TESOL
Materials Design and
Development
Week 4
Assessing Learner Differences,
SLOs, Sample Lesson 1 Walk Thru
Warm-up & Opportunity for
outcome feedback:
Think about the following Qs:
• What is enhanced input and how does it help
draw Ss attn to significant features of the TL?
• What is schema activation and why do we do it?
• What kinds of activities provide Ss with a
communicative purpose?
• How do children, adolescents and adult learners
differ from each other?
• Is attention span only a problem in young
learners? Why or why not?
Motivation
• What is “motivation”?
“Some kind of internal drive which pushes
someone to do things in order to achieve
something” (Harmer, 2001)
• What are the two kinds of motivation?
– Intrinsic and extrinsic
• What are some examples of each?
Reward Systems
Discussion Questions
• Is it important to motivate our students?
• How can we keep our students motivated
to learn?
Society and culture’s
effect on Ss
motivation
What
the T and
classroom
can do
to motivate
Ss
Ss intrinsic
& extrinsic
motivation
Family and
friends effect on
Ss motivation
Theory of Multiple Intelligences
(MI)
• Introduced by Harvard psychologist Howard Gardner in
1983.
• Suggested that as humans we do not possess a single
intelligence, but a range.
• He listed seven intelligences (and added an eighth one
in 1999).
• All people have these intelligences but in each person
one (or more) of them is more pronounced.
• Most people can develop each intelligence to an
adequate level of competency.
• Gardner suggests that virtually everyone has the
capacity to develop all seven intelligences to a
reasonably high level of performance if given the
appropriate encouragement, enrichment, and instruction.
• Intelligences usually work together in complex ways Gardner points out that the intelligences are always
interacting with each other.
• There are many ways to be intelligent within each
category - there is no standard set of attributes that one
must have to be considered intelligent in a specific area.
• Consequently, a person may not be able to read, yet be
highly linguistic because he can tell a terrific story or has
a large, oral vocabulary.
• Similarly, a person may be quite awkward on the playing
field, yet possess superior bodily-kinesthetic intelligence
when she weaves a carpet or creates an inlaid chess
table.
The Intelligences
1.
2.
3.
4.
5.
6.
7.
8.
Linguistic Learner
Logical/Mathematical Learner
Spatial Learner
Musical Learner
Kinesthetic Learner
Interpersonal Learner
Intrapersonal Learner
Naturalist Learner
From the reading
TYPE
LIKES TO
IS GOOD AT
LEARNS BEST
Linguistic Learner
(“word player”)
Read, write, tell stories
Memorizing names, places,
dates, problem solving
Saying, hearing, and
seeing words
Logical/Mathematical
Learner (“questioner”)
Do experiments, figure things
out, work with numbers, ask
questions
Math, reasoning, logic and
problem solving
Categorizing, classifying,
working with abstract
patterns
Spatial Learner
(“visualizer”)
Draw, build, design & create
things, look at pictures,
daydream, watch movies, play
with machines
Imagining things, sensing
changes, mazes/puzzles,
reading maps, charts
Visualizing, dreaming,
working with colours and
pictures
Musical Learner
(“music lover”)
Sing, hum, listen to music, play
an instrument, respond to music
Picking up sounds,
remembering melodies,
noticing pitches/rhythms,
keeping time
Rhythm, melody, music
Bodily/Kinesthetic
Learner
Move around, touch and talk,
use body language
Physical activities (sport,
dancing, acting)
Touching, moving,
interacting with space,
body sensations
Interpersonal Learner
(“socializer”)
Have lots of friends, talk to
people, join groups
Understanding people,
leading others, organizing,
communicating, mediating
Sharing, comparing,
relating, cooperating,
interviewing
Intrapersonal Learner
Work alone, pursue own
interests
Understanding self, focusing
inward on feelings/dreams,
following instincts, pursuing
interests/goals, being original
Working alone, individual
projects, self-paced
instructions, having own
space
Neuro-linguistic Programming (NLP)
• What does the acronym: VAKOG mean?
•
•
•
•
•
V = visual
A = auditory
K = kinesthetic
O = olfactory
G = gustatory
T = Tactile is missing
Sensatory Learning Modalities
• This theory states that although we use all of
these systems to experience the world, we tend
to have one “preferred primary system”.
–
–
–
–
V = visual
A = auditory
K = kinesthetic
T = tactile
• When selecting and developing materials we
need to balance these modalities so all our
learners are accomodated
Discussion Questions:
• Is it important for teachers to know what
kind of intelligences their students have?
We can find out our students levels by
looking at their scores on different tests.
How can we find out what kind of learners
our students are?
MULTIPLE INTELLIGENCES
TEST
1. Where does your true intelligence lie?
2. This quiz will tell you where you stand and what
to do about it.
3. Read each statement.
4. If it expresses some characteristic of yours and
sounds true for the most part, jot down a "T."
5. If it doesn't, mark an "F."
6. If the statement is sometimes true, sometimes
false, leave it blank.
1. _____ I'd rather draw a map than give someone verbal
directions.
2. _____ I can play (or used to play) a musical instrument.
3. _____ I can associate music with my moods.
4. _____ I can add or multiply in my head.
5. _____ I like to work with calculators and computers.
6. _____ I pick up new dance steps fast.
7. _____ It's easy for me to say what I think in an argument or
debate.
8. _____ I enjoy a good lecture, speech or sermon.
9. _____ I always know north from south no matter where I am.
10. _____ Life seems empty without music.
11. _____ I always understand the directions that come with new
gadgets or appliances.
12. _____ I like to work puzzles and play games.
13. _____ Learning to ride a bike (or skates) was easy.
14. _____ I am irritated when I hear an argument or statement that
sounds illogical.
15. _____ My sense of balance and coordination is good.
16. _____ I often see patterns and relationships between numbers
faster and easier than others.
17. _____ I enjoy building models (or sculpting).
18. _____ I'm good at finding the fine points of word meanings.
19. _____ I can look at an object one way and see it sideways or
backwards just as easily.
20. _____ I often connect a piece of music with some event in my life.
21. _____ I like to work with numbers and figures.
22. _____ Just looking at shapes of buildings and structures is
pleasurable to me.
23. _____ I like to hum, whistle and sing in the shower or when I'm
alone.
24. _____ I'm good at athletics.
25. _____ I'd like to study the structure and logic of languages.
26. _____ I'm usually aware of the expression on my face.
27. _____ I'm sensitive to the expressions on other people's faces.
28. _____ I stay "in touch" with my moods. I have no trouble
identifying them.
29. _____ I am sensitive to the moods of others.
30. _____ I have a good sense of what others think of me.
Scoring the MI test
• MULTIPLE INTELLIGENCE SCORING SHEET
• Count each item you marked as "true." Add your totals
for each category. A total of four in any of the categories
A through E indicates strong ability. In categories F and
G a score of one or more means you have abilities as
well.
A. Linguistic = 7, 8, 14, 18, 25
B. Logical-Mathematical = 4, 5, 12, 16, 21
C. Musical = 2, 3, 10, 20, 23
D. Spatial = 1, 9, 11, 19, 22
E. Bodily-Kinesthetic = 6, 13, 15, 17, 24
F. Intra-personal = 26, 28
G. Inter-personal = 27, 29, 30
The Lead VAK Test: Read and Imagine
Follow each instruction in your mind and give yourself a mark:
0=impossible
1=difficult 2=okay 3=easy
SEE a kangaroo
SEE your front door
SEE your toothbrush
SEE a friend’s face
SEE a plate of food
SEE a TV show…
WATCH the TV scene change
HEAR
HEAR
HEAR
HEAR
HEAR
HEAR
HEAR
a song
rain
a fire alarm
a friend’s voice
your own voice
birds singing…
the birdsong change to a call of alarm
FEEL excited
FEEL yourself swimming
FEEL grass under your feet
FEEL a cat on your lap
FEEL hot
FEEL your fingers on a piano keyboard
FEEL your fingers playing a few notes
Add up your scores for each sense:
SEE ____
HEAR ____
FEEL ____
Does the highest score correspond with what you
think your preferred lead system is?
How did you do when it came to changing the
scenes slightly in the last one of each section?
“The Lead VAKT Test” from In your Hands by J Revell and S Norman (Saffire Press)
Student Learning Objectives
SLOs
• What is the difference between
statements of aims and statement of
objectives?
• What are three benefits of writing
statement of objectives from the student
perspective?
• What type of verbs do we use? Why?
• What is the relationship between an SLO
and a Lesson Plan?
An aims or an objectives
• Ss will come to appreciate the French
language and culture
• By the end of the lesson, SWBAT
demonstrate the ability to ask and answer
Qs using (A: What did you used to do
____? B: I used to _____ ______) By
doing a mingle activity.
• Cover pages 25-29 in the textbook.
Action Verbs for
Student Behavior
SLO and Lesson Plan
Starting Point
Destination:
Achievement of SLO
Backwards Planning
SLO & Final
Activity
Second to
last activity
First practice
activity
Creates more effective lessons
Saves planning time
Warm-Up
Introduction
Lesson Plan Template:
Cover Page
• Three significant sections:
– What are you teaching?
– Student Learning Objective
– Preliminary Considerations
BIG “C” Culture &
LITTLE “C” culture
Culture often Determines
Appropriateness
장모님
먹자!
Me
BoA’s First B-day
Online Discussion:
Suggested Topic
• Come up with an activity for each learning style
(VAKT) for some language topic that you choose.
Share those activities by posting them on our
discussion forum
–
–
–
–
Visual
Auditory
Kinesthetic
Tactile
• Read and reply to at least two other participants
postings
Homework
• Post your weekly entry to the discussion
board and reply to at least two other
participants’ entries.
• Read EIF Frameworks and answer Qs –
Remember I don’t accept late homework,
but I do accept homework early. Keep up.
Don’t fall behind.
TESOL
Materials Design and
Development
Week 5
Sample Lesson 1 Walk Thru
Continued, Processing
Warm-up & Opportunity for
outcome feedback:
Think about the following Qs:
• What is motivation? Give an example of intrinsic
motivation and extrinsic motivation. What influences
motivation?
• What is VAKOG and what is VAKT? How are they used
in material design and lesson planning?
• Why is assessing leaner differences important? How can
we assess learner differences?
• If we say that we are going to teach culture in a
language lesson, what aspect of culture are we going to
teach? Can you give an example?
Preliminary Considerations
•What they know
•What they don’t know
•How can you help
Lesson Plan Columns
• There are six columns in our lesson plan
template
3.Time
1. Steps
Steps
Stage
Time
2. Stage
5. Interaction
Procedures/StepsThese need to be written in the perspective what the
students do
4. Procedure
Interaction
Activity Purpose/Rationale
6. Purpose
Sample Lesson #1
• Please pretend that you are second grade, lowintermediate/intermediate level middle school
students.
• As you participate in this lesson, please try
to take mental note of:
– the different features of materials that are used in the
lesson.
– how it illustrates the basic principles of lesson
planning.
Sample Lesson 1
Let’s Talk about People
As we do the walk thru: Please look
at the materials in your course
packet
•
•
•
•
•
•
Lesson Plan
Name cards
Picture of nameless people
Who is who sentences
Form Check
Survey
A is ___ than B .
Jane
Alice
Cindy
Mary
A: Is A
___ than B ?
B: Yes, A is ___ than B .
No, B is ___ than A . // No, A isn’t ___ than B .
Jane
Alice
Cindy
Mary
tall, happy, intelligent, pretty, old,
interesting, beautiful, cute, big,
young
+er
-y+ier
more
Is Bi better than SG Wanna Be?
No, Bi isn’t better than SG Wanna Be.
A: Is A
____ than B ?
B: Yes, A is ____ than B .
No, B is ____ than A .
No, A isn’t ____ than B .
Processing The Lesson
•
•
•
•
What are the productive skills?
What are the receptive skills?
What skill was taught in this lesson?
What was the Student Learning Objective
(SLO)?
Processing the Lesson
• Open your packet to the cover page of the
comparative 1 lesson.
• Compare your SLO: Is it the same or different?
How is it different?
• What were the materials I used in this lesson?
Make a list?
• What role did those materials play? How did
they help Ss learning?
• How does the lesson and/or materials
conform/differ from Tomlinson’s
recommendations for good materials?
Materials Used in Sample Lesson 1
•
•
•
•
•
•
•
•
•
laminated pictures on walls
additional pictures on desk
White board
PowerPoint
Students
The monkey
worksheets and handouts
Teacher Re-grouping at end of lesson
Graphic Organizer (chart on WB)
Features of Good Materials in
Lesson 1
1. Impact
2. Puts Ss at ease
3. Develops confidence
4. Relevant and useful because Ss talk about famous
people they care about
5. Self-Investment & discovery (puzzle game)
8. Communicative purpose (survey)
11. Learning styles (visual and kinesthetic learners
accommodated)
13. Silent period
15. Not too much controlled practice
16. Outcome feedback
Reviewing the Reading &
Processing the Lesson
• Productive Skill lessons use the following
framework: EIF
– Encounter
– Internalize
– Fluency
• What do you think happens in each of
those stages?
Encounter Stage
• Typically five things happen in the encounter
stage
– 1. Activate schema and set context of use
– 2. Assess Ss prior knowledge to ascertain Ss level
– 3. Generate interest and create motivation for the
lesson
– 4. Build rapport and create a safe learning
environment
– 5. Introduce the topic, theme or target language
Sometime it looks like a Squid!
Encounter
Internalize
Encounter
Internalize
Fluency
Internalization Stage Moves
From Accuracy to Fluency
Accuracy
Free
Practice
Controlled
Practice
Fluency
Fluency = Assessment
Just like the father teaching
his son to ride a bike, the teacher
needs to let go of the bike if his or
her students are going to be
successful.
Processing the Lesson
• Look at the lesson plan and identify the
stages (E-I-F) in the comparatives 1
lesson plan. Use the following notations:
–E
– E/I
–I
–F
Student Learning Objectives
Think about the following questions on your
own:
1. What is a student learning objective?
2. What do we mean by “observable behavior?”
3. Why should we use an student learning objective (SLO)?
4. When should you make a SLO?
5. What do you need to think about when you create an
SLO?
6. Who needs to know the SLO?
7. How do you prepare students to succeed in reaching the
SLO?
8. How do you know if the SLO is too easy or too hard?
Realistic Objective?
To make sure it’s a fair test,
I’m going to give you all the
same task. All I want you to
do is climb up into that
tree…
• What is the difference between the verbs in the left
column and the verbs in the right column according
to learning objectives?
Rank
Answer
Create
List
Ask
Use
Give
Identify
Write
Tell
Categorize
Describe
Evaluate
Paraphrase
Retell
Understand
Appreciate
Learn
Know
“SMART” objectives
• S - specific
• M - measurable
• A - achievable
• R – relevant
• T – time bound
Week 6
• 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 (TL
– functons & notions – knowledge, & skills)
• by
(doing something = the assessment activity)__.
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 the
simple past tense e.g. (A: What did you ___? B: ____ I _____.)
by doing “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?
Tag Questions Continued
• What is our ‘representative sentence?’
• What are some ‘concept check questions?’
(Some of these should relate to the Ss
common errors)
• What is our ‘main aim’?
• How do we need to modify this to produce
an SLO?
“SMART” objectives
• S - specific
• M - measureable
• A - achieveable
• R – relevant
• T – time bound
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 (TL
– functons & notions – knowledge, & skills)
• by
(doing something = the assessment activity)__.
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
Homework
• Read EIF Frameworks and answer
questions to turn in online
• Post an entry on the discussion forum and
reply to at least two other postings