Material Design

1
Material Design Development

• Week 6
• Present Perfect Sample
• Lesson Processing
• Productive Skills Framework
• Lesson Planning

2
Homework for Next Week

• Read and answer the questions to Graves
  Adapting Course Books p. 183 (Qs) pp. 186-208
  (reading)
• Reflection on Homework
• Discuss in small groups or with a partner
• What does S-M-A-R-T stand for?
• How do we make an SLO specific and measurable?
  What do we need to include?

3
Which is deductive?Which is inductive?

• Bottom-Up Processing
• Examples
• I
• I
• I
• ?
• Rule

• Top-Down Processing
• Rule
• I
• I
• I
• ?
• Examples

Ss are given a task which helps them discovery
the rule.
Teacher explains the rule and Ss make examples
following the rule.
4
How to Read a Teachers Mind

• I am going to ask you some questions.
• I want you to guess the answers to the questions.
• Watch me carefully. See if you can read my mind

5
How to Read a Teachers Mind

• Before we play the game again, read these
  questions and try to guess the rule.
• Guiding questions
• What kind of question is the T asking? Can you
  give some examples?
• What does the T often do when he asks a question?
  
• What is the answer when the T does that?

6
How to Read a Teachers Mind

• Discuss with your partner, what is the rule?
• Ask your partner some questions about yourself
  using the rule.

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How did you find the rule?

• Many examples,
• Teacher draws attention to important details by
  asking questions.
• Students try to use the rule (or explain their
  guess about the rule)
• T gives feedback.
• Students try again.
• (Repeat steps 3,45 if necessary)
• Provide many chances to practice to master the
  new rule.

8
Sample LessonPresent Perfect

• This is appropriate for Korean High School Ss.
• I have taught this lesson successfully to Ss from
  Ansan and Daewon Foreign Language High School
• Think about the following
• What makes this lesson inductive?
• How do the materials facilitate Ss
  self-investment and discovery?

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(No Transcript)
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Card Attack

• Get into groups of four
• Each group will get a set of cards
• You will only have 3 minutes
• Turn over a card and fill out the chart
• EX hop hopped hopped
• Youll get 1 point for each correct word, and
  bonuses for each level you reach without any
  errors.
• Be careful Mistakes will cost you points and a
  ship. If all your ships are destroyed, you lose.

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(No Transcript)
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Processing Present Perfect

• How did teacher establish context of use? How did
  this prepare Ss to learn the topic being taught?
  Could T activate schema for the present perfect
  tense in Korean Ss? Why or why not? If no, then
  what did the T activated?
• What did the T initially assess? How did the T
  assess it? Why did the T need to assess this?
• How did the teacher get the Ss to discover the
  rules for the present prefect tense? How did the
  T get the Ss to focus on the form? How did the T
  create a learning opportunity, without being
  directly involved?

13
Processing Present Perfect

• Look at the lesson plan and label the missing
  stages in terms of the Productive Skills
  Framework Encounter-Internalize-Fluency.
• Some steps may combine stages
• E
• E/I
• I
• F

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Processing

• This lesson looked like a squid
• What were the two language chunks?
• What was the controlled practice for the first
  chunk?
• What was the practice for the second chunk?
• Why is Talkopoly not a fluency?
• Where in the lesson were inductive techniques
  used? How were these activities similar? How were
  they different?

15
Descriptive vs. Prescriptive Grammar

• Descriptive Grammar Talks about how grammar is
  actually used by native speakers
• Prescriptive Grammar Talks about grammar in
  terms of what is right and what is wrong.
• What kind of grammar do your Ss need to know?

16
Guided Discovery vs.Collaborative Discovery

• The present perfect lesson uses guided discovery
  rather than collaborative discovery.
• Why was this lesson more appropriate for High
  School learners and adults rather than young
  learners (YL) or middle school Ss?
• Where in the guided discover activities did the
  materials use meta-language (meta-linguistic
  language)?
• Why is this problematic for YL and middle school
  Ss?

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Using who and which

• Which is more delicious samgyeopsal or salad?
• Who is better Bi or Big Bang?
• Who is smarter the boy or the girl?
• Which is more interesting Harry Potter or Lord of
  the Rings?
• Which is stronger the lion or the mouse?
• Directions Use the sentences above as a guide
  and put the words in the blue box into the chart.

Who Which

Jeon Ji Hyun elephant the man SM5 umbrella CD
player Kang Ho Dong computer David MP3 player
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Collaborative Discovery

• How did this collaborative discovery activity
  differ from the guided discovery in the present
  perfect lesson?
• What age level of Ss would this activity be
  appropriate for? Why?
• After the Ss had finished the task what questions
  should I ask? Why?

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Make Your Own Guided Discovery or Collaborative
Discovery Activity

• A similar process is required to make a
  collaborative discovery or guided discover
  activity as writing an SLO. You need to
• Select the grammar topic,
• Fine-tune What is, isnt included, other
  meanings, negative form, question, typical Ss
  problems
• Make example 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

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Active vs. Passive Voice

• Make a collaborative discovery or guided
  discovery activity to help Ss learn how to use
  active and passive voice.

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What I might do

• Generate 4-5 passive voice sample sentences e.g.
  (Hangeul was invented by Sejong)
• Generate 4-5 active voice sentences e.g. (Sejong
  invented Hangeul)
• Use enhanced input to draw Ss attn to TL
• Scramble the sentences up
• Ask Ss to separate the sentences into to columns
  - Blue and Red (see next slide)

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What I might do

• Ss cut and paste the sentences in to the columns
• Ss drawn lines between sentences that mean the
  same thing
• Ss answer the following Qs
• What words are first in the blue sentences? What
  words are second?
• What words are first in the red sentence? What
  words are second?
• Are the Blue words or Red words the DOERS?
• Are the Blue words or Red words THINGS?
• How are the underlined words different?
• Are there any other differences?
• What rule can you make?

Blue Red

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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

First ?
Last ?
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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.

First ?
Last ?
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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.

• Encounter
• Introduce learner to bike
• assess prior knowledge asks learner about parts
  of bike
• 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.

1.
Controlled
Free
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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

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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.

• Encounter
• Introduce learner to bike
• assess prior knowledge asks learner about parts
  of bike
• 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.

1.
Controlled
Free
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Visual Support
on the box
under the box
next to the box
in the box
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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

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EIF framework
What do you think this triangle shape
represents?
E ____
I __________________ F
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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).

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• Sometimes the shape of this framework can look
  similar to a Christmas tree rather than a
  triangle.
• Why do you think this is so?

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• 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

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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

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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

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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.

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Backwards Planning
Second to last activity
First practice activity
SLO Final Activity
Warm-Up Introduction
Creates more effective lessons Saves planning time