item is presented well when it is first taught?

18. Briefly explain each of the following in your own words.

Proficiency tests –

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Achievement tests –

Short-term achievement tests –

Placement tests –

19. Besides tests, what are ways to check the progress of learners in a course? Have you used any of these alternative ways before? Which do you think you would be most interested in trying in your teaching?

20. When should course evaluation occur?

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Unit 2Ch. 2: Environment Analysis (aka Situational Analysis / Constraints

Analysis), pp. 44-53

1. What factors does an environment analysis look at?

2. What is a constraint?

3. Consider your teaching situation. Fill in the chart below with some constraints (or some you can imagine) along with possible effects on curriculum design.

Constraint Possible effects on curriculum design

Example:Ss only have 50-minute English class once a week

HW assignments should be planned for Ss to get more exposure to English

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*Research: Choose two of the constraints you mentioned in the chart above. Find relevant research on your topics. For example, you might search “EFL” and “large class size” or “Korea” and “materials.” Bring your findings (including some research papers or articles) to class and be prepared to share them with your group. Make sure you can summarize the findings.

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Unit 3Ch. 3: Needs Analysis, pp. 54-66

1. What is the purpose of needs analysis?

2. Read the example scenario about needs, lacks and wants on pp. 27-30 (57-60). Below the chart has been started for you. Fill in the rest of the chart.

Type of need

Focus Method (How would you do it?)

Necessities

Listen to lectures Review previous lectures (e.g. Analyze texts of previously recorded lectures)

Take part in

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tutorials (e.g. small-group study sessions)

Do assignments Vocabulary analysis of good assignments (using a frequency program)

Topic analysis of previous assignments

Take exams

Lacks

60

Wants

61

3. When should needs analysis take place?

4. How can you make your needs analysis reliable?

5. How can you make your needs analysis valid?

6. What are some practical considerations for doing your needs analysis?

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7. Make notes about the following issues in needs analysis: Common core and specialized language –

Narrow or wide focus –

Critical needs analysis –

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8. In your own words, summarize why a needs analysis is important.

9. What does MAFIA stand for?

M

A

F

I

A

10. Why can the MAFIA scheme be useful?

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11. Consider your students, and come up with one appropriate question for each MAFIA category. Make sure each question is relevant, meaningful and linguistically appropriate for your students.

M

A

F

I

A

BE VERY HONEST ABOUT YOUR CONSTRAINTS!!!

Review Ch. 2 and 3 and compile a list of the information that should be included in a thorough

Needs Analysis.

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Workshop I

This week is meant to prepare you to complete Assignment 1 (Needs Analysis), which is similar to parts 3.1 (The Learners) and 3.2 (The Learning Environment) of your portfolio. Look at 5 portfolios and take notes about them on the following pages.

Portfolio:3.1 The Learners

3.2 The Learning Environment

Did you think any important information was missing from 3.1 or 3.2 of this portfolio? Or were there any areas you noticed that could be improved? What questions do you still have about the context and constraints?

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68




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Did you think any important information was missing from 3.1 or 3.2 of this portfolio? Or were there any areas you

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noticed that could be improved? What questions do you still have about the context and constraints?



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Review chapters 2 and 3. Then make notes below about the specific points that you plan to include in your Needs Analysis (Assignment 1).

Your needs analysis (for your unit plan)

Learners

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Learning Environment

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Areas for improvement suggested by classmates: (To be completed during workshop in class)

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Assignment 1: Needs Analysisdue by Saturday, April 7. Please submit

by email.This assignment is meant to help you begin your unit plan, focusing on the constraints of your situation.

If you are not currently teaching, you will need to decide what sort of situation you envision yourself in in the future. Your task is a bit harder and will require more research, but you also have the freedom to imagine any realistic scenario you want.

Note for everyone: Do be realistic! Consider the actual constraints of your situation rather than creating an idealized teaching situation. You should be honest in your analysis and perform a needs analysis for a unit plan that you can actually use in real life. Don’t be afraid to admit the true challenges of your situation. The important thing is figuring out how to best deal with those challenges.

Formatting guidelines:Please use Times New Roman, size 12 font, double spaced, .doc or .docx. Please do NOT submit any other type of file.

During class in week 5 you have an opportunity to get feedback from your professor. You may not ask for feedback later if you did not come to class prepared. Thus, please be prepared for class.


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It is very important to get in the habit of giving and receiving peer feedback from your fellow teachers! We will do this on each assignment in this class.

*Assignment resubmissions will not be accepted; it is important that you understand the

scoring criteria and follow it correctly the first time.

**You will receive detailed feedback on your assignment from your professor. You are expected to review the feedback thoroughly and make all suggested changes and

improvements on Assignment 1 to re-submit with Assignment 2.

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Assignment 1 Scoring Criteria

Criteria Stellar

Good Poor

LearnersMay include:

o Level of learners` proficiencyo Strengths and weaknesses of

learners` L2o Learners` learning backgroundo Class sizeo Age effecto Lack of exposureo Learners` individual variableso Learners’ interesto Learners’ motivationo Learners’ needs

6 points

4 points 2 points

Learning EnvironmentMay include:

o Classroom situation (size, multimedia, resources, etc.)

o Effect of stakeholderso Teachers` lack of teaching

experienceo Limited class timeo Institutional or government

policieso Parents’ expectations (if

relevant)

5 points

3 points 1 point


2 points

1 point .5 points

Overall quality; shows understanding of the purpose of a Needs Analysis

1 point .5 points

.25 points

Instructions followed & correct 1 point .5 .25

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formatting points points

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Unit 4Graves, Ch. 4. Conceptualizing Content,

pp. 101-135

1. In what way is course design a recursive process like writing? And how is it different?

2. Make notes in the box below about your course using the questions in Figure 4.1 (p. 102).

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3. What aspects may be included in your planning map?

4. Many teachers start planning at the topic level, but what’s a more general category than “topics?”

5. Why is a syllabus never really “finished?”

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Investigation 4.1, p. 106 Make notes below.

Investigation 4.2, p. 106 What makes up the content of language learning?

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6. What aspects does a “competency” include?

7. At this point, do you think your course (for your unit plan) will be more focused on the “what” or “how?”

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8. Make notes about the following focuses of language.

Linguistic skills

Situations

85

Topics/Themes

Communicative Functions

86

Competencies

Tasks

88

Content

Four skills

Genre

89

9. Make notes about the focuses on learning and the learner.

Affective goals

Interpersonal skills

Learning strategies

90

10. Make notes about focuses on social context.

Sociolinguistic skills

Sociocultural skills

Sociopolitical skills

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Which of the above are most relevant to the social context of your course?

Investigation 4.3a, p. 118 If you are currently a teacher using a textbook for your EFL class, please bring it to class this week so we can look at how the content is conceptualized. Thanks!

Investigation 4.4, p. 118

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94

11. Of the mind maps illustrated, which format do you most prefer?

12. Why might a mind map work better for brainstorming content than simply making a list?

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*During class time we will work on your mind maps; however, try to begin before class so you at least have a starting point.

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4.9

Investigation 4.10, p. 130 Take some notes below.

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Unit 5Ch. 5: Goals, Content and Sequencing, pp.

138-155

1. When determining units of progression, what constraints should be considered?

2. Consider the goals of your course. Look at the units of progression in Table 5.2 on p. 73 (141). Prioritize and rank your top 3.

1.

2.

3.

3. While research shows that we should teach very frequently used words, how should less frequently words be dealt with?

4. Should the teaching of vocab be based on grouping synonyms or antonyms together? Why or why not?

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5. In addition to making sure to give Ss multiple exposures to the target vocab, what else should the teacher ensure?

6. What is one of the main mistakes course designers make with functionally based courses?

7. Although your course may not be based on discourse for your units of progression, what should you (as curriculum designer) attend to in terms of discourse?

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8. Think about a topic or concept you might teach your students. Describe it briefly and then brainstorm activities you could use to teach it at the six levels of Bloom’s Taxonomy.

Topic:

Evaluating:

Creating (Synthesis):

Analyzing:

Applying:

Understanding (Comprehension):

Remembering (Knowledge):

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9. What do you think are some very overused ideas or themes taught in EFL in Korea? List at least 5.

Example: health

10. Now look at the examples given on p. 78 (246) (imaginary happenings, interesting facts, learner survival needs, etc.). Come up with 5-10 more interesting and unique ideas/themes that you think could work well with your students. Use the tips listed under A and B on p. 79 (147) to help ensure you choose appropriate ideas.

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11. Look at the themes you listed above. Decide whether each would work best with linear development of lessons or with modular arrangement. (Label each above with L or M.)

12. What are some possible downsides to linear development?

13. What are some examples of using a spiral curriculum?

14. If you were using a linear approach, would you most favor a spiral, matrix or field approach? Why?

15. As a student (elementary to high school), do you think you were exposed more to linear or modular approaches to sequencing?

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16. Which type of sequencing do you think would work best for your teaching situation? Why?

Unit 6Graves, Ch. 5 Formulating Goals and

Objectives, pp. 157-179

1. How are goals and objectives related?

2. Make notes and be prepared to discuss your ideas about the following tasks.


103


1.

2.

3.

105


1.

2.

3.

106

3. Formulating goals

Make notes in the chart below to help you get started making goals for your course.

Theme / Ideas Content

My beliefs about learning, teaching, etc.

Ss’ needs

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4. In this chapter there are several different ways given for organizing goals. Try to understand each of them and decide which best fits you.

5. Consider your teaching philosophy and write one affective goal for your course.

6. Fill in the blanks in the chart below using your own ideas.

Goal(Unit level)

Objective(s)(Lesson)

Assessment(Progress or summative)

Learn about the human body

SWBAT name the bones in the human body.

On a quiz at the end of the unit, Ss will be given a diagram of the human body with 15 bones to label.

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Recognize the difference between fact and opinion

SWBAT show comprehension of the text Little Red Riding Hood by acting it out in groups of 5.

In pairs Ss will perform a role play with S1 playing the customer and S2 playing the clerk. Role play cards will be given.

109

Ss will take a unit test with 50 multiple-choice questions about Christmas celebrations in the U.S., Canada and the U.K.

SWBAT politely disagree by using the

110

phrases I see what you mean, but… and I’m not sure I agree.

Become familiar with differences in food customs between the U.S. and S. Korea.

112

Unit 7Graves, Ch. 7: Organizing the Course, pp.

181-206

1. Graves mentions three lessons she learned from her experience teaching and writing. What are those three lessons? Have you learned similar lessons- or other lessons from your experience?

1.

2.

3.

4. (Yours)

2. On what factors does how you organize a course depend?

3. Which of the above factors do you already know (about your situation)? Which need more investigation?

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4. One way to organize a course is around an approach or method. Have you chosen yours yet? Which approach(es) are you considering? How will it affect the organization of your course?

5. Is your course constrained by a textbook set by your school? Other factors set by the school? If so, how much leeway do you have in your teaching?


1.

114

2.

3.

6. Syllabuses can be based on different organizing principles. Of the 4 mentioned on p. 135 (193), which are you leaning toward? Why?

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Investigation 7.6, p. 196 (See pp. 302-307.)

7. Unit Organization

Three complementary ways to organize units are mentioned. Which one makes the most sense to you (which you’d most prefer)? Why? How?

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Unit 8Ch. 6 Format and Presentation, pp. 208-

226

1. For curriculum design to be successful, what should both teachers and learners be aware of?

2. In an EFL class, what’s the best way to give your Ss lots of comprehensible input?

3. A listening equivalent is also key. How many exposures do Ss need to the same text?

4. Aside from reading and listening, what’s a third way Ss can get meaning-focused input in class?

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5. What is the “time on task” principle? [Refer to pp. 58-60 (88-90) for more info.]

6. No more than ______% of class should be spent on language-focused learning (a deliberate focus on language features such as pronunciation, spelling, word parts, vocabulary, collocations, grammar, etc.).

7. Think about your class and the theme you’ve chosen. Come up with an idea for each of the following. Be as specific as possible.

Meaning-focused input

Meaning-focused output

Language-focused learning

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Fluency development

8. What’s the downside of using too many different activities in your class?

9. In a receptive skills lesson that involves lots of reading/listening and then answering questions about the text, what’s one simple way to increase meaning-focused output?

10. Compare and contrast blocks and threads. Use a Venn diagram if you find that helpful.

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11. Do you have a preference for blocks or threads? Why?

12. What’s a strong benefit of using threads?

13. Look at the 4 types of group work mentioned on p. 101 (221). Choose one (a-d) and bring in materials you could use for the task. Make sure the task is clear and written out with instructions because you will have to make it clear to your group members. You may choose materials based on your theme (if you want to).

14. How does the positioning of “the task” differ in PPP and task-based language teaching?

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15. If you have chosen your approach, do you know where “task” fits in?

16. What was a shortcoming of some older approaches in terms of curriculum design?

17. “Having a wide variety of activities is not nearly as important as having a proper balance of activities” [p. 104 (224)]. Explain this in your own words.

18. If you have no idea how to get started planning your course, what’s a good starting point?

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19. Look at Task 2 on pp. 105-106 (225-226). Be prepared to discuss it in class. (This will require some prep!)

Workshop II

In this class, we will do peer review of your A2 in groups. This is also your opportunity to get feedback from Merrilee. Please come to class prepared with a solid first draft of your A2, the scoring rubric, and the list of English errors to avoid.

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Assignment 2: Themes, topics, goals, threads

This assignment is meant to help you further develop your unit plan. As such, Assignment 2 should be based on the Needs Analysis you completed in Assignment 1. When submitting A2, you must also include A1 in the same file with modifications (based on feedback from A1) in red text . You should also be careful NOT to make the same kinds of English errors on A2 as you did on A1, or else you will be penalized. Continually strive to improve yourself and your craft by attending to the details.

Reminder: Be realistic!

Part 1: 11 pointsOverview: Include an overview of your unit goals. Consider information about your theme, why it is important or interesting for your students, what goals will guide your instruction, and anything else that is important about the theme and goals of your unit plan.

Goals:You must include at least 2 kinds of goals (language goals + at least one other type of goal). There is no specific minimum or maximum number of goals, but somewhere between 6-12 goals should be sufficient. Remember that your goals should reflect the analysis from A1. A2 should be cohesive with A1.

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Criteria Stellar

Good Poor

Overview: comprehensive and appropriate

(information on theme, why it is interesting or important, the different goals, how it relates to A1, etc.)

3 points

2 points

1 point

Goals[For help, see Graves, p. 94]

4 points

3 points

2 point


2 points

1 point .5 points

Overall quality 1 point .5 points

.25 points

Instructions followed & correct formatting

1 point .5 points

.25 points

Part 2: 7 pointsAlthough you do not have to create lesson plans (you’ll do that in Lesson Design class), you do need to list the 4 topics (for your lesson plans) included under the theme you mention in Part 1. Explain how you will sequence your lessons using building [or using another type of sequencing- see Graves, p. 136 (p. 194)].

To help get you on the right track, you may want to also think of some particular lesson objectives. You may include those if you wish, as including additional information may strengthen the justification of your choices. This should be ½ to 1 page, but if you include details about the content and language components of your four lessons, it may be longer.

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In this section you should also mention how you will recycle content to give learners multiple exposures to the target language, etc. Be as specific as you can with your ideas.

WARNING: Do NOT copy your theme, topics, or any other ideas from a textbook, the internet, or any published source! Plagiarism in any form will absolutely not be tolerated.

Scoring

Criteria Stellar Good PoorTheme & topics

2.5 points 1.5 points .75 points

Sequencing 2 points 1 point .5 pointsRecycling plan

1.5 points 1 point .5 points

Overall quality


Part 3: 7 pointsThreads: List 3 possible ideas you have for recurring threads in your lessons. Write one paragraph for each idea, explaining how the activity could be used more than once (referring to your theme and lesson topics). To get you started, refer to Nation & Macalister, p. 99 (219) but feel free to use other activities of your choosing. Be specific. Simply naming an activity is not enough; your description should be clear enough so that any teacher who is not familiar with the activity (thread) will completely understand it through your explanation.

Criteria Stellar Good Poor

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Thread 1 2 points 1 point .5 pointsThread 2 2 points 1 point .5 pointsThread 3 2 points 1 point .5 pointsOverall quality


Submission guidelines:Please use Times New Roman, size 12 font, double spaced, .doc or .docx. Please do NOT submit any other type of file.

During class in Workshop II you will have an opportunity to get feedback from your professor but more importantly from your classmates. You may not ask Merrilee for feedback later if you did not come to class prepared. Thus, please be prepared for class.


*A2 must be submitted in the same document as A1. See above for details. Also, please note that you must make the corrections indicated by feedback to A1 in this document submitted for A2. If you do not, additional points will be deducted. Additionally, you should strictly avoid repeating the same English mistakes from A1 in A2. Failure to do so will result in point deductions.

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**Assignment resubmissions will not be accepted; it is important that you examine the criteria well, look at the provided examples, and follow instructions correctly. Failure to do so will result in a reduced score. Let’s be respectful of each other’s time. Thank you. ^^

***You will receive detailed feedback on A2 from your professor. You are expected to review the feedback thoroughly and make all suggested changes and improvements on Assignment 2 to re-submit with Assignment 3.

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Unit 9Ch. 7: Monitoring and Assessment, pp.

227-242

1. What are some reasons to monitor and assess?

2. Which types of assessment [1-6 on pp. 107-109 (227-229)] will be most appropriate for your course?

3. Complete the following two tests. What kind of tests are they?

http://www.lextutor.ca/tests/associates/

http://testyourvocab.com/

4. What placement tests have you taken? How valid did they seem?

http://testyourvocab.com/

http://www.lextutor.ca/tests/associates/

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5. Before you can assess learning through observation, what must you first know?

6. On p. 112 (232) there is an example of conditions needed for a spoken fluency development activity. What conditions would be needed for a listening fluency activity?

7. What are some less traditional but effective ways to monitor learning? Have you ever tried these (either as student or teacher)?

8. How might short-term assessment differ between an EFL class that meets for 45 minutes five days a week and an EFL class that meets just once a week for two hours?

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9. Refer back to one of the activities you’ve planned for your theme. Write a performance objective for the activity below.

10. When should diagnostic testing take place? Why?

11. How should low-frequency vocab be taught?

12. What do achievement test results tell us?

13. Have you ever taken a class with mastery tests? How would you feel about teaching a class that used mastery tests?

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14. In a writing class, why would a traditional achievement test not be the most appropriate form of assessment?

15. Make notes below about the considerations you will take to make your assessments (for your course) valid, reliable and practical.

Validity concerns

Reliability concerns

Practicality issues

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16. Choose at least one of the A3 exemplars provided (on the website). Evaluate it in terms of validity, reliability, and practicality. Are there any changes you would make? Do they give you any ideas for your unit plan? (Be prepared to share with your group.)

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Unit 10Graves Ch. 10 Designing an Assessment

Plan, pp. 243-271

1. What are 3 purposes of assessment in course design?

2. Make notes about the following:

Formative assessment

Summative assessment

3. Which will you need to focus on in your unit plan?

4. What is a way to do ongoing needs assessment of learners throughout a course?

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5. Investigation 10.2, p. 245 Take notes in the box below.

6. Which skills will you cover in your unit plan? Of those, which will have assessments for which you need to develop criteria?

139

7. In addition to observing your students in class, what else should a comprehensive assessment plan include? Which of these types of activities do you plan to use in your unit plan?

8. Investigation 10.4, p. 249


140


142


12. What is something from David Thompson’s assessment plan that gives you an idea for your own?

143

13. Investigation 10.8, p. 259 (Sally’s IE7 Assessment Plan)

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14. What is something from Sally’s assessment plan that gives you an idea for your own?

15. What strategies might you employ to find out about your Ss’ affective needs?


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17. What is something from this assessment plan that gives you an idea for your own?

146


19. What is something from Denise’s assessment plan that gives you an idea for your own?

147


21. Investigation 10.12, p. 269 Get started! Jot down ideas below.

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22. Have you ever had a teacher write you a letter at the beginning of the course to talk about expectations, assessments, etc.? Explain.

23. Choose at least one of the A3 exemplars provided (on the website). Evaluate it in terms of the concepts from this week’s readings in particular as well as the concepts covered previously regarding assessment. (Be prepared to share with your group.)

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Workshop III

This week serves as preparation for your next assessment (Assignment 3: Assessment Plan).

I. To prepare for the workshop, please critique the following two Assessment Plans that begin on the next page. Be prepared to discuss the following:

-What is good about each?

-What are the weaknesses?

-What would you change?

II. Please also bring in whatever materials and/or ideas you have for your assessment plan this week to class. If you want feedback from me before submitting it, this is when you can get it.

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Needs Analysis

Sunyoung Lee

The Learners

All the students are Korean 9 years old who are 5 girls and 3 boys, and they are in

public elementary school 2nd grade. They all graduated from English kindergarten, and

since they were four or five years old, they have been studying English at an English

kindergarten regular and afterschool programs, and most of them are doing home-school

materials.

About the L1 proficiency and interest, the students like to talk, explain ideas, and

use rapidly expanding vocabulary, and they love descriptive language and word play.

Furthermore, they get a high score on the dictation test. Some of them often say that their

dictation score is influenced by their parents’ pressure.

The students’ L2 level proficiency is intermediate, and they feel happy when

expressing what they are feeling now in English speaking and writing by using short to

long grammatical patterns. Also, they listen well, but during conversation they often

forget what they heard. On connection with intercultural competence, they show deep

understanding because they have experienced and participated in western cultural events,

such as Easter, Thanksgiving Day and Halloween at the English kindergarten. It leads to

their low affective filter when having a conversation with native speakers.

Generally, the students like to talk about what they learned at school, such as our

neighborhood, community and jobs people do. And they prefer going out and love topics

Merrilee Brinegar, 10/06/17,

Awesome! It will be fun to see how you incorporate this in your unit plan.

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in nature such as trees, rock and animals. Also, the learners are interested in working with

a partner of their choice that is usually with the same gender.

All the students are already familiar with English, so they tend to exaggerate

when speaking about something interesting. And they are engaging in English topics that

are related to their concerns; however, other than their preference, they usually have a

limited attention span.

My target learners’ major goal is developing their English proficiency to be

advanced learners because their parents are worried about losing children’s current

English skill and how they do well regular curriculum at public elementary school when

becoming 3rd grade. All parents’ expectations of English is too high, so my class always

tries to fulfill them by using high-quality curriculum of speaking, listening, reading and

writing.

Even though the students are fluent in speaking and listening English, they need

more speaking ability that can express their thinking for expanding activities, and for

collaborative learning, they are required to listen very well without struggle. In addition,

to balance between four skills the learners are asked to improve reading and writing.

Table 1

General level of English proficiency

Language Skills Proficiency Level Descriptions

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Listening Intermediate highCan understand, with ease and confidence, simple sentence-length speech in basic personal and social context.

Speaking Intermediate highCan converse with ease and confidence when dealing the routine tasks and social situations.

Reading Intermediate mid

Can understand short, non-complex texts that convey basic information and deal with basic personal and social topics.

Writing Intermediate mid

Can write short, simple communications, compositions, and requests for information in loosely connected texts about personal preferences, daily routines, common events, and other personal topics.

Note. Adapted from ACTFL Proficiency Guidelines (2012)

The Learning Environment

This class is in an English kindergarten for an after school program, and the

classroom is made for only elementary school students. The size of the classroom is

enough to study and play some activities, and it is clean and comfortable as an important

part of providing significant learning experience for the young learners. There are four

round desks in the middle of the classroom, and a white board and beam projector are

equipped in front. Two bookcases including various English storybooks are next to the

window. All furniture has protection on the edge. On the other side of the bookcases

there is a locker for students’ personal items, and the students can keep their unfinished

work there.


How is this possible? In “The Learners” section above you said they’d already graduated kindy and were in 2nd grade. Do kindy hagwons also have classes for older students? Yes, the learners graduated from this English kindergarten. I heard that many English kindergarten have elementary school curriculum to give the learners more opportunities learning English in a comfortable environment. I think it is good idea in order for them to reduce affective filter.

154

This class is only for intermediate young learners who pass the entrance

examination can register for this course. And it is considered important factor for the

students to get motivation of English learning. The purpose of this class is developing

students’ English for their 3rd grade and good score at school.

The students come to the class three times a week on Monday, Wednesday and

Friday, and this class is conducted for 2 hours from 3 to 5 pm. And they take a break after

50 minutes for 10 minutes. At this time, the young learners usually go to the restroom and

share small talk with classmates in English.

In this class, there is no text book for study, but using materials including flash

cards, empty paper for drawing or writing something and worksheet made by teachers are

given. For extending the students’ knowledge, there are role-play materials, such as

clothes, shoes, hospital play and so on. Also, the beam projector is used for showing PPT

and some video.

Unit Goals

Overview

My purpose of this unit plan is to utilize the learners’ familiarity, so that they

explore answers to the posed task while expanding their vocabulary and practicing the


Familiar what? You’re missing a noun.


Really?!?!Yes, it is possible. Because the learners have been studying English with classmate for years. (I want to emphasize ‘sharing small talk’.)

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four skills. So the theme ‘Outdoor’ is chosen to be of high interest to the learners, and

over time, each topic covers a variety of learning elements more in depth.

Considering the young learners in this class, they have sufficient experience of

using English for years, but when they are faced with difficulties like unknown words

and higher task than current level, they often try to avoid that situation. However,

according to ‘Needs Analysis’, it is evident the parents’ expectation of children’s English

performance is high. For this reason, the teacher focuses on not only what the learners

want to learn but also what their parents want their children to learn. To reach a

compromise agreement, the teacher creates systematic course which goes from simple to

complex. Through this way, the students can acquire new information naturally without

any struggle, and their parents also get a sense of satisfaction.

To use the learners’ interest and fulfill the parents’ expectation, the title of the

theme is decided “Outdoor”, and there are four topics including (1) How’s the weather? ,

(2) What do you wear in a different season? , (3) Interesting outdoor activities and (4) We

are ready to go out. In terms of the students’ common interests on the ‘Needs Analysis’,

they are interested in topic in nature and communication with others even though they

need more speaking skill. Thus, the theme of outdoor comes from nature, and it is to

spread the students’ preference of outside situations with four topics. Also, it can

supplement the learners’ short attention span then, they are able to focus on meaning,

accomplish using language, and interact with classmates in oral practice through pair

group work for fluency and communicative competence with rich background.


Great


If you mention the theme here, say what it is (the title).

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Content Goals

Utilize background knowledge and experiences to use prefer elements of outdoor

through many interaction opportunities

Learn how to use what they learned to be more active learners through

collaborative

learning

Develop creativity to take initiative and feel familiarity about written tasks by

sharing opinion with given flashcards and storybooks which are set in the class

Get more opportunities to approach their English difficulties and solve this

problems by doing simple to complex given communicative contexts

Language Goals

Learn vocabulary related to theme outdoor through teacher’s instruction at the

beginning of the class

Get the opportunity to meet new language chunk sentences related to the topics

which are weather, clothing, outdoor activities and going out plan

Create spoken texts by doing mingling, interview, making a story and role-play

Practice what they have learned to express their improvement and get low-

affective filter

Sequence of topics and recycling


Related to…


Do you mean tasks?


And what is it what they learned? Be specific about this part.


Be more specific about this

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As I mentioned on the overview, the sequence of this lesson goes on from simple

to complex development. Concentrating on using developing topics is to make more

efficient and productive results, so it is important for the teacher to give the learners

opportunities to use interpersonal communication. Because of this reason, from lesson 2

to lesson 4, the students are required to be able to utilize what they learned in the

previous lesson, and they try to combine it with current lesson task. The following topic

steps explain sequence and adding recycling factors in detail.

Lesson 1

Topic How’s the weather?

Content

Objective

SWBAT share their favorite weather

SWBAT describe different weather conditions by reporting a weather forecast

Language

Objective

Weather adjective such as sunny, foggy, snowy, windy, humid, etc

Chunk sentence (‘what is your favorite weather?’ , “I like snowy day’)

(1) How’s the weather? : The first topic is about the weather. The students are

familiar with it because the teacher always asks the weather before starting the

class. So as a first topic, it gives the learners an opportunity to get confidence

and acquire more specific weather conditions with classmates actively.

Furthermore, it is considered basic and starting point to approach overall

theme ‘Outdoor’. The students learn weather adjectives with flash cards, and

they share their favorite weather in the mingling activity to interact with each

others. Then, through role-play of weather forecast, the learners are engage in


Good

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meaningful communication tasks in freer practice to use the target language in

groups.

Lesson 2

Topic What do you wear in your favorite weather?

Content

Objective

SWBAT share their favorite weather and what they wear in this day

SWBAT share their reading result with a partner

Language

Objective

Clothing nous such as a T-shirt, a jacket, pants, boots, etc

Chunk sentence (‘what do you wear in your favorite weather?’ , ‘I wear boots on a snowy day’)

(2) What do you wear in your favorite weather? : The second topic is about

clothing. The learners already learned weather conditions, so they can extend

it to clothing part naturally. Through picture walk using several short seasonal

story books, the students acquire various clothing nouns. When it comes to

focus on language function, lesson (1) is recycled in lesson (2) mingling

activity by asking favorite weather and answering what they wear in this kind

of day. Next, each student completes a weather chart by reading given

different seasonal storybook, and they share the checklist in groups. It is

developed into jigsaw activity in order for the learners to gain more

opportunities to interact with each others.

Lesson 3

Topic Interesting outdoor activities

Content

Objective

SWBAT interview others’ favorite outdoor activity

SWBAT make and describe outdoor activity story

Language

Objective

Outdoor activity nouns such as snowboarding, hiking, riding, etc

Chunk sentence (‘what kinds of outdoor activities do you like?’ , ‘I like snowboarding’)


Good idea

159

(3) Interesting outdoor activities: The third topic is about outdoor activities. It is

continued from the previous lesson (1) and (2), and this topic satisfies the

learners’ desire of active learning and enhances cognitive knowledge.

Through guessing game using realia and body language, the students acquire

various outdoor activity nouns with the teacher and a partner. Then, the

learners interview pair by using recycled language functions which are from

lesson (1) weather nouns and lesson (2) clothing nouns, so that they ask and

answer what kind of outdoor activity they like to do wearing clothing in any

weather. The last step is making an interesting outdoor activity story using

picture flashcards in groups.

Lesson 4

Topic We are ready to go out

Content

Objective

SWBAT interview others’ outdoor activity plan

SWBAT create an outdoor story using flash cards

SWBAT describe their outdoor plan by role-play

Language

Objective

Various outdoor places such as mountain, beach, ski slopes, etc

Chunk sentence (‘where do you want to go?’ ‘I want to go to the beach’)

(4) We are ready to go out: The last topic is to reach the theme ‘Outdoor’, and use

the learners’ preference totally. On the ‘Needs Analysis’ I mentioned that the

students like to go out, so this topic is for making plan to go including

previous three topics. As a first step, the students learn various place nouns

using a video clip, and interview with each other to know where they want to


Good

160

go out. At the next step, the students make an interesting and expectative story

of outdoor plan with 20 flash cards with a partner by taking turns. Five of the

cards are written weather adjectives, other five are clothing nouns, another

five are outdoor activity nouns, and the rest five are outdoor places with

pictures. So previous three topics are recycled in this step. Finally, the

students express their plan story through role-play activity by dealing with

whole topics.

Threads of Course

To keep the young learners in this class more time, using threads is essential for both

the teacher and students for drawing attention and time saving. There are three threads in

this lesson which are mingling and interview, making a story and role-play.

• mingling and interview

Mingling and interview activities are to give the learners sharing opportunities.

During this time, the students are able to develop their oral communication skill with

classmates. In addition, these activities can draw the learners’ high attention during

interaction, and through making frequent use the target language, they enhance their

current learning automatically. In the lesson 1 and 2, the learners use short and easier

sentence, so mingling activity is used, but lesson 3 and 4 is more difficult and demanding,

so they use more time by doing interview.


Good work! Very well planned.

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Lesson 1 - (mingling) The students share their favorite weather by using weather

adjectives. During this time, they are required to ask and answer as they can to keep the

target vocabulary for a long time. Also, it gives them many opportunities to get

relationship with others, and it is connects with confidence of speaking.

Lesson 2 - (mingling) The students ask and answer favorite weather and what

they want to do wear in this kind of day. It is continued from lesson 1, so the learners can

speak more freely.

Lesson 3 - (interview) The students are requested to ask and answer their favorite

activity in detail combining with weather and clothing in an interview. Several using

languages also come from lesson 1 and 2, so the learners should be able to use longer

sentences.

Lesson 4 - (interview) The students interview with each others about what they

want to go, and they can include previous topics information to conduct an interview in

general.

• Making a story

Making a story also provides the students with using the target language, and it is

requires them to create their own production. In this age of the learners like to imagine

and express what they think, so this activity makes them creative and talkative.

Lesson 3 - The students make their outdoor activity story in groups. It is

conducted in productive-activity step, so they are able to be confident and have enough

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ideas. Also, using given flash cards is helpful to figure out interesting story in a logical

sequence. When finishing the story, the learners introduce their story to other groups.

Lesson 4 - The students make a story of their outdoor plan with a partner. With

given flash cards including previous topics and current target vocabulary, the learners

make a story by taking turns. Because of pair work, the students are asked to make more

stories than before lesson 3, and using target vocabulary also increased. However,

through this time, the learners’ interpersonal skill can be developed.

• Role-play thread

Role-play is for fluency, and at the end of the class, it is conducted in order for the

learners to check and develop their skills. It gives the students an opportunity to practice

communication in a different role context. There are some structures for role-play

activity.

1. The teacher introduces what the students are going to express during role-play

2. The students make a decision on what kind of role they will perform through

small discussion, and they choose realia needed. Making scrip is optional

according to the learners’ needs, but it cannot be used during the activity

3. The learners do role-play

Lesson 1 - The students introduce about weather that they want to say by role-

play. Using realia, the learners are able to express what they want to emphasize the

weather meaningfully, and this activity comes from asking favorite weather which is

before activity.


When you create these tasks, you may find it needs more structure for Ss to do it well.

163

Lesson 4 - The students introduce about where they want to go out, and it comes

from making a story of their plan which is previous activity. The learners already thought

the role context, so they are able to express more freely. This part includes everything of

four topics, so the teacher should focus on the students’ production to find out good and

wrong output and give them appropriate feedback.

Assessment

Overview

The learners’ progress will be monitored through formative assessment. The

reason why I pursue this way is that the students are just young even though they have

sufficient experience of learning English, so they tend to avoid and feel uncomfortable

with formal test types. In addition, the students do not study English at school as a subject

because they are 2nd grade in elementary school, so I would like to give them more

opportunities to create their own thought without fixed answer like multiple choice tests

by using learned content. On the other hand, the learners’ parents always want to know

children’s current progress and visible evidence like evaluation paper, so I use rubric

including feedback and their learning situations to provide both the learners and parents

with evidence of progress and motivation.

In terms of my unit, overall goals are for communicative language learning by

engaging in collaborative tasks with others. So the assessment is conducted with others,

and it is for low affective filter. Because the students like to share their opinion and try to

listen carefully other’s talking to lead a conversation, for this reason, it makes their mind

peaceful. According to ‘Needs Analysis’, the learners feel happy when they hang out

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with their friends and talk about what they learned at school, so this assessment type is

appropriate for them considering their preference, familiarity, and checking learning

process.

There are four lessons are included in my unit, and they have their own specific

activities. However, I focus on the last activity in lesson 2 for assessment. Because this

activity is conducted in the middle of the whole, so the teacher should check the learners’

current learning situations here, and give them feedback to proceed to the next lesson. If

there is a problem about the course, the teacher can realize and revise it in this time for

the following lesson. In the last activity in lesson 2, the students are asked to read

different seasonal storybooks by completing weather chart, and they share reading result

in groups. After this, the teacher makes a pair and hands out assessment paper including

pictures of spring, summer, fall, and winter. Each pair is given different assessment form

to talk about different picture information, and it can also prevent cheating. To conduct

efficient assessment, named pair comes to the front, and the rest have reading time. Then,

the named learners ask and answer the information of the pictures together, such as

weather conditions, what he or she is wearing, and anything that they want to express.

During this assessment, the teacher observes the students’ conversation naturally to

recognize whether they use correct words or not and how they concentrate on other’s

speaking by checking rubric. Overall spending time of assessment is 20minitues.

Since then, the learners also assess themselves by completing self assessment

check list, and it is to know their satisfaction of the course and how they comprehend

language points. Additionally, it is helpful for the teacher because sometimes, she does

165

not catch some mistakes, such as wrong time limit and inappropriate tasks, but the

students are able to feel and reflect them on this form.

Overall scoring scale

Exceptional Good Satisfactory Dissatisfactory

90~100% 80~89% 60~79% 40~59%

Percentage value of assessment task

Attendance Participation Speaking

20% 20% 60%

Rubric for speaking

Very Good (5) Average (3) Developing (1)

Comprehension

• Understands all of the questions that were asked of the student, and responds appropriately to some questions that we practiced before.

• Understands and responds most of the questions that were asked of the student if we practiced them before.

• Answers a few simple questions that we practiced in class.

Vocabulary use • Uses a wide • Uses a sufficient • Uses a limited

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variety of vocabulary and expressions to communicate with detail.

variety of vocabulary needed to communicate on familiar topic.

range of appropriate vocabulary to talk about familiar topic.

Organization

• Uses some sentences together and starts to create some of the student’s own sentences and questions.

• Begins to answer mostly in sentences, where appropriate. Can ask simple questions that we have practiced in class.

• Uses a limited variety of sentences to minimally communicate.

Interactive Communication

• Maintains and develops the interaction and negotiates towards an outcome.

• Keeps the interaction going with very little prompting and support.

• Requires prompting and support for interaction.

Performance expectation for this student

* Teacher: Uses check or circle to score criteria, then, give an overall score

Student name:

167

Short-term Achievement test form 1

168

• Describe each number of picture information, such as weather conditions and what people are wearing by asking and answer with your partner for 5 minutes

• You should use specific weather adjectives and clothing nouns that are learned

• Feel free to express if you want to describe something about it

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Short-term Achievement test form 2

170

• Describe each number of picture information, such as weather conditions and what people are wearing by asking and answer with your partner for 5 minutes

• You should use specific weather adjectives and clothing nouns that are learned

• Feel free to express if you want to describe something about it

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Self-Assessment

172

Color in the face for each sentence below to show how you feel about your work

173

Couse Design Assignment #3

HangChan Lee

3.1 The Learners.

The learners have various ages, jobs, background and perspectives. As I

mentioned above, they are all different. But all they are Koreans, around 30 years old,

having a job, and studying English as their one of bucket list. They all passed the public

English education curriculum form their mid school to high school. As they have been

living in an EFL situation, they had less chances of talking with English native speakers.

For this reason, most of them have a high affective filter. But they have high motivation

for learning English as they are adult learners not like young learners who have to study

English regardless of their willing and interesting. And all the members are 12 people, but

the actual people came to the classroom are around 10 because their working schedule

were changed openly. But the 10 people are enough to have communicative activities.

The learner’s primary goal is improving communicative skill, especially in

speaking. But, Because of their lack of knowledge of how to construct English sentences,

they want to learn some basic grammar skill which will help their communication skill

not for academic purpose or test score. Then they want to expand and generalize basic

grammar skill of communication such as buying some stuffs, asking a transportation

information, and ordering foods. As the learners are all different to each other, their

interested topics are also different. But generally they prefer cultural topics such as travel,


Start this section with an overview of the learners- age, level, etc.I’ve change the second phrasal to the first, as it include the overview of the learners.

174

movie, drama, music, food and fashion instead of academic or economical topics.

The learners have generally beginner-high level. Their listening, writing, and

speaking skills are beginner-high level except the reading level which is intermediate-

low. Even though they are beginner-high, they have well basic vocabulary and lexicons.

And they can understand sentences involved less than 5 words without trouble. But when

they are reading longer sentences than sentences which has more than 4 words, they try to

translate English structure to Korean structure then can comprehend the meaning finally.

This problem also happened when they produced English sentences. Even though they

can speak several memorized sentences and lexicons spontaneously, there is the problem

of translating Korean to English when they created new sentence. In other words, there is

the process of translation of one language to the other language when they comprehend

and producing long sentences of which has generally 5 or more than 5 words. In short,

their strength is the higher vocabulary level comparing the general English level and the

weakness is the translation process.

As they are adult learners, they have been used to the certain studying style. Most

of them feel more comfortable when they have a teacher-centered classes, which is

explicit and deductive, than student-centered classes. But they also like interesting and

exciting class, such as task based learning.

Table #1

General level of English proficiency

Language Skill Proficiency Level Descriptions

Listening Beginner-high Listeners are often but not always to understand


Check the English document I sent you.Sorry ;)

175

information from sentence-length speech, on

utterance at a time, in basic personal and social

contexts.

Speaking Beginner-high

Speakers are able to handle successfully a variety

of uncomplicated communicative tasks in

straightforward social situations. Conversation is

generally limited to those predictable and concrete

exchanges necessary for survival in the target

culture.

Reading Intermediate-low

Readers are able to understand simplest connected

texts that convey basic information and basic

personal and social topics to which the reader

brings personal interest or knowledge.

Writing Beginner-high

Writers are able to meet basic limited practical

writing needs. They are able to express themselves

within the context in which the language was

learned.

Note. Adapted from to the ACTFL Proficiency Standards (2012)

3.2 The Learning Environment.

The course was opened in one of the huge private English institutes in Seoul. The

institute has a registering rule which the students register the course month by month. For

176

this reason, the member of students changed every month and the institute manager asked

the teacher to design the courses monthly. And the institute offered well organized

classroom for each course. It has teacher’s computer, two speakers, a beam project, a

white board with color markers, enough tables and chairs for students. And it has enough

space so the teacher can conduct various communicative activities. Even though there is

no color printer in the classroom, the teacher can be ready to print out materials before

class. The students meet for instruction 3 times a week. Each class one hour in duration.

Unfortunately, the teacher has not enough teaching experience. This is one of the

weaknesses of the course. But he will cover his lack of experience by a prepared course

designed including contents, materials, and activities. Basically, he has a different

approach to teaching English grammar for communication.

There are less parents’ aspects as the learners are adult, but there are several effects

of stakeholders. Most of them are the students and the institute manager. If the class was

not well affected on students’ development of their English, they will leave the class. And

if the teacher has not enough class members, the class will be closed. But if there are lots

of students who want to register the class, the teacher can have the better condition of

everything.

Unit goal

Overview

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The purpose of this course is to help beginner Korean learners become more skilled

at communicative English while they are traveling. They learn practical and interpersonal

English naturally through the conversation. When people are traveling, they need to ask

necessary information for their plan, such as hot tourist spots, translation usage methods,

good restaurant and signature food, and cozy hotel. Wherever they go to the traveling,

they need these kind of information and need to know how to ask these kind of

information. But there is one problem. Even though the traveling places are different, the

information and asking for the information are almost similar. So the students might have

less motivation and inner satisfaction. So the teacher need to create various contexts such

as asking the information to other traveler whom they meet on the way even though the

students are asking same or similar information.

The unit plan will follow the chronological sequence of the happening when they

met new traveler. First, the learners are searching for necessary but ordinary information

at an information center, public translation station, hotel, and restaurant. Then they met

other new traveler on the way to somewhere or at some facilities. After then, to be a

friend with them, the leaners are asking about their traveling story at the city or country

where they are now and telling the learner’s favorite travel story they had and asking

again the new traveler’s favorite story. So this unit, especially, the course focuses on

interpersonal situations where the learners use more meaningful and motivated

communicative skills as they share they own story.

The overall purpose of the unit plan is to develop the learners’ communicative

skills to be a friend as they are sharing the travel information. To achieve the goals,

plenty of situational activities are given to the students throughout the theme of the

Lee Hangchan, 12/08/17,

Modified it myself. Thx.

178

Heading Abroad. For instance, in lesson one, the learners will use appropriate WH-

questions for necessary information in various places. In lesson two, the learners will use

WH-questions again to other new traveler whom they met during the travel. In lesson

three, the learners will tell their own favorite travel story to the new traveler. In the last

lesson, the learners will ask other traveler’s favorite travel place to be closer.

This unit on Heading Abroad is designed to provide opportunities for students to:

Content Goals.

Organize the appropriate WH-questions for the traveling information.

Reorganize the appropriate WH-questions to be a friend with other travelers.

Explain the learner’s own favorite traveling story to partners.

Share the other partners’ favorite traveling story.

Language Goals.

Ask WH-questions for the traveling information.

Introduce the students’ own traveling story in form of ‘I have p.p.’.

Choose the appropriate vocabulary, related to traveling, for each questions.

the various questions.

Acquire the appropriate responses skillsRespond appropriately while the

students talk about their traveling story.


Too vague… what vocab, and what kinds of Qs?I’ve modified these in red text according your comment. Thank you.


Good- quite clear!


Be a bit clearer in your goals… speaking? Writing? What’s the focus? I’ve modified these in red text according your comment. Thank you.

179

Part 2

Table 2.

Lesson 1

Topic Would you recommend me one tourist spot?

Content

Objective

SWBAT organize the appropriate WH-questions for their

necessary

Language

ObjectiveModal verb question & WH-questions

Target

structure

Would you recommend me one tourist spot?

Where is it?

How can I get there?

When should I leave here?

What can I do there?

Lesson 2 Topic What brings you here?

Content

Objective

SWBAT reorganize the appropriate WH-questions to be a friend

with other traveler.

Language Past tense & WH-questions


Good planningThank you ;)

180

Objective

Target

structure

What brings you here?

Where did you go today?

What did you do today?

How did you go there?

When did you leave and arrive?

Lesson 3

Topic My favorite place to travel is …

Content

Objective

SWBAT explain the learner’s own favorite traveling story to

other traveler.

Language

ObjectiveThe Present Perfect (I have P.P.)

Target

Structure

I have been …

I have seen …

I have done …

I have stayed at …

I have eaten …

Lesson 4 Topic What is your favorite travel place?

Content SWBAT share the other traveler’s favorite traveling story.

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Objective

Language

ObjectiveModal verb question & WH-questions

Target

Structure

Where is your favorite place to travel?

Why do you like it there?

What should I do there and not?

What should I eat there and not?

Where should I go there and not?

When is good to go there?

Sequence of topics and content

There is one main principle of sequencing in putting the lessons together.

Follow the chronological sequence.

The Lesson 1, 2, 3 and 4 were designed to follow chronological sequence. To be a

friend with other travelers whom they meet while traveling, there is a certain order of

being a friend. First, It is time for ice break. In the lesson 2, the learners might ask the

other traveler how was their travel today or what is your plan today. In the lesson 3, the

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learners might introduce their own favorite travel story to the other traveler. After

introducing the learners’ story, they might ask the other traveler’s favorite travel story in

the lesson 4. But the first purpose of traveling is enjoying the travel rather than being a

friend. So in the lesson 1, the learners will learn the WH-questions for necessary

information. There are several sub principles of unit sequence.

First, A is more practical skills and B is more interpersonal skills. Lesson 1 is

closest to practical skill as they are asking questions to get real and appropriate

information at each facilitates. Lesson 2 has both practical skills and interpersonal skills.

Because the learner asks traveling information to the other travelers. So they can share

the recent traveling information and be a little bit close to each other. Lesson 3, 4 is

closer to interpersonal skills. The learners are still asking and introducing information

about their favorite travel story. But the purpose of asking and introducing information is

to be more friendly with new people.

Second, A is more specific and B is more general. In lessons 1 and 2, the learners

are asking various questions about the specific travel place where they are being now.

But in lesson 3 and 4, the learners are asking various questions about any other travel

place where their favorite. So lesson 1 and 2 are more specific and lesson 3 and 4 are

more general.

Third, the first step is the basis for the other steps. All the practical skills used in

lesson 1 are the basis for the lesson 2, 3 and 4. Because these skills used in lesson 1 are

modified and reorganized in the lesson 2, 3 and 4.

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Table 3.

Lesson 1 Lesson 2 Lesson 3 Lesson 4

Main principle Chronological sequence

Sub - 1 Most practicalPractical +

interpersonalClose to interpersonal

Sub - 2 More specific More general

Sub – 3 The Basis Modified and reorganized the basis

Part 3. Thread

Role-play & information gap thread

All the lesson 1, 2, 3 and 4 have both Role-play and information gap threads. In

lesson 1, learners are divided into two groups A and B. Group A pretend to be a traveler

and group B pretend to be a clerk of hotel, translation station, and information center.

And group A is asking group B to find out information they need then summarize the

information. Then take a turn. In lesson 2, 3 and 4, learners are divided into two groups

as well. Group A are a traveler and group B are the other traveler whom the learner met

while traveling. So both groups pretend for each role and they are asking to each other to

find out information they want.


GoodThank you. ;)

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Show and tell thread

In Lesson 3 and 4, the learners bring the several pictures of their favorite travel

place, then show these pictures to the peers as they are telling the travel story. And also

the learner might use their smart phone for searching the picture of the place.

Table 4.

Thread Lesson 1 Lesson 2 Lesson 3 Lesson 4

Role-play

& information gapV V V V

Show and tell V V

3.6 Assessment

3.6.1 Overview.

After students have learned the course, they are required to demonstrate what they

have learned and acquired by completing the assessment. I basically set the assessment

with formative format. There are some reasons for choosing formative assessment to


Great! Thank you very much ;)

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assess the learners. Formative assessment takes place as the course is in progress and

provides information about how well the students are doing-what they have achieved,

what they need to work on, and how well the course is meeting their needs.

For this formative assessment, there are 3 ways of assessments that I chose. The

first one is the Writing Assignment. Because the activity ‘Show and Tell’ at the lesson 3

and 4 is related to creating and writing the student’s own favorite traveling story. Further,

the teacher can assess the students’ various abilities. Storyline-Development of Theme,

grammar accuracy, appropriated the vocabulary which is related to the language goals.

The second one is Monitoring of Students’ Learning Activity. Monitoring looks at

activities as they occur and is essentially process-oriented. The purpose of the monitoring

is to see if it is necessary to make changes to the learning activities in order to encourage

learning. This involves carefully observing the learners and the course, and suggesting

changes to the course and the way it is run. From this assessment, the teacher can check

the content of the conversation, clarity of speech, expression of response and body

language. And this assessment is related to the activity ‘Information Gap & Role Play’

and the content goals.

The last one is Self-Assessment. This is the process of looking at oneself in order

to assess aspects that are important to one's developing related to the course and

satisfaction with the course. Especially, self-assessment gives the students the

opportunity to enhance their certainty of their own self-knowledge. So the teacher, as a

rater, can exactly know what the students have learned from the course, what they need

more to clear, and the feedback for the course. In this course, the self-assessment will be

used as the feedback to the course not for the grading. Because if this is included in the

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scoring system, the student might say something lies as pretend they understand

everything.

Table 1

Overview Table of Evaluation the Course

Who assesses the

students’ learning?

- By the teacher

- By the students themselves

What is assessed?

- language ability (grammar, vocabulary, productive

ability of the sentences)

- communicative competence

- the satisfaction of the self-progress and the course

Why assess students’

learning?To assess the students’ progress and modify the course

How can you assess

students’ learning?

- Writing assignment (The students’ favorite traveling

story)

- Monitoring (Information Gap & Role Play activity)

- Self-assessment

When can you assess

student’s learning?

During the course for Monitoring assessment

Homework for writing assignment

What is done with the

result of assessment?

what they have learned and how the course is successfully

helping them to make progress as a progress and

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achievement assessment.

Regarding the scoring system, the 100-point scale is used for this course, and the

total score is calculated by the sum of scores from attendance, participation, writing

assessment, and monitoring assessment. But, the self-assessment is not included in the

scoring system. Moreover, in order to encourage learners to be more involved, 5 points

will be additionally provided as the bonus point to anyone who has no absence and

belated homework at all until the end of the course. Therefore, the highest score of the

course will be 105 (including the bonus points). The specific value of each assessment

task and rubrics are presented in below Tables

Table 2

Value of each assessment task

Attendance ParticipationsWriting

assessment

Monitoring

assessmentBonus

20% 20% 30% 30% 5%

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Unit formative Achievement Assignment and Test

My own favorite traveling story (Writing Assignment Test)

Directions:

1. Please write down your favorite traveling story at home.

2. When you write the story, please use the ‘I have p.p.’ form as much as possible.

3. Pease use the vocabulary you’ve learned during the class, but you can use other

vocabulary as well.

4. Please focus on telling your own story, some minor grammatical mistakes are

fine.

5. Please write your story around 300(±30) words.

Have you been to … ? (Monitoring assessment)

Directions:

1. Your partner will be chosen randomly. When the teacher calls you, please come

the teacher’s room with your partner.

2. The information you will have is your favorite traveling story. So, please tell your

story when your partner asking about your story.

3. The role you need to follow is one of the travelers. And your partner is the other

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traveler you’ve met on the traveling. So, please pretend a traveler, then share your

story with your partner as asking partner’s traveling story and answering to

partner’s questions.

4. Please get, at least, 6 different information from your partner.

5. You will allow 3 minutes for this and I will record your conversation.

6. After done everything, please move to the room number 2 and wait until the end

of this assessment. Please don’t back to the room number 1.

3.6.2 Evaluation

Table 3

Writing Assignment Assessment Rubric

Criteria Level 4 Level 3 Level 2 Level 1

Storyline-

Development

of Theme

Always topic

clear, events are

logical, and no

digressions.

Usually topic

clear, events are

logical, and no

digressions.

Often topic

clear, events are

logical, and no

digressions.

Rarely topic

clear, events are

logical, and no

digressions.

Grammar Always make

the sentences in

Usually make

the sentences in

Often make the

sentences in

Rarely make the

sentences in

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correct target

structure form

without

grammatical

errors.

correct target

structure form,

less than 2

grammatical

errors.

correct target

structure form,

less than 4

grammatical

errors.

correct target

structure form,

more than 5

grammatical

errors.

Vocabulary

Always choose

appropriate

vocabulary

without no

misspelling

Usually choose

appropriate

vocabulary

without no

misspelling

Often choose

appropriate

vocabulary

without no

misspelling

Rarely choose

appropriate

vocabulary

without no

misspelling

Table 3

Monitoring Assessment (Information Gap & Role-play Rubric)

Criteria Level 4 Level 3 Level 2 Level 1

Content

Always provides

a variety of

types of content

appropriate for

the task.

Usually provides

a variety of

types of content

appropriate for

the task.

Often provides a

variety of types

of content

appropriate for

the task.

Rarely provides

a variety of

types of content

appropriate for

the task.

Clarity of

speech

Speech is always

clear and easy to

Speech is

usually clear and

Speech is often

clear and easy to

Speech is rarely

clear and easy to

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understand. easy to

understand.

understand. understand.

Expression,

body

language,

and

appropriate

response.

Always

expresses

emotion through

voice, facial

expression,

gestures, and

appropriate

response.

Usually

expresses

emotion through

voice, facial

expression,

gestures, and

appropriate

response.

Often expresses

emotion through

voice, facial

expression,

gestures, and

appropriate

response.

Rarely expresses

emotion through

voice, facial

expression,

gestures, and

appropriate

response.

Leadership

Always lead the

conversation and

willing to speak

his/her own

story.

Usually lead the

conversation and

willing to speak

his/her own

story.

Often lead the

conversation and

willing to speak

his/her own

story.

Rarely lead the

conversation and

willing to speak

his/her own

story.

Table 4

Self-Evaluation Check List

For each statement assign a rating between 5 and 1 using following scale.

5 = excellent, 4 = good, 3 = acceptable, 2 = fair, 1 = poor

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List Statement Rating Any comments

InstructionsWas the instruction clear and easy to

understand *the goals?

Achievemen

t

Did you understand the goals?

Can you explain the goals?

OpportunityDo you have enough opportunity of

activities related to the goals?

TimeDo you have enough time to cover the

goals?

Interactions

Do you have enough interaction in the

classroom?

What kind of interaction do you prefer?

Physical

Environment

How were the materials you used during

the class and the home works?

*The goals; The content and the language goals of the course.

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Assignment 3: Assessment PlanThe format for this assignment is quite open. You can choose to follow the format from the examples provided or you may follow a format in Graves (2000) if you find that to be more compatible with your current planning stage, but do make sure you explain how the assessment plan relates to your course goals. Also, you must include at least one planned assessment, a scoring rubric (you may adapt this), and a plan to incorporate self-assessment. For this, the plan must be clearly detailed; to do this, you should include the self-assessment form you intend for Ss to use.

Assessment Plan Checklist1. Did you plan your assessments with a purpose in mind? Or did

you just plan your assessments based on “what’s always done” in your context?

2. Do your assessments appropriately match the goals of your unit plan?

3. Do your assessments take up too much class time? 4. Do your assessments have positive backwash (encourage Ss to

practice the skills you want them to use)?5. Are your scoring rubric(s) easy to use?6. Are your scoring rubric(s) easy enough for Ss to understand and

know how to improve?7. Do the assessment tasks match the tasks Ss practiced in class

(content validity)?8. If you have a receptive skills assessment, do you use different

texts than used in class (construct validity) but with similar topics, vocab, and language (content validity)?

9. If you’ve planned a performance test (productive skills), are there very clear procedures indicated for both T and Ss (reliability), including timing? What materials will Ss be given?

10. If you’ve made an assessment such as a progress achievement test, have you actually created the questions?

11. If you’ve made an assessment such as a progress achievement test, have you included the answers as well as indicated how many points each question is worth?

12. Have you included information regarding what percentage each assessment is worth so that the total equals 100% (e.g. HW 25%, vocab quiz 25%, completion of peer assessment 10%, group speaking test 40%)?

13. Is your assessment plan reasonable, given the confines of your context and the expectations of stakeholders?

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14. Is your assessment plan overly ambitious or too complicated?

FAQs

Do I have to assess every goal from my unit goals?o Not necessarily; however, every assessment should

match a goal. How do I assess goals related to attitude, cooperation, or

affective areas?o This is a great reason to use alternative assessments

such as reflective journals, peer assessment, or self-assessment checklists.

Assessment Plan Scoring Rubric (20 points)

Overview of plan(comprehensive explanation, logical, appropriate)



Is it clear when the assessments are occurring?



Have you included information regarding what percentage each assessment is worth so that the total equals 100% (e.g. HW 25%, vocab quiz 25%, completion of peer assessment 10%, group speaking test 40%)?

Is your assessment plan reasonable, given the confines of your context and the expectations of stakeholders?

Is your assessment plan overly ambitious or too complicated?

Is it clear how every part (e.g. participation,

8 points

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homework) of your assessment plan will be assessed?

Sample task (planned assessment). This means you have to make the assessment. For example, if you choose an achievement test, make the test.

Are you actually assessing what you’re trying to assess?




Is timing mentioned? Are instructions provided for Ss (in addition

to the description about the task in your overview)?

Have you provided a notice to Ss regarding the assessment?


Do the assessment tasks match the tasks Ss practiced in class (content validity)?

If you have a receptive skills assessment, do you use different texts than used in class (construct validity) but with similar topics, vocab, and language (content validity)?

If you’ve planned a performance test (productive skills), are there very clear procedures indicated for both T and Ss (reliability), including timing? What materials will Ss be given?

If you’ve made an assessment such as a progress achievement test, have you actually created the questions?

If you’ve made an assessment such as a

6 points

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progress achievement test, have you included the answers as well as indicated how many points each question is worth?

Scoring rubric (if adapted, cite the source) Does your rubric match your goals? Are your scoring rubric(s) easy to use? Are your scoring rubric(s) easy enough for

Ss to understand and know how to improve?

3 points

Self assessment Do your assessments have positive backwash

(encourage Ss to practice the skills you want them to use)?

Is it simple enough for Ss to use? Will it encourage Ss to focus on the skills you

want them to improve?

3 points

During class in Workshop III you will have an opportunity to get feedback from your professor (but more importantly from your peers). You may not ask Merrilee for feedback later if you did not come to class prepared. Thus, please be prepared for class.


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*Make sure you look at examples so you know you’re on the right track!

**Please submit in .doc or .docx with Times New Roman, double spaced. (If you have special formatting for your planned assessments or other forms, you may include a PDF, but you must also send me a .doc or .docx so I can provide in-text feedback). A1, A2 and this assignment should be in the same file. You need to make changes according to my comments on A1 and A2 before submitting this assignment. Changes made to A2 need to be in red text in the document you submit for A3. If you made mistakes previously, fix them!

***Also, please note that you must make the corrections indicated by feedback to A2 in this document submitted for A3. If you do not, additional points will be deducted. Additionally, you should strictly avoid repeating the same English mistakes from A1 and A2 in A3. Failure to do so will result in point deductions.

****You will receive detailed feedback on A3 from your professor. You are expected to review the feedback thoroughly and reflect on it for your final assignment due at the end of week 16 (additional details TBA).

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Unit 11Ch. 9 Approaches to Curriculum Design,

pp. 274-286

1. Considering Nations’, Graves’ and Murdoch’s models to curriculum design, which do you feel suits you best? Why?

2. Why is the “waterfall” model rarely used by teachers in reality?

3. Four starting points for curriculum design are described. Which best fits your situation?

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4. Where does the waterfall model start?

5. In what situation is the waterfall model most likely to be used?

6. Where does the focused opportunistic approach start?

7. When the focused opportunistic approach is usually employed, why is that? And who typically uses this approach?

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8. In your own words, describe the “layers of necessity” model.

9. Of the three models, which have we most closely used in this class for the design of your course?

10. How does one decide which approach to take?

11. Which do you plan to use when planning your course? Why?

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