Integrating additional textbooks in language teaching and learning: constructive alignment

Integrating additional textbooks in language teaching and learning:

constructive alignment

Assoc. Prof. Dr. Supyan Hussin, UKM

Ministry of Education

INTRODUCTION

• Classroom learning• 4 stages of instruction

1. Introduce students to key concepts, key words, and fundamental issues/skills

2. Guide students to understand the concepts3. Drill the students to master the concepts/skills4. Test the students’ level of achievement

Dr. Supyan Hussin UKM

ISSUES

• Teaching routines• Exam result syndrome• Syllabus syndrome• Increasing tasks and

responsibilities• Burnt out teachers• Quality performance:

small inputs, bigger outputs


Putting things together

ILO

teaching

learning assessment

Match & fit

..with constructive alignmentDr. Supyan Hussin UKM

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.


….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.


Where is CA in curriculum design?

Need analysis

Goals & Objectives

Syllabus

Materials/Methodology

Testing/Assessment

EVALUATION

ILOs

Intended Learning outcomes


Managing inputs and outputs

Inputs:Classroom

Teaching routine

Inputs: Drilling – gerak gempur

Extra-classesPrivate tuition

Co-curriculum

Outputs A, A+


Teaching Assessment

Source: Ronald Harden

ILO

Unintended ILO

Learning


Managing inputs and outputs

Inputs:Classroom

Teaching routine

Inputs: Drilling – gerak gempur

Extra-classes (school)Private tuitions

Co-curriculum

Constructive alignment activities

Outputs A, A+


CA in Zone of Proximal Development

Potential zone will grow according to individual’s efforts

Actual DevelopmentZone, ILOs

Alignment is made within the zone

Scaffolding within the environment allows students to grow beyond actual development zone – producing unintended learning outcomes, which will contribute to ILOs, indirectly;

Autonomous learning

Life-long learning

(Vygotsky, 1978)


Potential Development Zone

Actual DevelopmentZone

Learning & Acquisition i + 1

Learning & AcquisitionScaffolding Activities

Self-directed learningInteraction opportunities

(Supyan 2008)

Enhancing student’s potential development zone for constructive alignment

Dr. Supyan Hussin, UKM

Class Activities and Constructive alignment activities

Inputs:Classroom Extra

Books from Pusat Sumber

Layer 3Individual competition in classGroup competition in class

Winners School Assembly Competition

Layer 2Individual work in classGroup work in class

Text Books + Outputs

A, A+

Twilight Zone

Choral speaking

Writing contest

English Daye-Forum, blog

(English songs, Games, Riddles)

Journal

Online quizor CBT

Speech contest

Layer 1Individual work in classGroup work in class

CA


Teaching

Learning

Assessment

ILOs


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

High Performance +Competence

Competence

Group

Individual

Approaches in T & L

Information is transformed into knowledge and skill that are meaningful

and relevant to students according to their his level of understanding and ability

Library resourcesCommunication

PBL

Group discussionE-Forum

Self-directed


The flow

Theme: environment

class Outputs A, A+

syllabus

Class competitionSchool competition

Class homework

Self-directed

Group

BT+

BT+

Individual portfolio


The flow

Theme: Independence

Day

class

Class homework

Individual portfolio

Outputs A, A+

Class competitionSchool competition

syllabus

Self-directed

Group

BT+

BT+


Activities

Assoc. Prof. Dr. Supyan Hussin, UKM


Activity- Language Focus 1• Vocabulary learning• Take one book (e.g.lobal Warming 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.

Partner


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.

Group: 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

Partner: individuals


• Excerpts from: Source: Audrey Lazaroo. 2008. Dead Fish. Selangor: Penerbit Citrawaran Sdn Bhd

• 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.



• 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

Group: 4


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

Group: 5


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

Partner


“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


http://www.studygs.net/texred2.htm

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_learningDr. Supyan Hussin UKM

http://en.wikipedia.org/wiki/Dialogic_learning

Thank you

E-mail: [email protected]: supyanhussin.wordpress.com

FB: supyanukm hussin

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Integrating additional textbooks in language teaching and learning: constructive alignment