Materials Development online Week 4 Segment 1

This script has not been edited. It is written with the learner in mind not the instructor. No references or additional materials have been provided.

Hello and welcome back. This is Materials Design and Development and you are watching the first segment for week 4. Last week we finished our discussion of Tomlinson’s Introduction to Material Development and began our discussion of Learner Differences. Today we will finish up our discussion on learner differences, look at several assessment activities which you can adapt to assess your Ss learning styles and multiple intelligences. If time permits we will begin our walk through of the Comparatives 1, the first sample lesson in the course packet. If time remains we will analyze the lesson in terms of Tomlinson’s 16 features of good materials. I usually like to start my lessons with a review, but since this is an online course and you have the ability to review materials at your leisure, I will instead simply point out the important points from last week. See the screen in front of you. I think you should pause the lecture, take a moment and see what you can recall. Any items that you cannot easily recall you should go back and review because everything on this list will be important when you are in the process of creating successful lesson plans and materials. Go ahead, pause the lecture. I will be here when you return.

Warm-up & Opportunity for outcome feedback:

Think about the following Qs:• What is enhanced input and how does it help

draw Ss attn to significant features of the TL?• What is schema activation and why do we do it? • What kinds of activities provide Ss with a

communicative purpose?• How do children, adolescents and adult learners

differ from each other?• Is attention span only a problem in young

learners? Why or why not?

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How did you do? Were you able to remember more than you did last time? Are you feeling more comfortable with the information you are learning? Or was it still hard to answer the questions on the slide? Remember, learning is up to you. I cannot make you learn, but I can provide you with opportunities for outcome feedback. That little review was a way to provide you with some outcome feedback. If you weren’t able to answer the question on the slide then you need to re-read and review what we have discussed before. If you were able to remember the answers, then you know you are keeping up and doing well.

Now let us turn back to learner differences. As we said last week, learners differ according to the following:

Age Level Ability/Aptitude Personality Background and experiences Multiple intelligences Learning styles and learning preferences Motivation

Today I would like to talk to you about motivation, multiple intelligences, and sensory learning modalities and then we will explore various ways to assess your Ss learning styles and multiple intelligences. Many people believe that motivation is one of the most important factors to becoming a successful language learner. At HUFS I not only teach materials development but I also teach SLA. On the first day of class, I give my Ss the following homework I ask them to tell me if they think they are a good language learner or a poor language learner and why they think that. We haven’t begun our study of language learning yet, so they don’t have much background knowledge about how language are learned, but most of them have a good idea about their success as a language learner. The most often cited reason by my students for their success or failure as a language learner is motivation. Most believe they have the ability to learn a language; that is they have the aptitude if they try, but they usually describe their success or failure in terms of effort and effort is for them the same as motivation.

Motivation

• What is “motivation”?“Some kind of internal drive which pushes

someone to do things in order to achieve something” (Harmer, 2001)

• What are the two kinds of motivation?

– Intrinsic and extrinsic

• What are some examples of each?

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But is effort really motivation? Well, according to Harmer: “Motivation is some kind of internal drive which pushes someone to do things in order to achieve something” Based on this definition, effort itself is not motivation; however, it is the product of motivation. Motivation cannot be seen, because motivation is something internal. Motivation is a psychological aspect of language learning; it is an internal force, a desire

that pushes us. From that desire or internal force the effort comes. We can thus measure our motivation by measuring our effort, the more effort we make, the more motivated we must be. Motivation is often dived into two kinds: Intrinsic and Extrinsic motivation. These can be rather confusing, because they sometimes seem to overlap. Intrinsic motivation means a desire that come from within our selves; whereas, extrinsic motivation means a desire that come form outside our selves. Let’s take a look at an example and see if you can tell me if it is intrinsic or extrinsic motivation. A few semester ago, I asked one of my male students, “Why did you decide to study English?” He smiled and said: “When I was in middle school I went to this hagwon and I had a really pretty teacher. She was from Canada and she had blonde hair, and I decided that if I could learn English I could marry someone like her.” He became motivated to study English because he dreamed of marrying a beautiful blonde Canadian woman. So, is this intrinsic or extrinsic motivation? Is this coming from inside or outside? If you answered intrinsic, then you were correct. Remember, this was his dream. He didn’t want to marry a particular woman, but some beautiful blonde Canadian woman in general. If you have a dream than that is an internal desire and an internal desire belongs to intrinsic motivation. Can you give me an example of extrinsic motivation? Did most of you mention doing well on an exam? If you did, I’m not surprised. I think it’s the most common extrinsic motivator in Korea. Almost every third grader in high school spends countless hours studying for the Soo Neung. Most do it because they feel the pressure and expectations from their friends, teachers and family. This is external so it should be considered extrinsic; also any time that a person is doing something because of a reward, then that is also extrinsic motivation. Sometimes it can be hard to distinguish internal and external motivation. For example, a student has a dream to attend a good university and become a scientist. Since it is his or her dream it is internal, but to make that happen there are test, and exams which have to be studied for and passed. In these cases intrinsic and extrinsic motivation can both be motivating the individual. When a person has both intrinsic and extrinsic motivation, then the effort required to be successful is usually there. Which is Better Intrinsic or Extrinsic Motivation? There isn’t really a right or wrong answer here. It comes down to your own personal beliefs; especially about giving and receiving rewards. For me, when it comes to

language learning I believe intrinsic motivation is better than extrinsic motivation. I especially try to avoid using reward system in my classes. When I first came to Korea, however, I did use rewards systems, because all the teachers I worked with were using them and everyone seemed to think they worked really well, and so I decided to do it too. I found that the reward system did work well at first, but then it became less effective over time; that is, the same rewards didn’t seem to motivate my students any more. They wanted bigger and more expensive prizes in order to do the same amount of work. What I discovered is that rewards systems like life experience inflation, that is the cost goes up and the amount goes down over time. Once I realized that a significant amount of money needed to used for prizes to motivate my Ss I was no longer willing to use a rewards system or if I did use a rewards system, then there had to be a better way.

Reward Systems

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Another system I used which worked better was system based around Brawn Bucks, fake money which I gave to Ss for doing well. There was no inflation, because each month I had the same prize budget, which I set around 50,000 won for all my classes. I used that money to buy all the prizes. The important thing with this system is to keep track of how much money you hand out. Why is this important? Well, keeping track of how much money I handed out was important, because I set the price of prizes at the end of the month. Knowing how much money my Ss had, allowed me to set the prices correctly. To motivate your Ss, you do need to give them the prize list, but don’t give them the prices. This way, I could give as much money as I wanted as long as I knew how many Brawn Bucks I had given out during the month. I also tried auctioning off prizes one month, it was fun but a little time consuming. . Rewards systems like the ones I mentioned above are problematic not just because they cost money, but they also take a lot of time. Sticker charts aren’t so bad, but sticker charts stop being effective once Ss get to the middle of elementary school. Candy works at first but it won’t sustain motivation of Ss for more than a few months at best. For all these reasons, I believe intrinsic motivation is the best.

Discussion Questions

• Is it important to motivate our students?

• How can we keep our students motivated to learn?

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How then can we motivate Ss? We’ve talked about rewards systems, but what if we want to motivate them intrinsically? In the reading, Harmer talks about goals and goal setting. He stresses that short-term goals are more important than long-term goals, and this is certainly true with young learners and middle school Ss. The problem with the reading is that Harmer didn’t provide us with any examples. Obviously goals, both short and long, can be very personal, but you can also get feedback from Ss and you can set whole class goals. For example, I was teaching a reading class at an institute to middle school Ss and they believed that their reading speed was too slow, so that became a class wide project: To improve our reading speed and accuracy. I used charts in the class room which tracked reading speed and reading accuracy. I gave each Ss a secret number and then I put charts on the bulletin board in the classroom. These charts showed their individual progress as well as the whole class’s progress. Middle school Ss aren’t typically a highly motivated bunch of Ss, but I had this class for three months and as the charts demonstrated their progress, this tangible progress changed them. Everyone had improved, some more then other, but everyone could see the benefit the class was providing them in terms of speed and accuracy. They also no longer complained about the vocabulary they had to study or the extensive reading they had to do. They stopped complaining because they saw their progress and they wanted to improve more. What happened was I created a positive feedback loop. The more they improved the more motivated they were, the more motivated they were the more I could challenge them, the more I challenged them the more they improved and so on and so forth. This doesn’t happen with reward systems. This only happens when Ss take pride in the success they are experiencing internally and if it’s internal thane it’s intrinsic motivation. Other sources of motivation include the learning environment something that looks fun and exciting is more motivating than something that looks like a dirty bathroom or a prison. Interesting and varied classes variety is as we have mentioned before the spice of life. If you always do the same thing and never change or vary your classroom routine, then your class will become stale and your Ss will loose motivation. Motivational Onion We talked about motivation in terms of intrinsic and extrinsic, but there is another way to understand motivation and that is the motivational onion. Take a look on your screen.

The individual is in the center. The teacher and the classroom are the next layer. Friends and family comprise the third layer. The last layer is society and culture. Each layer effects Ss motivation. Intrinsic motivation comes from the individual, but extrinsic motivation usually comes from outside the individual. Although individual will differ regarding what will motivate them extrinsically. For example tickets to K-1 boxing would tend to motivate male Ss more than female Ss, whereas a gift pack of soap and hand cream might be more motivating for female Ss.

Society and culture’s effect on Ssmotivation

Ss intrinsic& extrinsic motivation

Family and friends effect on

Ss motivation

What the T andclassroom 

can doto motivate

Ss

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If we look at the rings surrounding the individual we will notice that these layer influence a learner’s motivation in various ways. For example, if we look at the next layer from the center, the teacher and classroom, we know that the teacher and classroom can effect Ss motivation. This can involve reward systems, setting and tracking goals, classroom environment and a variety of activities. Friends and family can also influence Ss motivation through their beliefs about education, the importance of success and in terms of friends whether they like or dislike a particular teacher. Society and culture can also affect language learning. If a society doesn’t think very highly of the culture or country that the language is from, then Ss will be less motivated than Ss from some other country who has positive or neutral views towards that culture or country. For example, in terms of their culture and society whose Ss are more motivated to learn English South Korean or Saudi Arabian Ss? Based on South Korean society and culture we can be fairly certain that in general South Korean Ss will be more motivated than Saudi Arabian Ss to learn English. This is mostly due to the fact that many people in Saudi society and culture have negative associations with the US and American culture. In fact some member of Saudi society and culture think the United States is the great Satan. As we can see, motivation is both an important factor in terms of successful learning and it is more complex and complicated than you may have initially imagined, but let us now turn our attention to multiple intelligences. Multiple Intelligences

Theory of Multiple Intelligences (MI)

• Introduced by Harvard psychologist Howard Gardner in 1983.

• Suggested that as humans we do not possess a single intelligence, but a range.

• He listed seven intelligences (and added an eighth one in 1999).

• All people have these intelligences but in each person one (or more) of them is more pronounced.

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Multiple Intelligence is a theory which suggests that people don’t possess a single intelligence, but a range of intelligences; that is, people are born a variety of abilities, but some of these abilities will emerge more than others. The theory was introduced by the Harvard University Professor Howard Gardner in 1983. When he first described his theory he proposed that there were 7 intelligences and then he added an 8th in 1999. Although everyone has the full range of these intelligences they do not all emerge equally, Some people are more talented in some areas and less talented in others. Even though the abilities in these intelligences emerge unequally, Gardner’s research suggests that all people can attain a reasonable high level in each type of intelligence with the proper training and practice. Another finding from Gardner’s research is that these intelligences rarely work alone, in fact, it seems that they are always interacting in often very subtle and complex ways.

• Most people can develop each intelligence to an adequate level of competency.

• Gardner suggests that virtually everyone has the capacity to develop all seven intelligences to a reasonably high level of performance if given the appropriate encouragement, enrichment, and instruction.

• Intelligences usually work together in complex ways -Gardner points out that the intelligences are always interacting with each other.

• There are many ways to be intelligent within each category - there is no standard set of attributes that one must have to be considered intelligent in a specific area.

• Consequently, a person may not be able to read, yet be highly linguistic because he can tell a terrific story or has a large, oral vocabulary.

• Similarly, a person may be quite awkward on the playing field, yet possess superior bodily-kinesthetic intelligence when she weaves a carpet or creates an inlaid chess table.

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Here is a list of the intelligence that Gardener proposed. 1. Linguistic Learner 2. Logical/Mathematical Learner 3. Spatial Learner 4. Musical Learner 5. Kinesthetic Learner 6. Interpersonal Learner 7. Intrapersonal Learner 8. Naturalist Learner (he added in 1999)

The Intelligences

1. Linguistic Learner2. Logical/Mathematical Learner3. Spatial Learner4. Musical Learner5. Kinesthetic Learner6. Interpersonal Learner7. Intrapersonal Learner8. Naturalist Learner

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A chart describing each of the intelligence appears here on your screen and in your book. The only intelligence not described in the Naturalist learner. The naturalist learner is the ecologist and nature lover. They love reading about nature, they like going to the zoo. My son is a good example of a naturalist learner. He is very good at identifying plants, animals and insect. When he was in second grade he started raiding beetles for a school project. It began with four beetle larvae, over then next 12 months he bred those four beetles into forty; however, when the colony hit forty, something bad happen. A sickness of toxin entered the environment and they all died.

From the reading

Working alone, individual projects, self-paced instructions, having own space

Understanding self, focusing inward on feelings/dreams, following instincts, pursuing interests/goals, being original

Work alone, pursue own interests

Intrapersonal Learner

Sharing, comparing, relating, cooperating, interviewing

Understanding people, leading others, organizing, communicating, mediating

Have lots of friends, talk to people, join groups

Interpersonal Learner

(“socializer”)

Touching, moving, interacting with space, body sensations

Physical activities (sport, dancing, acting)

Move around, touch and talk, use body language

Bodily/Kinesthetic Learner

Rhythm, melody, musicPicking up sounds, remembering melodies, noticing pitches/rhythms, keeping time

Sing, hum, listen to music, play an instrument, respond to music

Musical Learner (“music lover”)

Visualizing, dreaming, working with colours and pictures

Imagining things, sensing changes, mazes/puzzles, reading maps, charts

Draw, build, design & create things, look at pictures, daydream, watch movies, play with machines

Spatial Learner (“visualizer”)

Categorizing, classifying, working with abstract patterns

Math, reasoning, logic and problem solving

Do experiments, figure things out, work with numbers, ask questions

Logical/Mathematical Learner (“questioner”)

Saying, hearing, and seeing words

Memorizing names, places, dates, problem solving

Read, write, tell storiesLinguistic Learner (“word player”)

LEARNS BESTIS GOOD ATLIKES TOTYPE

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Other people have proposed that we may also have something an EQ or an emotional intelligence. What does VAKOG stand for?

Neuro-linguistic Programming (NLP)

• What does the acronym: VAKOG mean?

• V = visual

• A = auditory

• K = kinesthetic

• O = olfactory

• G = gustatory

T = Tactile is missing

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Another way of describing learner differences is in terms of learning preferences. VAKOG describes learner preferences in terms of visual learners, auditory learners, kinesthetic learners, olfactory learners and gustatory learners. There is also one other sensory learning style and that is tactile learners. Visual learners prefer getting information and learning visually, so they like pictures. Modeling is more effective than giving them verbal directions. Auditory learners are more comfortable obtaining information and learning through listening. They like suing songs and chants to help them learn. Kinesthetic learners prefer to learn and get information when there is a kinesthetic component to their learning, that is, they like to move, so TPR activities and other activities or tasks that require them to move around are their preferred method for learning. Have you ever sat behind or in front of a person in class who can’t keep his or her legs still? They are always bouncing or tapping their legs during class. If you have, then you probably were sitting behind or in front of a kinethtic learner. Olfactory learners are learners who associate information and learning with their sense of smell. Gustatory learners are learners who associate information and learning with their sense of taste. Tactile learners are learners who like to use their hands and they are more comfortable obtaining information and learning when there is a tactile component; that is, a component that allows them to use their hands. They like note taking and using flash cards. In terms of our lesson planning and materials development we will think in terms of VAKT . We will try to incorporate visual, auditory, kinesthetic and tactile components into our lessons both in terms of the way we deliver information and in terms of task and activities that allow Ss practice and demonstrate their understanding of the target language. The reason why we focus on VAKT is because there it is significantly more difficult to incorporate olfactory and gustatory components into a lesson, but I would certainly be interested in hearing about any ideas that you might have about how to introduce these learning modalities into our classroom and lesson plans. .

Sensatory Learning Modlaities

• This theory states that although we use all of these systems to experience the world, we tend to have one “preferred primary system”.

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VAKOG and VAKT represent sensatory learning modalities and although everyone experiences the world through all of his or her senses, there is usually one or two sensatory modalities which a learner prefers to learn and obtain information. Sensatory learning modality research on Korean students have noted some interesting results: Korean learners prefer first and foremost visual learning, next comes tactile learning followed closely by kinesthetic learning, while auditory learning is significantly

the least preferred learning modality. This is interesting because the preferred method of delivering information in Korea is the lecture, but Korean learners find this the least helpful way to learn. I also from my own personal experience think Koreans are very tactile learners. I have often seen Ss twirling their pens on their fingers during class, this suggests that they are tactile learners because they like to keep their hands occupied with an activity such as pen twirling. Assessing Individual Differences

Discussion Questions:

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

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

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

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Last week and this week we have spent considerable time discussing how learners differ, and we have stressed these differences need to be accounted for when planning lesson and developing materials. This probably makes the teacher’s task seem impossible. You are thinking: How can I satisfy all the different individual learners needs, styles and preferences and still teach to a group? Although it is difficult, it is not impossible; especially if you remember the adage: You can’t please all of the people all of the time, but you should do your best to please most of the people most of the time. This concludes segment 1 of week 4. I’m going to take a short break, and I hope that you do, too. In our next segment we will look at several ways to assess Ss differences and then we will briefly discuss this weeks reading about student learning objectives, and if time permits we will begin our walk through of sample lesson 1. See you again soon

Materials Development online Week 4 Segment 2

Hello and welcome back. This is the second part of Materials Design and Development for week 4. In this segment our focus will be to look at several ways that we can use to assess learner differences in our classes and then to briefly discuss some of the main ideas in this week’s reading, student learning objectives. If time permits we begin a walk through of sample lesson 1. We ended the last segment with us starting to discuss the Q: How can I satisfy all the different individual learners’ needs, styles and preferences and still teach to a group? I remarked that although it is difficult, it is not impossible; especially if you remember the adage: You can’t please all of the people all of the time, but you should do your best to please most of the people most of the time. How can we be sure that we are pleasing most of Ss most of the time? Well, in order to do that a teacher needs to be able to establish who the different Ss in the class are and what their preferences are. Some learner differences such as level and age are fairly easy to take note of; other differences however, are more difficult to measure. Although they are more difficult to measure it is not impossible. It will require the teacher to elicit Ss feedback regarding their likes and dislikes and using those preferences to infer an individual’s learning style. Teacher can also administer questionnaire and survey to their Ss to help them establish their learning preferences. We are going to look at several of these questionnaires and surveys today. In fact I would like you to take them, so you can see how they work which will give you ideas about how to adapt and implement them in your classes, but I would also like you to take them to see if the test confirm your beliefs about your own learning preferences. Some Ss are often surprised by what they learn. The first survey I would like you to take is a multiple intelligence test or survey. It will appear on your screen so you might want to make sure you have a pencil and some paper before you begin. If you need to get something, pause the lecture and I’ll bed here when you get back. Directions:

Read each statement. If it expresses some characteristic of yours and sounds true for the most part,

mark it with a "T." If it doesn't, mark an "F." If the statement is sometimes true, sometimes false, leave it blank.

MULTIPLE INTELLIGENCES TEST

1. Where does your true intelligence lie?

2. This quiz will tell you where you stand and what to do about it.

3. Read each statement.

4. If it expresses some characteristic of yours and sounds true for the most part, jot down a "T."

5. If it doesn't, mark an "F."

6. If the statement is sometimes true, sometimes false, leave it blank.

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The test will appear on two different slides. Please pause the lecture so you can as much time as you need to take the test. After you finish we will score the test together. OK, are you ready? Begin.

1. _____ I'd rather draw a map than give someone verbal directions.

2. _____ I can play (or used to play) a musical instrument. 3. _____ I can associate music with my moods. 4. _____ I can add or multiply in my head. 5. _____ I like to work with calculators and computers. 6. _____ I pick up new dance steps fast. 7. _____ It's easy for me to say what I think in an argument or

debate. 8. _____ I enjoy a good lecture, speech or sermon. 9. _____ I always know north from south no matter where I am.

10. _____ Life seems empty without music. 11. _____ I always understand the directions that come with new

gadgets or appliances. 12. _____ I like to work puzzles and play games. 13. _____ Learning to ride a bike (or skates) was easy. 14. _____ I am irritated when I hear an argument or statement that

sounds illogical. 15. _____ My sense of balance and coordination is good.

16. _____ I often see patterns and relationships between numbers faster and easier than others.

17. _____ I enjoy building models (or sculpting). 18. _____ I'm good at finding the fine points of word meanings. 19. _____ I can look at an object one way and see it sideways or

backwards just as easily. 20. _____ I often connect a piece of music with some event in my life. 21. _____ I like to work with numbers and figures. 22. _____ Just looking at shapes of buildings and structures is

pleasurable to me. 23. _____ I like to hum, whistle and sing in the shower or when I'm

alone. 24. _____ I'm good at athletics. 25. _____ I'd like to study the structure and logic of languages. 26. _____ I'm usually aware of the expression on my face. 27. _____ I'm sensitive to the expressions on other people's faces. 28. _____ I stay "in touch" with my moods. I have no trouble

identifying them. 29. _____ I am sensitive to the moods of others. 30. _____ I have a good sense of what others think of me.

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Did you finish? Great. Let’s score the test together. Count each item you marked as "true." Add your totals for each category. A total of four in any of the categories A through E indicates strong ability. In categories F and G a score of one or more means you have abilities as well. The categories are: ________, so items _____________ are associated with that category. A. Linguistic = 7, 8, 14, 18, 25 B. Logical-Mathematical = 4, 5, 12, 16, 21 C. Musical = 2, 3, 10, 20, 23 D. Spatial = 1, 9, 11, 19, 22 E. Bodily-Kinesthetic = 6, 13, 15, 17, 24 F. Intra-personal = 26, 28 G. Inter-personal = 27, 29, 30

Scoring the MI test

• MULTIPLE INTELLIGENCE SCORING SHEET• Count each item you marked as "true." Add your totals

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

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

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So what did you learn about yourself? Were there any surprises? Ok next we will take the VAK Lead Test. You can find it in your course packet, but it will also appear on the next slide.

The Lead VAK Test: Read and ImagineFollow each instruction in your mind and give yourself a mark:0=impossible 1=difficult 2=okay 3=easy

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

HEAR a songHEAR rainHEAR a fire alarmHEAR a friend’s voiceHEAR your own voiceHEAR birds singing…HEAR the birdsong change to a call of alarm

FEEL excitedFEEL yourself swimmingFEEL grass under your feetFEEL a cat on your lapFEEL hotFEEL your fingers on a piano keyboardFEEL your fingers playing a few notes

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Directions: Read through the survey. If something is difficult for you give yourself a 1, if it is OK, give yourself a 2, if it is easy give your self a 3. Then total the score for each category. The category with the highest score should be your preferred learning modality. Pause the lecture to give your self time to take the survey. OK, are you ready? Begin.

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

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

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

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

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So what did you learn about yourself? Were there any surprises? There is one more survey in your course packet at the end of the reading called the Learning styles – Modality Preference Inventory. I would like you to take this as well, and then you should compare your answer with the VAK Lead Test. Directions: If it is something you do quite often give yourself a 3, if it is something you do sometimes give your self a 2, if it is something you do seldom/never then give yourself 1. Then total the score for each category. The category with the highest score should be your preferred learning modality. Pause the lecture to give your self time to take the survey. OK, are you ready? Begin.

So what did you learn about yourself? Were there any surprises? Did any section score higher then 21 or 23? Which categories? Does it agree with the VAK Lead Test? There are many tests, surveys and questionnaires like this, and I encourage you to try using some of them with your classes. Now, I would never give all three tests at once to a language class I did it with you so you could compare tests and decide which might be the most appropriate for your learners. Knowing something about your Ss preferred learning styles will help your create lessons that are more appealing to your Ss. It is also important in terms of Tomlinson 16 features of good materials; it has a relationship with 6 out of the 16 features. To be exact, being attuned to and taking account of your Ss learning styles can help make your materials have impact, put your Ss at ease, make your materials seem relevant, take into account that Ss have different affective attitudes, and maximize Ss learning potential That concludes our discussion regarding learner differences. As we make our way through the rest of the semester we will often discuss how we could adapt a lesson or materials for Ss with different needs. If your lesson plans and materials are flexible it is possible to create learning opportunities that have the potential to make most of your Ss happy most of the time. For a discussion board idea look at your screen:

Online Discussion: Suggested Topic

• Come up with an activity for each learning style (VAKT) for some language topic that you choose. Share those activities by posting them on our discussion forum– Visual

– Auditory

– Kinesthetic

– Tactile

• Read and reply to at least two other participants postings

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Lets briefly turn our attention to the reading we did for this week. Next week will we do a workshop on student learning objectives and in the workshop you will have a chance to practice identifying appropriate SLO and writing your own SLOs. This week will only discuss the topic very broadly. In fact her are some questions for you, please look at the screen. You can pause the lecture if you would like a moment to recall the answers. I will be here when you get back.

Student Learning ObjectivesSLOs

• What is the difference betweenstatements of aims and statement of objectives?

• What are three benefits of writing statement of objectives from the student perspective?

• What type of verbs do we use? Why?• What is the relationship between an SLO

and a Lesson Plan?

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Aims vs. Objectives So, how did you do? What is the difference between statements of aims and statement of objectives? Statements of aims and statement of objectives typically differ in three different ways. Statement of aims tend to be 1) teacher centered, 2) long-term, and 3) very general which makes them hard to measure. Statement of objectives tend to be 1) Ss centered, 2) short-term, and 3) specific which makes them easy to measure. Look at this next slide on your screen: Which of these are aims and which of these are objectives?

An aims or an objectives

• Ss will come to appreciate the French language and culture

• By the end of the lesson, SWBAT demonstrate the ability to ask and answer Qs using (A: What did you used to do ____? B: I used to _____ ______) By doing a mingle activity.

• Cover pages 25-29 in the textbook.

Goes with above and the three below

I’ll give you a hint: two are aims and only one is an objective. The first one: Ss will come to appreciate French language and culture is an aim. Although it is Ss centered it is long-term and not very specific which makes it hard to measure. How exactly can you measure a Ss appreciation? To appreciate is not active, therefore not measurable. The second one: By the end of the lesson, SWBAT demonstrate the ability to ask and answer Qs using (A: What did you used to do ____? B: I used to _____ ______) By doing a mingle activity. This is an objective. It is short-term, it is Ss centered, it is specific because we know what the TL is that we will assess and we have an activity, BY

DOING A MINGLE ACTIVITY which will allow us to measure Ss success. If Ss can do the last activity with out help from the T then the Ss have leaned the TL. The third one: Cover pages 25-29 in the textbook is an aim. It’s an aim because it is very T centered. Covering the pages is what the teacher wants to do. It’s not specific, because what is to be covered is not described, because it is not specific and the behavior is described from the T’s point of view, it cannot be measured. Benefits from student centered objectives The reading described several benefit of writing learning objectives from the Ss perspective. The first is that if we write our objectives in terms of Ss outcomes, that is what Ss will be doing at the end of the lesson, then it helps us in the planning of our lesson and development of materials and content. Because the T know what she wants her Ss to learn she can more easily choose the path that will achieve it. Second clearly stated objectives that include specifically what is being taught and how we want our Ss to use what is being taught makes assessment of Ss achievement much easier. This then allows teacher to assess not only Ss learning but also teacher effectiveness. If Ss fail to achieve a particular objective it also allows the T to make day by day and week by week adjustments to her lessons thereby allowing for certain items to be re-taught and re-learned. Student learning objective allow us to track the effects of our teaching even when the benefits of instruction are often delayed. Furthermore, using student learning objective also allows teacher to refine their teaching. Teachers rarely teach a class just once. By having clear outcomes, teachers are better able to assess their own teaching and make appropriate adjustments to their lessons and materials. Third, when a teacher knows what he or she is doing, that objective often gets communicated to the Ss either directly or indirectly through the lesson. Students are very sensitive to teacher cues about learning and a learning objective that is firmly planted in the teacher’s mind organizes the class in such a way that the destination of learning becomes clear. This then allows Ss to organize their own efforts. Learning objectives allow Ss to assess their own learning through outcome feedback gathered while doing the final activity in the lesson. With this outcome feedback the Ss can then get the help they need from peers, teachers or parents. What kind of verbs do we use?

Action Verbs forStudent Behavior

Goes with below

This will become more clear next week when we do the workshop on writing student learning objectives, but when writing an SLO we use active verbs, or verbs that describe Ss behavior. We avoid using verbs such as enjoy, understand, appreciate, or comprehend, because these verbs describe internal action and internal actions cannot be assessed directly. Active verbs like ask, answer, demonstrate, apply, debate, describe, etc...are more effective because the verbs describe something that the Ss can physical do. If the Ss do something, if they produce something then it can be measured. What can be measured can be assessed. A good example of the ineffectiveness of verbs like understand can be illustrated by this questions: “Do you understand?” When I do classroom observations this is a favorite question of teachers, but it is absolutely useless. When a teacher asks the Q: Do you understand? The Ss simple smile and nod. They may or may not have understood, because the T didn’t actually have them produce an answer. A better question makes them produce a specific and thus measurable answer. Such as: “Are we doing a speaking activity or a writing activity?” Or “What are we doing?” Both of these questions do not allow Ss to smile and nod, they have to demonstrate their understanding. When writing learning objectives that’s the key issue, how will you get Ss to demonstrate their learning. What is the relationship between an SLO and a lesson plan?

SLO and Lesson Plan

Destination: Achievement of SLO

Starting Point

Goes with below

The relationship between the SLO and the lesson plan is the same as the relationship between the destination and the route one will take on a trip. The SLO tells us where we are going and the lesson plan tells us how we are going to get their. However, planning a lesson is somewhat different from choosing the route one will take on a trip. When we plan a lesson we plan backwards, that is, we start at our destination and move towards the starting point of our lesson. Lesson plans that are planned the other way often have too much controlled practice, activities and tasks don’t link well in the sense that each activity and task should be helping the Ss achieve their SLO. So when I want to plan a lesson I begin by writing an SLO. For example – By the end of the lesson SWBAT ask and answer questions using “be going to” in the dialog (A: What are you going to do ______? B: I’m going to _______ ________.) By doing an interview activity about their weekly plan. When I do this I have specified my final activity, that is the interview that my Ss will conduct without any teacher support or help. To make sure that this lesson will be successful I need to use backwards planning. Lesson plans that are not backwards planned often fail to achieve their SLO.

Backwards Planning

SLO & Final Activity

Second to last activity

First practiceactivity

Warm-UpIntroduction

Creates more effective lessonsSaves planning time

A good example of what I mean comes from last years practicum. I observed a lesson that obviously wasn’t backwards planned. The teacher chose “used to” for her TL. At the beginning of the lesson Ss practiced A: “Did you used to____? B: “Yes, I used to ____ or No, I didn’t used to _____” but her final activity required the Ss to do a survey using: A: What did you used to _____? B: I used to _______. The problem was that the language that the Ss practice for the first 15 minutes of the lesson was completely different from the TL that Ss used at the end. During feedback of her lesson I asked the teacher: Tell me how you planned this lesson? Where did you start? What was the first activity or task that you chose? Not surprisingly she described how she planned her lesson form beginning to end. I said, I though as much because the beginning of your lesson and the end of your lesson don’t match. If you had planned from the end of your lesson to the beginning that wouldn’t have happened and your Ss would have been more successful. Backwards planning is essential during productive skill lesson because the SLO should include your final learning activity which will be your assessment activity. If you want your Ss to be successful in their final activity, you need to ask yourself, what activity or task will prepare my Ss to do __________? The answer to that question becomes your second to last activity. Then you ask the same questions again: what activity or task will prepare my Ss to do __________? The answer to this question will become your first

practice activity. Then you ask yourself again: what activity or task will prepare my Ss to do __________? This will become your introduction or warm-up. Backwards planning is both more efficient and more effective. You can typically plan a lesson in 10-15 minutes and each activity is linked directly into the outcome of your lesson. That concludes our short discussion of today’s reading. Next week we will spend time identifying good and bad SLOs and writing our own SLOs. Let us now turn our attention to Sample Lesson 1. Sample Lesson 1: Comparative 1: Walk Thru Before we begin our walk thru of the sample lesson, lets take a moment to familiarize ourselves with the lesson plan template that you will be using when you write your own lessons and develop your own materials. Please open your course packet to the beginning of section 3. Pause the lecture if you need time to find it. Did you find it? Great. Lets’ begin. The lesson plan template has two parts; a cover page and the actual lesson plan. There are three important areas on the lesson plan cover page. The first section of significance is the “What are you teaching?” section. In this section you will describe the target language you are teaching such as vocabulary, grammar and also the skill that you are teaching such as speaking or reading. There is also a place to describe any cultural aspects that you may need to teach. Usually this section is left blank, but sometimes a cultural point may need to be addressed.

BIG “C” Culture & LITTLE “C” culture

Let’s take a moment to describe what we mean by culture in a language lesson. The culture that we describe in a language lesson is the culture that effects how and why we use language. Maybe your culture teacher has talked about the idea of big C culture and little c culture or maybe she introduced the idea of culture being like an iceberg. A particular culture is mostly unseen. Usually when we describe the cultural aspect of language use we are describing little c culture or the culture that is unseen. Thus we are teaching pragmatics which has to with appropriateness; that is, not only knowing how and what to say, but also when to say it.

Culture often Determines Appropriateness

BoA’s First B-day

장모님

Me

먹자!

A good example of language appropriateness and culture comes from my own personal experience. It was my daughter’s DOL party. The food had just arrived and I wanted Jangmonim to eat. From many personal experiences in Korea, I knew that people often said meokja to mean let’s eat. So, I turned to Jangmonim and I said, meokja. What happened? Was she happy? No. She was not happy. But meokja is grammatically correct. What was the problem? I knew what and how to say something in Korean, but I didn’t know when. When is often culturally determined; however, I didn’t know Korean culture well enough at the time, so I used what I knew inappropriately. I quickly learned by listening to other people address Jangmonim that I should have said “ deuseyo” instead. Why because deuseyo is more respectful and it is important in Korean culture to show expect to your elders. Although let’s eat is appropriate according to America culture, let’s eat is not really appropriate in Korean culture. When you fill in the culture portion in this section of your lesson plan cover page you should be thinking about things like this: language use especially in terms of cultural appropriateness. If you look at comparatives 1, there is no cultural element unless Ss decide to describe people as fat and ugly. Using such words in English to describe people is not really appropriate it would be consider rude or insulting. After the What are you teaching part? the next significant section is the student learning objective. Every lesson plan MUST have an SLO. Missing your SLO on your mid-term or final project lowers your project by one letter grade. So and A suddenly become a B; a B suddenly a C and so forth and so on. This concludes week 4 of materials design and development. Please do next week’s reading regarding the productive skills framework (EIF) which is in your course packet and please remember to answer your questions and submit it to the homework section. Also don’t forget to post an entry on the discussion board and to reply to two others. Your participation in the discussion board is essential for earning full point for your participation grade. Remember the topic you write about is up to you, but it should reflect something that we talked about in the lecture. For example, perhaps you’d like to talk about motivation or maybe you’d rather discuss a problem you have had when writing lesson plans. It doesn’t

matter since both were discussed in this week’s lecture. Also remember that the answers to the homework question for the article you are reading go to the homework section and your thought about today’s lecture goes to the discussion board. Next week we will continue with the walk thru of sample lesson 1, after the lesson we will analyze and process the lesson in terms of materials and learner differences. If time permits, we will also be doing a workshop on SLO writing. Take care and I will see you next week.