TESOL Materials Design and Development

1. TESOL Materials Design and Development Week 6 SLO Workshop Conclusion Scaffolding in Productive Skills Lesson

2. Warm-up & Opportunity for outcome feedback: Think about the following Qs: • What were some of the ways in Sample Lesson 1 that I helped put Ss at ease? • How did the materials I used in the sample lesson have impact and relevance for the Ss? • What kinds of activities in Sample Lesson 1 provided Ss with a communicative purpose? • How were various learning styles and sensatory learning modalities accommodated in the lesson? • How did the materials create opportunities for self-investment and discovery?

3. “SMART” objectives • S - specific • M - measurable • A - achievable • R – relevant • T – time bound

4. Look at the sample objectives on the next slide and answer the following questions: • Which is the clearest? • Which best indicates the student behavior you want to see by the end of the lesson?

5. By the end of the lesson, students will be able to (SWBAT) use Spanish to introduce themselves and their peers to each other • By the end of the lesson, SWBAT demonstrate the ability to greet each other by using “Hola Mi Nombre es…..” by doing a mingle activity in which students meet and greet each other in Spanish. • By the end of the lesson, SWBAT demonstrate the ability to understand how Spanish is used to greet someone and introduce people to each other.

6. What do you think of this objective? • By the end of the lesson, SWBAT demonstrate an understanding of the rules for third person singular verb forms of regular and irregular verbs BY completing a fill-in-the blank worksheet. • Please rephrase “completing a fill-in-the-blank worksheet” into something more meaningful and authentic as well as observable and measurable. Remember the goal of a speaking lesson is to have the Ss using the language productively; therefore; the behavior you need at the end of the lesson involves using the TL.

7. Compare your ideas with these possible changes: • By the end of the lesson, SWBAT demonstrate an understanding of the rules for third person singular verb forms of regular and irregular verbs… • byproducing the correct form of the third person singular for regular and irregular verbs in writing - given the infinitive forms. • byidentifying incorrect forms of 3rd person singular regular and irregular verbs and providing the correct form. • byproducing the correct forms in a written description of someone’s daily activities.

8. A more appropriate SLO • By the end of the lesson, SWBAT demonstrate an understanding of the rules for third person singular verb forms of regular and irregular verbs… • BY interviewing their partner about their daily routine and then sharing what they have learned with another classmate in a double interview activity

9. Creating Objectives *Remember the key is to think about the language needed to complete a communicative task that students will demonstrate by the end of the lesson; this task should be based on what the students have learned from all the activities they participated in during the lesson. • It might be helpful to use the following “formula”: • By the end of the lesson, SWBAT demonstrate (TL – functons & notions – knowledge, & skills) • by (doing something = the assessment activity)__.

10. An Example from Sample Lesson 1 • By the end of the lesson, SWBAT make statements about and ask basic questions using comparatives (i.e.: “X is taller than Y” and “Is X taller than Y?”) by conducting a class survey about famous Korean people.

11. SLO Formula • By the end of the lesson, SWBAT ___________________________ by _________________________________________.

12. Practice Make detailed objectives for the following productive skill lessons: • Vocabulary: family members (mother, uncle, etc); asking/answering Qs about family photos • Function: giving and receiving directions; drawing the route/path on a map • Grammar: simple past tense; asking answering questions about past activities

13. Vocabulary • By the end of the lesson SWBAT describe their family using the TL (mother, father…) by describing people in a family photo album. • Function • By the end of the lesson SWBAT ask for and give directions using the TL (A: Excuse, me can you tell me where the ____ is? B: Yes, ….. ) by doing “Find the Treasure” information gap activity. • Grammar • By the end of the lesson SWBAT ask and answer Qs using a dialog in the simple past tense e.g. (A: What did you ___? B: ____ I _____.) by doing a “Conversation Grid” interview activity.

14. Language Analysis: What you do before you write an SLO • Here is a condensed form of Scrivener’s steps (P. 206) Are there any you want to add/remove? Select the grammar topic, Fine-tune: What is, isn’t included, other meanings, negative form, question, typical Ss problems Make sentences and choose one as a representative, Decide on a situational context or text to teach the grammar form Analyse the form, meaning and use Write your student learning objective (SLO)

15. Let’s practice together • The grammar item is: Tag questions. • What are some typical sentences?(5-10) • What do we need to consider? E.g. Verb form, pronunciation, negative, answering • What are some common Ss errors? • Where might they have difficulty? • What situations and places is the grammar usually used in?

16. Here are some sample tag questions. Your questions will vary: • You like tag questions, don’t you? • This isn’t a problem, is it? • You didn’t kiss him, did you? • You should ask you mother about it, shouldn’t you? • You can go to the party, can’t you? • You aren’t eating the cookies, are you? • She won’t marry him, will she? • You haven’t completed your homework, have you? • This has helped, hasn’t it? • They couldn’t come, could they?

17. Additional Fine-Tuning • You like tag questions, don’t you? • This isn’t a problem, is it? • You aren’t eating the cookies, are you? • You don’t like him, do you? • She is pretty, isn’t she? • You know her phone number, don’t you? • She doesn’t play tennis, does she? • You’re happy, aren’t you?

18. Make Your Own SLO • It’s time to start thinking about your mid-term project which will be due in week 10. • You will be writing a lesson plan and selecting, adapting and supplementing materials for each stage of the lesson • The first step is to make your SLO • Choose TL and include your SLO with your weekly posting to the discussion forum

19. Make your own SLO Select the grammar topic, Fine-tune: What is, isn’t included, other meanings, negative form, question, typical Ss problems Make sentences and choose one as a representative, Decide on a situational context or text to teach the grammar form Analyse the form, meaning and use Write your student learning objective (SLO)

20. Make your own SLO *Remember the key is to think about the language needed to complete a communicative task that students will demonstrate by the end of the lesson; this task should be based on what the students have learned from all the activities they participated in during the lesson. • It might be helpful to use the following “formula”: • By the end of the lesson, SWBAT demonstrate (TL – functons & notions – knowledge, & skills) • by (doing something = the assessment activity)__.

21. 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 Your First Lesson Plan First  Last 

22. 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. Your First Lesson Plan First  Last 

23. 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. 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

24. 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

25. 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. 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

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

27. EIF 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

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

29. 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).

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

31. 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”

32. 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

33. Typical INTERNALIZE and FLUENCY activities • 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

34. 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.

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

36. Homework • Post your weekly entry to the discussion board and reply to at least two other participants’ entries. • Read Adapting Course Books and answer Qs