Direct Method in ESL Demonstration

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Direct Method in ESL Demonstration

  1. 1. ESL and DirectInstruction<br />Brianne Nigro<br />By PresenterMedia.com<br />
  2. 2. Transactional Model<br />Scripted Lesson<br />Overview:<br />Review:<br /><ul><li>Review key language concepts from previous lesson,
  3. 3. Students can check homework and ask questions where they didn’t understand.
  4. 4. What is being taught in current lesson builds upon previous lesson</li></ul>What:<br /><ul><li>Present what new vocabulary will be discussed in lesson
  5. 5. Organize learning objectives clearly for the lessons and activities
  6. 6. Inform students how they will be able to use new language outside of class</li></ul>Why:<br /><ul><li>Explain why this new language is useful in the real world
  7. 7. ESL students want to know “why should I be involved?” (Reigluth & Carr-Challman, 2009, p. 83)</li></ul>Overview:<br />Review:<br /><ul><li>Review key language concepts from previous lesson,
  8. 8. Students can check homework and ask questions where they didn’t understand.
  9. 9. What is being taught in current lesson builds upon previous lesson</li></ul>What:<br /><ul><li>Present what new vocabulary will be discussed in lesson
  10. 10. Organize learning objectives clearly for the lessons and activities
  11. 11. Inform students how they will be able to use new language outside of class</li></ul>Why:<br /><ul><li>Explain why this new language is useful in the real world
  12. 12. ESL students want to know “why should I be involved?” (Reigluth & Carr-Challman, 2009, p. 83)</li></ul>By PresenterMedia.com<br />
  13. 13. Transactional Model<br />Scripted Lesson<br />Explanation (Demonstration Principle):<br /><ul><li>Teacher explains in simple sentences what the students are learning.
  14. 14. Each subtopic should sequence to the next subtopic so student sees step by step building
  15. 15. Using visual aids (pictures, models, videos etc) aids in comprehension</li></ul>Show visual aid to students demonstrating hello.<br />Teacher: *waving* Hello. *motions to repeat*<br />Students: Hello.<br />Teacher-Student1: Hello.<br />Student1-Teacher: Hello<br />Teacher-Student2: Hello<br />Student2-Teacher: Hello<br />Teacher-Student3: Hey <br />*motions to repeat*<br />Student3-Teacher: Hey<br />By PresenterMedia.com<br />
  16. 16. Transactional Model<br />Scripted Lesson<br />Explanation (Demonstration Principle):<br /><ul><li>Teacher explains in simple sentences what the students are learning.
  17. 17. Each subtopic should sequence to the next subtopic so student sees step by step building
  18. 18. Using visual aids (pictures, models, videos etc) aids in comprehension</li></ul>Teacher: *pointing to self* My name is ____ *motions to repeat*<br />Students: My name is ____<br />Teacher-Student1: Hello. My name is Brianne. <br />Student1-Teacher: Hello. My name is Brianne<br />Teacher: Your name is Brianne? <br />Student1: My name is Jose<br />Teacher: Good. <br />Teacher-Student2: Hey. My name is Brianne<br />Student2-Teacher: Hey. My name is Johanna<br />Teacher-Student3: Hello. My name is Brianne. <br />Student3-Teacher: Hello. My name is Oliver. <br />By PresenterMedia.com<br />
  19. 19. Transactional Model<br />Scripted Lesson<br />Probe and Respond: <br /><ul><li>Teacher asks simple close ended questions to assess student comprehension (Teacher-Student Questioning).
  20. 20. Please note: although the speed of the teacher might be quick, that does not mean the student response time must be quick.</li></ul>Teacher-Student1: Hello. My name is Brianne. What’s your name?<br />Student1-Teacher: My name is Jose.<br />By PresenterMedia.com<br />
  21. 21. Transactional Model<br />Scripted Lesson<br />Practice (Application Principle):<br /><ul><li>Guided Practice
  22. 22. Questioning moves from Teacher-Student, to Student-student with teacher guidance
  23. 23. Allow for self-correcting</li></ul>Student1-Student 2: Hello. My name is Jose. What’s your name?<br />*If student struggles, teacher can help*<br />Student2-Student1: My name is Johanna.<br />Student2-Student3: <br />Hey. My name is Johanna. What’s your name?<br />By PresenterMedia.com<br />
  24. 24. Transactional Model<br />Scripted Lesson<br />Independent Practice<br /><ul><li>Questioning moves from Student-Student with teacher guidance to practicing independently.
  25. 25. Teacher makes notes, and corrects students afterwards
  26. 26. Independent practice can also mean encouraging students to use language outside of classroom </li></ul>*teacher can pair students off to practice dialogue with each other, or do an icebreaker or game activity*<br />*continue process for learning his/her/our/they names and Goodbye* <br />By PresenterMedia.com<br />
  27. 27. Transactional Model cont’d<br />Periodic Review (Activation Principle):<br /><ul><li>Students add this new language to previously learned concepts
  28. 28. This demonstrates retention of learned words. </li></ul>Summative Assessment<br /><ul><li>To proceed to the next level of English, teachers give students a summative assessment
  29. 29. Assessment should be based upon what was learned in class
  30. 30. This can be completed through written tests, conversation and listening tasks</li></ul>Assessment and Evaluation Phase (Integration Principle):<br />Formative Assessment<br /><ul><li>Teachers make notes about student progress daily
  31. 31. This can be done through teacher-student questioning, or independent practice</li></ul>Feedback<br />Throughout this whole process, the teacher will monitor student’s progress and provide continuous feedback afterwards. They should never point out a particular mistake by a student, but address the class as a whole. This allows for that student making the mistake not to feel pointed out or lose motivation.<br />By PresenterMedia.com<br />
  32. 32. One of the myths about the Direct Instruction is that it is centered around the teacher. When teaching in ESl, the role of the instructor is to gradually fade in to the background, and allow learners to do the task at hand completely on their own, as can be seen from the above demonstration.<br />
  33. 33. Below is a link for a Berlitz class learning German.<br />Think about the following questions while watching it? <br />What direct teaching techniques is the teacher using with her class?<br />Do you find this method useful? Did you learn any German?<br />What was not helpful about this method?<br />Berlitz Deutsch mit Dana Teutsch<br />
  34. 34. Thank You and Happy Teaching!<br />Brianne Nigro.<br />

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