YL Material Design & Development

1. YL Material Design & Development Week 5 SLO for Mid-Term Project Productive Skills Framework Lesson Planning

2. SLO Formula • By the end of the lesson, SWBAT (1)___________________________ BY (2)____________________________________. • = WHAT. Target Language and Skill • = HOW. The activity used to measure learning

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

4. Backwards Planning • Ask yourself these questions: • What do my Ss need to be able to do in order to do _____? • What activity will help prepare my Ss to _____?

5. Your First Lesson Plan First  • Draw an triangle on a piece of paper. • What steps are there to teach someone to ride a bike? • List the steps on your paper. • Put the first step at the top of the triangle and the last step at the bottom Last 

6. Your First Lesson Plan First  • Read through your lesson plan and label the stages E-I-F. • Look at your last step: Did you give your learner a clear task to let them demonstrate their SLO? • Write an SLO of this lesson plan using the formula you learned in this lesson. • Did you miss any steps? Add them in. Last 

7. By the end of the lesson, SWBAT demonstrate their ability to ride a bike alone BY riding the bike to the store to buy two ice cream cones. 1. Controlled Free Encounter: Introduce learner to bike assess prior knowledge asks learner about parts of bike introduce key concepts and vocabulary model the task/skills for learner Internalize: controlled practice – trainer holds bike while leaner rides less controlled practice – trainer removes support gradually so learner can internalize Fluency: learner rides bike with out support from trainer learner is given a task that demonstrates his/her ability such as: Ride the bike to the store and buy two ice cream cones.

8. Scaffolding • SLA Definition: • scaffolding explains how learning occurs as a result of “support coming from a more knowledgeable other that leads the learner to internalize what is being learned.” (Ko, Schallert and Walters (2003). • Materials Development Definition • scaffolding denotes the language support that the teacher or material developer builds into the productive skill lesson to facilitate the successful learning of the target language

9. By the end of the lesson, SWBAT demonstrate their ability to ride a bike alone BY riding the bike to the store to buy two ice cream cones. 1. • Encounter: • Introduce learner to bike • assess prior knowledge asks learner about parts of bike • introduce key concepts and vocabulary • model the task/skills for learner • Internalize: • controlled practice – trainer holds bike while leaner rides • less controlled practice – trainer removes support gradually so learner can internalize • Fluency: • learner rides bike with out support from trainer • learner is given a task that demonstrates his/her ability such as: Ride the bike to the store and buy two ice cream cones. Controlled Free

10. Visual Support on the box under the box next to the box in the box

11. E = Encounter Students “encounter” the target language through an activity of some kind (rather than teacher “presenting” the target language) I = Internalize Students “internalize” the target language through practice (controlled practice activities  free practice activities) F = Fluency Students “USE” the target language on their own  they become fluent in using the target language

12. EIF framework What do you think this triangle shape represents? E ____ I __________________ F

13. EIF breakdown of triangle shape • E time needed to encounter and clarify the target language/skill. • I  Timed needed to work on accurately remembering and internalizing the target language/skill. • F  Time needed to work on fluently using the target language/skill (mastery).

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

15. Why do you think this is so? Imagine teaching “greetings” to your students. Would you teach them the whole dialogue at once? Why? • E (encounter) • I (internalize) • E • I • E • I • F • We call this “Language chunking”

16. Typical ENCOUNTER activities • brainstorming • describing a picture or pictures • using the people and things in the classroom • learning a dialogue (choral repetition and group drilling) • watch and follow a model • elicitation from students of vocabulary they already know • word map • story telling with guiding Qs to elicit concepts, term or vocabulary • reading/listening to sentences • reading/listening to a passage • puzzle/games that check Ss prior knowledge

17. Typical INTERNALIZE/FLUENCYactivities • pair conversations & conversation grids • games • information gaps • interviews/surveys • mixers (“cocktail party”) such as “Find Someone who…” • dialogues and personalized substitution drills (less controlled internalize practice activity only) • role plays (usually only for fluency) • discussions & debates

18. Is there a difference between dialogues and role-plays? • Dialogue = the script is provided and students read it. (*Substitution of language points in the dialogue is also common “dialogue” activity). • Role-play = the script is not provided. Students use the language they have learned on their own in a situation provided by the teacher.