Material Design & Development
Week 4
Sample Lesson 1 & Processing
Describing Leaners and SLO
Sample Lesson #1
• Please pretend that you are second grade,
low-intermediate/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
Who is that? Do you like him/her?
What is he/she famous for?
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
Is Shinee better than Crayon Pop?
No, Shinee isn’t better than Crayon pop.
A: Is A
____ than B ?
B: Yes, A is ____ than B .
No, B is ____ than A .
No, A isn’t ____ than B .
Taller
Faster
Smarter
Prettier
Older
Younger
Processing The Lesson
• What are the productive skills?
• What are the receptive skills?
• What was the main skill taught in
this lesson?
Processing The Lesson
• How were the students’ prior
knowledge assessed?
Processing The Lesson
• What were the materials I used in
this lesson?
• Let’s make a list
Materials Used in Sample Lesson 1
pictures on walls
• additional pictures on desk
• White board
• PowerPoint
• Students
• worksheets and handouts
• Teacher Re-grouping at end of lesson
• Graphic Organizer (chart on WB)
• Stuffed animal
•
Processing The Lesson
• What role did those materials play?
How did they help Ss learning?
Processing The Lesson
• How does the
lesson and/or materials
conform/differ from Tomlinson’s
recommendations for good materials?
Discussion Questions
• What are the characteristics of a “good learner” in
terms of Korean culture?
• Do you think North American
same or different? Why?
‘ideal learners’ are the
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?
Discussion Questions
• Why is it important to motivate our
students?
• How can we keep our students
to learn?
motivated
When I hear Korean
in movies, for
example,
“Yesman.”
My friends
In Canada
don’t think
Korean
is worth
studying.
Why not
Japanese?
Talking
to my
Jangmo-nim
My teacher doesn’t
let me talk
Talking to
my wife in
Korean
enough.
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.
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 VAKT Test: Read and Imagine
Follow each instruction in your mind and give yourself a mark:
0=impossible
1=difficult 2=okay
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
3=easy
The Lead VAKT Test: Read and Imagine
0=impossible 1=difficult
2=okay
HEAR a song
HEAR rain
HEAR a fire alarm
HEAR a friend’s voice
HEAR your own voice
HEAR birds singing…
HEAR the birdsong change to a call of alarm
3=easy
The Lead VAKT Test: Read and Imagine
0=impossible
1=difficult
2=okay
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
3=easy
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?
Discussion Questions:
• Should we incorporate our students’ intelligence areas
and learning styles when we plan our classes?
Why/why not? How?
• Is it possible to give these kinds of tests to our
students?
• What are some other ways in which we find out what
kinds of learners our students are?
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?