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YL Material Design & Development
Week 6
Inductive Teaching & Can Cant Lesson
Productive Skills Framework
Lesson Planning
Housekeeping:Name Cards
Name: _________________ English Nickname: _________
Email address: ______________
Phone #: __________________
Something about your self:_________ ______________________________
Your Picture
Homework for Next Week
• Read and answer the questions to Halliwell’s Working w/ and w/o Course Books Qs p. 188 reading pp. 189-205. Reflection on Homework
• Discuss in small groups or with a partner:
• What does S-M-A-R-T stand for?
• How do we make an SLO specific and measurable? What do we need to include?
Which is deductive?Which is inductive?
• Bottom-Up Processing– Examples– I– I– I– ▼– Rule
• Top-Down Processing– Rule– I– I– I– ▼– Examples
Ss are given a task whichhelps them discovery
the rule.
Teacher explains the ruleand Ss make examples
following the rule.
How to Read a Teacher’s Mind
• I am going to ask you some questions.
• I want you to guess the answers to the questions.
• Watch me carefully. See if you can read my mind
How to Read a Teacher’s Mind
• Before we play the game again, read these questions and try to guess the rule.
Guiding questions: • What kind of question is the T asking? Can you
give some examples?• What does the T often do when he asks a
question? • What is the answer when the T does that?
How to Read a Teacher’s Mind
• Discuss with your partner, what is the rule?
• Ask your partner some questions about yourself using the rule.
How did you find the rule?1. Many examples,
2. Teacher draws attention to important details by asking questions.
3. Students try to use the rule (or explain their guess about the rule)
4. T gives feedback.
5. Students try again.
6. (Repeat steps 3,4&5 if necessary)
7. Provide many chances to practice to master the new rule.
How does inductive teaching help Ss initiate the active learning cycle? What’s the relationship between “confusion”
and noticing and
Notice
Challenge
Play
Succeed
LinkNotice
Want
Sample Lesson #2
• As you participate in this lesson, please try to take mental note of: – How the target language is introduced and
practiced (EIF)– how the materials and activities target/access
the different learning styles (VAKT)– what the SLO (student learning objective) is
A penguin can fly. O/X
A dog can swim. O/X
Yuna can’t skate. O/X
A chef can cook. O/X
A fish can walk. O/X
What questions did I ask you?
Hobby / Name _________ ____ ________ ______ ________
Swim
Cook ramyun
Play baseball
Do taekwondo
Play WoW
Fix these sentences if they are wrong:
I can’t swim.
She can cooking ramyun.
He can plays baseball.
She can do taekwondo.
I can’t played computer games.
A: Can you ______?
B: Yes, I can.
No, I can’t.
A: Can he/she ______?
B: Yes, he/she can.
No, he/she can’t.
Copy this chart in your book
Hobby / Name
Play baseball
Choose and write three hobbies.Write the names of three friends.Ask your friends questions about their hobbies.
Processing:Discussion Questions
• When did the students encounter the target language?
• What do we need to provide our students when we teach this way?
• How did I check that the students understood the form?
• When did you learn the meaning and use of the new language?
Processing:Discussion Questions
• What was the SLO for this lesson?• What steps were Encounter, Internalize and
Fluency?• Look at the Internalize stage. What was the
controlled practice, less controlled practice?• When did the teacher use SL? TL?• What was higher, STT or TTT? How does
that help Ss learn?
Processing:Discussion Questions
• How did the T assess the Ss prior knowledge?• How did the T create opportunities for peer
learning and peer interaction?• What techniques, strategies and/or materials
were used to make practice fun?• What was the objective of this lesson?• Was it achieved?• If you were to teach this lesson, what might be
the most challenging aspect of the lesson for you?
Application
• Consider the language you prepared for this class.
• Write an SLO for your lesson.
• What realistic context can you use to have the Ss encounter the TL?
• How will you check the form and meaning?
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)__.
SLO Formula
• By the end of the lesson, SWBAT ___________________________ by _________________________________________.
Your First Lesson Plan
• 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
First
Last
Your First Lesson Plan
• 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.
First
Last
• 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.
Free
1.
Controlled
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.
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
• 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.
Free
1.
Controlled
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.
Visual Support
on the box
next to the box in the box
under the box
EIFE = EncounterStudents “encounter” the target language through
an activity of some kind (rather than teacher “presenting” the target language)
I = InternalizeStudents “internalize” the target language through
practice (controlled practice activities free practice activities)
F = FluencyStudents “USE” the target language on their own
they become fluent in using the target language
EIF framework
What do you think this triangle shape
represents?
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).
• Sometimes the shape of this framework can look similar to a Christmas tree rather than a triangle.
• Why do you think this is so?
• 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”
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
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
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.
Backwards Planning
SLO & Final Activity
Second to last activity
First practiceactivity
Warm-UpIntroduction
Creates more effective lessonsSaves planning time