TESOL
Materials Design and
Development
Week 6
SLO Workshop Conclusion
Scaffolding in Productive Skills
Lesson
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 selfinvestment and discovery?
“SMART” objectives
• S - specific
• M - measurable
• A - achievable
• R – relevant
• T – time bound
• 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?
1. By the end of the lesson, students will be able
to (SWBAT) use Spanish to introduce
themselves and their peers to each other
2. 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.
3. 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.
• 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.
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…
• by producing the correct form of the third person
singular for regular and irregular verbs in writing - given
the infinitive forms.
• by identifying incorrect forms of 3rd person singular
regular and irregular verbs and providing the correct
form.
• by producing the correct forms in a written description
of someone’s daily activities.
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
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
– functons & notions – knowledge, & skills)
• by
(doing something = the assessment
activity)__.
(TL
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.
SLO Formula
• By the end of the lesson, SWBAT
___________________________ by
__________________________________
_______.
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
• 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.
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)
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?
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?
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?
Make Your Own SLO
• It’s time to start thinking about your midterm 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
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)
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
– functons & notions – knowledge, & skills)
• by
(doing something = the assessment
activity)__.
(TL
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
Last 
First 
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.
Last 
First 
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.
•
•
•
•
•
Controlled
•
•
•
•
•
•
Free
Encounter:
Introduce learner to bike
assess prior knowledge asks
learner about parts of bike
1.
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.
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
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.
•
•
•
•
•
Controlled
•
•
•
•
•
•
Free
Encounter:
Introduce learner to bike
assess prior knowledge asks
learner about parts of bike
1.
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.
Visual Support
on the box
under the box
next to the box
in the box
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
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 practice
activity
Creates more effective lessons
Saves planning time
Warm-Up
Introduction
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