TESOL Materials Design and Development

1
TESOLMaterials Design and Development

• Week 5
• Workshop Lecture on Student Learning Objectives
  (SLOs) and using Language Analysis in Lesson
  Planning

2
Homework

• Post your weekly entry to the discussion board
  and reply to at least two other participants
  entries.

3
Student Learning Objectives

• Think about the following questions on your own
• What is the difference between statement of
  objectives and statement of aims?
• Is it an aim or is it an objective identify the
  following
• To teach pages 55-59
• By the end of the lesson SWBAT ask and answer Qs
  using frequency adverbs (always, often, sometime,
  seldom, never) in the dialog (A How often do you
  _____? B I _____ ______.) by conducting a class
  survey of Ss daily routines.
• Ss will come to appreciate and understand French
  culture
• What is a student learning objective?
• What do we mean by observable behavior?

4
Student Learning Objectives

• Think about the following questions on your own
• 5. Why should we use an student learning
  objective (SLO)?
• 6. When should you make a SLO?
• 7. What do you need to think about when you
  create an SLO?
• 8. Who needs to know the SLO?
• 9. How do you prepare students to succeed in
  reaching the SLO?
• 10. How do you know if the SLO is too easy or too
  hard?

5
Realistic Objective?
To make sure its a fair test, Im going to give
you all the same task. All I want you to do is
climb up into that tree
6

• What is the difference between the verbs in the
  left column and the verbs in the right column
  according to learning objectives?
• Rank Understand
• Answer Appreciate
• Create Learn
• List Know
• Ask
• Use
• Give
• Identify
• Write
• Tell
• Categorize
• Describe
• Evaluate
• Paraphrase
• Retell

7
SMART objectives

• S - specific
• M - measurable
• A - achievable
• R relevant
• T time bound

8

• 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?

9

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.
   

10

• 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.

11
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 someones daily activities.

12
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

13
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)__.

14
The Comparative 1 Sample Lesson

• 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.

15
SLO Formula

• By the end of the lesson, SWBAT
  ___________________________ by
  _________________________________________.

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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

17

• 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.

18
Language Analysis What you do before you write
an SLO

• Here is a condensed form of Scriveners steps (P.
  206) Are there any you want to add/remove?
• Select the grammar topic,
• Fine-tune What is, isnt 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)

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Lets 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?

20
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?

21
SMART objectives

• S - specific
• M - measureable
• A - achieveable
• R relevant
• T time bound

22
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)__.

23
Make Your Own SLO

• Its time to start thinking about your mid-term
  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