GSE MethodsWEEK 10

Today’s Schedule How to write your activity lesson plan for presenta-

tion 2

CLT methods The Natural Approach Cooperative Language Learning Task-based Language Teaching Content Based Instruction

Time for Q&A and 1-on-1 conferencing

Introduction to Current Methods Communicative Language Teaching marked the beginning

of the current language teaching methods period Began in the 1980s Applied linguistics began emphasizing functional and

communicative potential of language, and modifying teaching practices to emphasize these

The philosophy of CLT has spawned several teaching practices including the Natural Approach, Content-Based Teaching, Task-Based Teaching, and others

Communicative Language Teaching Is seen as an approach to language teaching (not method) Learning to use English (weak) vs using English to learn it

(strong) No one book or authority on CLT

Focus on communication from the beginning (not delayed)Learner-centered and experienced-based Language carries out a task and is meaningful to learners

Syllabi consist of Topics (food, weather)Functions (describing, requesting info) Notions (time, frequency, duration,Vocabulary and grammar needed

Comparing Current Methods (handout)

Project #2 Current Methods

1-2 people per group (Natural, Coop, CBI, TBLT) Assignment: Teach an activity (mini lesson) ~15 minutes us-

ing your selected method. Structure

Introduce yourselves, introduce method, tell us what age we are

2 minutes (1-2 PPT slides)

Teach your lesson 12 minutesConclusion and Q&A 1 minute

Presentation #2: Considerations for Groups of 2

Your project’s unity (dividing up the roles equally) is very important

Your lesson plan should state everyone’s roles Team-teach the lesson Team-teach as a Korean/foreign teacher team Someone could introduce the lesson, and the other could teach

Someone will need to make materials (worksheet + PPT)

Grading Rubric

Method clearly explained 10 points Method clearly demonstrated in mini lesson 15 points Materials (handouts, PPTs, etc)10 points Teaching skills 10 points Preparedness 5 points

Total 50 points

Application of Methods to Teaching

How will you teach a mini-lesson using this method?

All methods we are studying are variations of

Communicative Language TeachingFocused on communicationLearner CenteredStudents complete tasks by using EnglishMaterials: text-based, task-based, and realia

Application of Methods to Teaching Determine your students’

AgeAbilityBackground knowledge (in relation to task)

Decide what content you want to teachReading, Writing, Listening, Speaking focus?Grammar or vocabulary? Do you want to teach about culture?

How to write your activity lesson plan: Activity Route Map

Title/ExplanationLevel/ageTime Aims: By the end of the activity, SWBAT ____ by

____MaterialsBefore (Lead-in) During (Set up and Run the activity) After (Close the activity and post-activity)

Types of Materials Text-based: TextbooksTask-based: handbooks, cue cards, activity

cards, pair communication materialsGames, Role plays, Communication activ-

ities (information gap, jigsaw)Realia: Real life materials

advertisements, menus, maps, charts

The Natural Approach Input hypothesis i+1 Acquisition/Learning Hypothesis: competency can be

developed through acquiring an L2 like an L1, and through learning conscious rules about the language

Monitor hypothesis: Ss need time, focus on the form, knowledge of rules to initiate conscious learning

Affective Filter Hypothesis: Motivation, Self-Confi-dence, and anxiety reduction needed for effective learning

The Natural Approach Basic personal communication skillsAcademic learning skills

Stages of learning: pre-production, early-pro-duction, and speech-emergent

Use realia rather than textbooks

No unique techniques, so do whatever you like

Cooperative Language Learn-ing Most speech is organized in conversation, focus on

communicative competency

Critical thinking skills, question matrix

Cooperative activities: formal groups, informal groups, cooperative base groups

Individual accountability

Question Matrix Use both dice to generate a two-word question

starter.  Dice 1: What, Where, Which, Who, Why, and How Die 2: Is, Did, Can, Would, Will, and Might

Users take that question beginning to generate the questions to ask about the content or concept being studied

Can be used in pairs, small groups orin a whole class setting

Cooperative Language Learning

Team practice from common input, jigsaw activ-ities, discovery learning

Importance of materials to aid cooperative learning

Task-Based Language Teach-ing

Tasks give students a context for learning to take place.

Focus on process rather than product “Getting there is half of the fun!”

Categories of team performance: orientation, organiza-tional functions, adaptation, and motivational func-tions

TBLT is a learning theory rather than language theory – language is a means of making meaning, draw on structural, functional and interactional models of lan-guage

Task-Based Language Teaching Choose a real world task that meets needs of

learners Figure out what pedagogical tasks can be accom-

plished through the real world task Figure out what your goal is and how students will

achieve that goal Figure out how to prepare learners, and sequence

the task for optimal learning (pre task, task and post task)

Real world materials emphasized

Content-Based Instruction

Decide which content to teach through English

Different programs to model: Immigrant On-Arrival Programs Limited English Proficiency (LEP) English for Specific Purposes (LSP) Theme-based language instruction, sheltered content

instruction (SIOP) adjunct language instruction, team-teach approach, skills-based approach

Content-Based Instruction Language is a means of acquiring information.

CBI activities emphasize the need to learn a lan-guage

Language is text and discourse based on inte-grated skills, and is purposeful

Build on learner’s background knowledge. Teach skills and strategies for acquiring knowledge.

Learn by doing and through collaborative learning Materials are heavily used

Sheltered instruction observation protocol (SIOP)

There are 30 criteria for SIOP, which are arranged un-der:Lesson preparationBuilding Background knowledgeComprehensible Input Strategies InteractionPractice and ApplicationLesson Delivery Review and Assessment

Lesson Preparation Content Objectives clearly defined, displayed, and reviewed with students

Language objectives clearly defined, displayed, and reviewed with students

Content concepts appropriate for age and educational background level of studentsSupplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals)

Adaptation of content (e.g., text, assignment) to all levels of student proficiencyMeaningful Activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking

Building background

Concepts explicitly linked to students’ background experiences

Links explicitly made between past learning and new concepts

Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)

Comprehensible input

Speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners)

Clear explanation of academic tasks

A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)

Strategies

Ample opportunities provided for students to use learning strategies

Scaffolding techniques consistently used assisting and supporting student understanding (e.g., think-alouds)

A variety of questions or tasks that promote higher-order thinking skills (e.g., literal, analytical, and interpretive questions)

Interaction

Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

Grouping configurations support language and content objectives of the lesson

Sufficient wait time for student responses consistently provided

Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text

Practice and application

Hands-on materials and/or manipulatives provided for students to practice using new content knowledge

Activities provided for students to apply content and language knowledge in the classroom

Activities integrate all language skills (i.e., reading, writing, listening, and speaking

Lesson delivery

Content objectives clearly supported by lesson delivery

Language objectives clearly supported by lesson delivery

Students engaged approximately 90% to 100% of the period

Pacing of the lesson appropriate to students’ ability level

Review and assessment

Comprehensive review of key vocabulary

Comprehensive review of key content concepts

Regular feedback provided to students on their output (e.g., language, content, work)

Assessment of student comprehension and learning of all lesson objectives (e.g., spot checking, group response) throughout the lesson