Significant (Language) Significant (Language) Learning ExperiencesLearning ExperiencesBrent A. JonesBrent A. JonesKonan University, Hirao School of ManagementKonan University, Hirao School of Management

Where do you start Where do you start when planning a new when planning a new course?course?

Teaching and Teaching and Learning Learning ActivitiesActivities

Learning Learning GoalsGoals

Feedback and Feedback and AssessmentAssessment

Integrated Course DesignIntegrated Course Design(Adopted from Fink, 2003)(Adopted from Fink, 2003)

Bloom’s Bloom’s Taxonomy?Taxonomy?

Anderson & Krathwohl, Anderson & Krathwohl, 20012001

Six Categories of SLSix Categories of SL

1. 1. Foundational KnowledgeFoundational KnowledgeBasic understandingBasic understandingNecessary for other kinds of learningNecessary for other kinds of learning

2.2. Application ApplicationKnowledge and how it’s appliedKnowledge and how it’s appliedSkillsSkills

3. 3. IntegrationIntegration• Making connections (other courses, work, life)Making connections (other courses, work, life)

Power: the whole - more than the sum of the partsPower: the whole - more than the sum of the parts

4. 4. Human DimensionHuman DimensionHuman significance of topicHuman significance of topicLearning about self, othersLearning about self, others

5. 5. CaringCaringCaring engenders energy for learningCaring engenders energy for learningNothing significant happens without caringNothing significant happens without caring

6. 6. Learning How to LearnLearning How to Learn• Learning more effectivelyLearning more effectively

Life-long learningLife-long learning

Six Categories of SLSix Categories of SL

What the the six What the the six categories?categories?

F _____________ K _____________F _____________ K _____________

A _____________A _____________

I _____________I _____________

H _____________ D _____________H _____________ D _____________

C _____________C _____________

L _____________ how to L _____________L _____________ how to L _____________

Creating SLEsCreating SLEs

Learning GoalsLearning Goals

Feedback and AssessmentFeedback and Assessment

Teaching and Learning ActivitiesTeaching and Learning Activities

Learning GoalsLearning Goals

Backward DesignBackward Design

What’s important now & years after the course?What’s important now & years after the course?

What should students do in the course to What should students do in the course to

succeed?succeed?

Feedback and Feedback and AssessmentAssessment

Forward Looking AssessmentForward Looking Assessment

Imagine students in a situation where they Imagine students in a situation where they

would use the knowledge and/or skills.would use the knowledge and/or skills.

Focus learning on realistic, meaningful tasks.Focus learning on realistic, meaningful tasks.

S.A. Cohen (1987) coined the term S.A. Cohen (1987) coined the term instructional alignment, i.e. the degree to instructional alignment, i.e. the degree to which intended outcomes, instructional which intended outcomes, instructional processes and instructional assessment processes and instructional assessment match with efforts to produce the outcomes. match with efforts to produce the outcomes.

Instructional AlignmentInstructional Alignment

AlignmentAlignment

Learning OutcomesLearning Outcomes Assessment MethodAssessment Method

Students will be able to:Students will be able to:

(1)(1)

(2)(2)

(3)(3)

As measured by:As measured by:

(1)(1)

(2)(2)

(3)(3)

Teaching and Learning ActivitiesTeaching and Learning Activities

Doing ExperienceDoing Experience

Direct: Real doing, in authentic settingsDirect: Real doing, in authentic settings

Indirect: case studies, simulations, …Indirect: case studies, simulations, …

Observing ExperienceObserving Experience

Direct: seeing the phenomena to be observedDirect: seeing the phenomena to be observed

Indirect: stories, film, …Indirect: stories, film, …

Approaches to Approaches to InstructionInstruction

Check your handout (Appendix 1)Check your handout (Appendix 1)

How many of these do you use?How many of these do you use?

Authentic Learning Authentic Learning ActivitiesActivities

Check your handout (Appendix 2)Check your handout (Appendix 2)

Which ones are important to you?Which ones are important to you?

TeTextxt

KONAN CUBEKONAN CUBEENGLISH LANGUAGE PROGRAMENGLISH LANGUAGE PROGRAM

REQUIRED ENGLISH COURSESREQUIRED ENGLISH COURSES

Semester OneSemester One Semester TwoSemester Two Semester ThreeSemester Three

Global Global ChallengesChallenges(twice a week)(twice a week)

American StudiesAmerican Studies(twice a week)(twice a week) European StudiesEuropean Studies

Speech & Speech & DiscussionDiscussion(twice a week)(twice a week)

Discussion & Discussion & DebateDebate

(twice a week)(twice a week)Japan StudiesJapan Studies

CUBE English ICUBE English I CUBE English IICUBE English II Business Business CommunicationCommunication

TOEIC TOEIC PreparationPreparation

ELECTIVES (SEMESTERS 4 - 8)ELECTIVES (SEMESTERS 4 - 8)

Regional StudiesRegional Studies Asian Neighbors, Cultural Asian Neighbors, Cultural Look at SpainLook at Spain

Studies in LiteratureStudies in Literature The Graphic Novel, Sports in The Graphic Novel, Sports in LiteratureLiterature

Business Skills IIBusiness Skills II Advanced Business, The Auto Advanced Business, The Auto IndustryIndustry

Media StudiesMedia Studies News & the Media, Web 2.0, News & the Media, Web 2.0, Film StudiesFilm Studies

Liberal Arts Liberal Arts KnowledgeKnowledge

History of European Thought, History of European Thought, Socratic DialogsSocratic Dialogs

Communication Skills ICommunication Skills I Language & Culture of Spain, Language & Culture of Spain, Cross-Cultural CommunicationCross-Cultural Communication

Cross DisciplinaryCross Disciplinary Sustainable LivingSustainable Living

CBI & CLIL . . . AND MANY, MANY CBI & CLIL . . . AND MANY, MANY MOREMORE

• content-based language instructioncontent-based language instruction

• content and language integrated learningcontent and language integrated learning

• content-focused language learningcontent-focused language learning

• enhanced language learningenhanced language learning

• teaching language through contentteaching language through content

• immersionimmersion

WHAT ARE WE TALKING ABOUT?WHAT ARE WE TALKING ABOUT?USE OF SUBJECT MATTER AS A VEHICLE (OR USE OF SUBJECT MATTER AS A VEHICLE (OR FRAMEWORK) FOR LANGUAGE TEACHING/LEARNINGFRAMEWORK) FOR LANGUAGE TEACHING/LEARNING

Types of CBITypes of CBI

Adjunct ModelAdjunct Model

Sheltered ModelSheltered Model

Theme-Based ModelTheme-Based Model

Japan StudiesJapan Studies

Society & CultureSociety & Culture

Business & The EconomyBusiness & The Economy

The EnvironmentThe Environment

Government & PoliticsGovernment & Politics

LESSONS LEARNEDLESSONS LEARNED

• Involve students in the choice of topics and Involve students in the choice of topics and activities.activities.

• Avoid the Double Whammy.Avoid the Double Whammy.

• Keep the focus on language for thinking and Keep the focus on language for thinking and school learning.school learning.

• Offer scaffolding when and where it is needed.Offer scaffolding when and where it is needed.

KEY CONCEPTSKEY CONCEPTS

• Learning Outcomes (include student voice)Learning Outcomes (include student voice)

• Emphasis on High Frequency VocabularyEmphasis on High Frequency Vocabulary

• Lots of Comprehensible InputLots of Comprehensible Input

• Reading-Writing Connection (Genre)Reading-Writing Connection (Genre)

• ““Can Do” StatementsCan Do” Statements

• RelevanceRelevance

• Focus on Content (with practice on all 4 skills)Focus on Content (with practice on all 4 skills)

• Blended Learning (Flipped Classroom) Blended Learning (Flipped Classroom)

• Scaffolding (just in time, just enough)Scaffolding (just in time, just enough)

Good courses are courses that …Good courses are courses that …

Challenge studentsChallenge students to significant kinds of learning. to significant kinds of learning.

Use Use activeactive forms of learning. forms of learning.

Have teachers who Have teachers who carecare - -

about the subject,about the subject,

their students, andtheir students, and

about teaching and learning.about teaching and learning.

Have teachers who Have teachers who interact wellinteract well with students. with students.

Have a good system of Have a good system of feedback, assessment, and gradingfeedback, assessment, and grading..

L. D. FinkL. D. Fink

www.brentjones.cwww.brentjones.comom