Integrating additional textbooks in language teaching and learning: constructive alignment

1. Integrating additional textbooks in language teaching and learning: constructive alignment Assoc. Prof. Dr. SupyanHussin, UKM Ministry of Education

2. INTRODUCTION • Classroom learning • 4 stages of instruction • Introduce students to key concepts, key words, and fundamental issues/skills • Guide students to understand the concepts • Drill the students to master the concepts/skills • Test the students’ level of achievement Dr. SupyanHussin UKM

3. ISSUES • Teaching routines • Exam result syndrome • Syllabus syndrome • Increasing tasks and responsibilities • Burnt out teachers • Quality performance: small inputs, bigger outputs Dr. SupyanHussin UKM

4. Putting things together Match & fit teaching ILO learning assessment ..with constructive alignment Dr. SupyanHussin UKM

5. CA, a system, in a curriculum • A good teaching system aligns teaching method and assessment to the learning activities stated in the objectives, so that all aspects of this system are in accord in supporting appropriate student learning. • This system is called constructive alignment based as it is on the twin principles of constructivism in learning and alignment in teaching. Dr. SupyanHussin UKM

6. ….CA? • The focus in teaching is not what we teach but what we would like our students to learn and how we can help them achieve that. • The first step therefore is to define the intended learning outcomes for our students. • Teaching and assessment are then designed and implemented to align to these outcomes. Dr. SupyanHussin UKM

7. Where is CA in curriculum design? Intended Learning outcomes Need analysis E V A L U A T I O N Goals & Objectives ILOs Syllabus Materials/Methodology Testing/Assessment Dr. SupyanHussin UKM

8. Managing inputs and outputs Teaching routine Co-curriculum Inputs: Classroom Outputs A, A+ Inputs: Drilling – gerakgempur Extra-classes Private tuition Dr. SupyanHussin UKM

9. Unintended ILO ILO • Learning Source: Ronald Harden Dr. SupyanHussin UKM

10. Managing inputs and outputs Teaching routine Co-curriculum Inputs: Classroom Outputs A, A+ Inputs: Drilling – gerakgempur Extra-classes (school) Private tuitions Constructive alignment activities Dr. SupyanHussin UKM

11. CA in Zone of Proximal Development (Vygotsky, 1978) Alignment is made within the zone Potential zone will grow according to individual’s efforts Actual Development Zone, ILOs Autonomous learning Scaffolding within the environment allows students to grow beyond actual development zone – producing unintended learning outcomes, which will contribute to ILOs, indirectly; Life-long learning Dr. SupyanHussin UKM

12. Scaffolding Activities Enhancing student’s potential development zone for constructive alignment Potential Development Zone Actual Development Zone Learning & Acquisition i + 1 Learning & Acquisition Self-directed learning Interaction opportunities (Supyan 2008) Dr. SupyanHussin, UKM

13. Class Activities and Constructive alignment activities Outputs A, A+ Inputs: Classroom Text Books + Layer 1 Individual work in class Group work in class Extra Books from PusatSumber Layer 2 Individual work in class Group work in class Journal Layer 3 Individual competition in class Group competition in class Writing contest Choral speaking CA Speech contest Twilight Zone Online quiz or CBT Winners School Assembly Competition English Day e-Forum, blog (English songs, Games, Riddles) Dr. SupyanHussin UKM

14. ILOs Teaching Learning Assessment Dr. SupyanHussin UKM

15. What is the learning taxonomy model? (degree of thinking order skill) • Recognize • Identify • Recall • Categorize/classify • Compare and contrast • Causal relationship • Analyze • Synthesis • Summarize • Inference • Appreciate Low Competence Individual Group Performance + Competence High Dr. SupyanHussin UKM

16. Approaches in T & L Library resources Self-directed Communication Information is transformed into knowledge and skill that are meaningful and relevant to students according to their his level of understanding and ability PBL E-Forum Group discussion Dr. SupyanHussin UKM

17. The flow syllabus Class competition School competition Theme: environment Class homework Outputs A, A+ class BT+ Individual portfolio Self-directed BT+ Group Dr. SupyanHussin UKM

18. The flow syllabus Class competition School competition Theme: Independence Day Class homework Outputs A, A+ class BT+ Individual portfolio Self-directed BT+ Group Dr. SupyanHussin UKM

19. Activities Assoc. Prof. Dr. SupyanHussin, UKM Dr. SupyanHussin UKM

20. Partner Activity- Language Focus 1 • Vocabulary learning • Take one book (e.g.lobalWarming Series), any chapter • Individual • Find 10 nouns with 3 syllables • Find the root of each word • Group • Compare the list of words • Compare the roots • Look for another chapter that has at least 3 words that carry the same roots. • Name 2 more words (not from the book) that carry the same roots. Dr. SupyanHussin UKM

21. Group: 3 Activity: Language Focus 2 • Past tense action verbs • Take one book (Global Warming Series), any chapter • Each member finds 10 past tense (active) verbs from different chapters. • Choose any 5 of these 10 verbs and make a sentence for each verb. • Exchange your outputs. Dr. SupyanHussin UKM

22. Partner: individuals Activity: Language Focus 3 • Prepositions • Fill in the blank with appropriate prepositions. • Listen to the voice recording and check if your answers are correct. • Exchange your answers with your partner Dr. SupyanHussin UKM

23. Excerpts from: Source: Audrey Lazaroo. 2008. Dead Fish. Selangor: PenerbitCitrawaranSdnBhd • Shanti’s brother was still angry (1) ……..the shells being collected. They argued(2)…..a while and then Shanti’s brother grabbed the shells (3)………Shanti and flung it back (4)……the sea. Shanti could not believe how mean her brother was. She ran back (5)……the hotel, crying loudly and wailing (6) …….. how unfair her brother was. • Shanti and her brother soon their argument. They were leaving (7)…..home the next afternoon and everyone wanted to enjoy the last hours (8) ………their holiday (9)……the fullest. Soon they were (10)……their way home (11)……..Langkawi Island. They reached home well (12) ……..nine o’clock (13)………night, unpacked and went straight (14)……bed. Dr. SupyanHussin UKM

24. Group: 4 Activity: Language Focus 4 • Idioms • Choose a story book, eg. Jumanji • Identify 20 idioms used in the story • Write down the meaning of each idiom • Choose 5 of these 20 idioms, and write a sentence using each idiom Dr. SupyanHussin UKM

25. Group: 5 Activity: Mind mapping • Choose a story from a book (1 week) • Assign each person to explain: • Main characters: hero, heroin, antagonist • Supporting characters • Setting • Conflict • Theme • Resolutions • Moral • Use mahjong paper to draw a mind map of the story • Present to the audience Dr. SupyanHussin UKM

26. Partner Activity: Writing a Synopsis • 250 words + moral values learned • Write a synopsis of the story that you had read the book. • Exchange it with a partner • The partner needs to proofread the synopsis • The owner of the paper rewrite the synopsis • Each will present the synopsis orally Dr. SupyanHussin UKM

27. “SQ3R” Reading method forContent Subjects • Survey the chapter, TOC • Question while surveying (WH-Qs) • Read using skimming, scanning, and inference techniques • Recite what you have read (make notes) • Review or recall the content after a certain period of time http://www.studygs.net/texred2.htm Dr. SupyanHussin UKM

28. Dialogic Reading method forContent Subjects • PEER Sequence • Prompt • Evaluate • Expand • Repeat • CROWD sequence • Completion • Recall • Open-ended: • Wh-prompts • Distancing http://en.wikipedia.org/wiki/Dialogic_learning Dr. SupyanHussin UKM

29. Thank you E-mail: supyanhussin@yahoo.com Blog: supyanhussin.wordpress.com FB: supyanukmhussin