Highlights of TESOL, Boston MA

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Highlights of TESOL, Boston MA

  1. 1. Highlights of TESOL 2010 BOSTON, MA
  2. 2. Outline <ul><li>I. Five Minds for the Future </li></ul><ul><li>II. A-Ha Moments: Insight into the Development of Teacher Expertise </li></ul><ul><li>III. Teaching Grammar to Adult English Language Learners: Focus on Form </li></ul><ul><li>IV. Politeness Theory and Writing Feedback </li></ul>
  3. 3. I. Five Minds for the Future <ul><li>Howard Gardner </li></ul><ul><li>Harvard University </li></ul>
  4. 4. The present of learning: <ul><li>Globalization </li></ul><ul><li>The Biological Revolution </li></ul><ul><li>The Digital Revolution </li></ul><ul><li>Lifelong learning </li></ul>
  5. 5. The future in words: <ul><li>Out-of-the-box thinking </li></ul><ul><li>Flexibility </li></ul><ul><li>“ Just in time” responses </li></ul><ul><li>Going beyond the disciplines </li></ul><ul><li>Problem-centered teams </li></ul><ul><li>Complex Hollywood style projects and productions </li></ul>
  6. 6. The Five Minds: <ul><li>The Disciplined Mind </li></ul><ul><li>The Synthesizing Mind </li></ul><ul><li>The Creating Mind </li></ul><ul><li>The Respectful Mind </li></ul><ul><li>The Ethical Mind </li></ul>
  7. 7. 1. The Disciplined Mind <ul><li>Learning major ways of thinking: history, math, science, art, etc </li></ul><ul><li>Becoming an expert in a profession, craft, trades, etc </li></ul><ul><li>Being capable of applying oneself diligently </li></ul><ul><li>Working and improving steadily </li></ul><ul><li>Continuing beyond formal education </li></ul>
  8. 8. 2. The Synthesizing Mind <ul><li>Select crucial information from the copious amounts available. </li></ul><ul><li>Array that information in ways that make sense to self and to others. </li></ul><ul><li>Decide what to pay attention to and what to ignore. </li></ul><ul><li>Teach students how to synthesize. </li></ul>
  9. 9. 3. The Creating Mind <ul><li>Go beyond existing knowledge to pose new questions, offer new solutions. </li></ul><ul><li>Formulate and pursue new visions. </li></ul><ul><li>Come up with unexpected but appropriate products and projects </li></ul><ul><li>When something does not work, </li></ul><ul><li>move on. </li></ul>
  10. 10. 4. The Respectful Mind <ul><li>Responding sympathetically and </li></ul><ul><li>constructively to differences among individuals and among groups. </li></ul><ul><li>Extending beyond mere tolerance and political correctness. </li></ul><ul><li>Developing capacity for forgiveness. </li></ul><ul><li>Creating a supportive environment from birth; role models are crucial. </li></ul>
  11. 11. 5. The Ethical Mind <ul><li>Striving toward good work and good citizenship. </li></ul><ul><li>Knowing the core values of one’s profession and seeking to maintain them and pass them on with maturity. </li></ul><ul><li>Three E’s of good work: </li></ul><ul><li>-Excellent, expert, high quality </li></ul><ul><li>-Ethical, socially responsible, moral </li></ul><ul><li>-Engaging, meaningful, intrinsically motivated </li></ul>
  12. 12. <ul><li>“ In a world that shows no signs of slowing down, no individual can rest on his or her intellectual laurels. </li></ul><ul><li>No organization can afford that sloth either. The future belongs to those organizations as well as those individuals that have made an active, lifelong commitment to continue to learn”. </li></ul><ul><li>Gardner, H. </li></ul>
  13. 13. II. A-Ha Moments: Insight into the Development of Teacher Expertise <ul><li>Joanna Ghosh </li></ul><ul><li>University of Pennsylvania </li></ul>
  14. 14. <ul><li>During the evolution from novice teacher to master teacher, educators encounter a series of A-Ha moments that inform and guide their methodologies. </li></ul><ul><li>A-Ha moments of teachers as well as trial and error in the classroom has proved to develop our confidence and success. </li></ul>
  15. 15. <ul><li>Instantaneous A-Ha : A light bulb moment when something unexpected happens in a teaching situation which causes the instructor to suddenly rethink philosophy, methodology or technique. </li></ul><ul><li>Evaluative A-Ha : A trial and error method of reaching enlightenment about the most effective way to act or proceed in a given situation. </li></ul>
  16. 17. A-Ha Project <ul><li>Videotaped interviews with 11 teachers </li></ul><ul><li>Interview Topics </li></ul><ul><ul><li>Discomfort in the classroom </li></ul></ul><ul><ul><li>A-Ha moments </li></ul></ul><ul><ul><li>Recommendations for other instructors </li></ul></ul>
  17. 18. Results <ul><li>A-Ha moments are relatively common: most teachers, when prompted, could describe some revelations they experienced. </li></ul><ul><li>Evaluative A-Ha moments were more commonly described in the interviews than instantaneous A-Ha moments. </li></ul><ul><li>Most A-Ha moments related to pedagogy and classroom management. Few related to content. </li></ul>
  18. 19. Recommendations <ul><li>Reflect on successes and failures regularly. </li></ul><ul><li>Keep adjusting in attempt to improve classroom atmosphere and achievement. </li></ul><ul><li>Recognize opportunities to grow and develop. </li></ul><ul><li>Appreciate and use the A-Ha moments to fully develop teaching philosophy, methodology and techniques. </li></ul>
  19. 20. III. Teaching Grammar to Adult English Language Learners: Focus on Form <ul><li>Amber Gallup </li></ul><ul><li>Center for Applied Linguistics </li></ul>
  20. 21. <ul><li>Many adult education language learners place a high value on learning grammar. </li></ul><ul><li>Perceiving a link between grammatical accuracy and effective communication, they associate excellent grammar with opportunities for employment and promotion, the attainment of educational goals, and social acceptance by native speakers. </li></ul>
  21. 22. <ul><li>Teachers of adult English language learners vary in their views on how, to what extent, and even whether to teach grammar. </li></ul><ul><li>Indeed, in popular communicative and task based approaches to teaching, the second language is viewed primarily as &quot;a tool for communicating rather than as an object to be analyzed&quot; (Ellis, 2008) </li></ul>
  22. 23. <ul><li>Nonetheless, most research now supports some attention to grammar within a meaningful, interactive instructional context. </li></ul><ul><li>To help learners improve their grammatical accuracy, instructors should embed explicit focus on form within the context of meaningful learning activities and tasks that give learners ample opportunities for practice. </li></ul>
  23. 24. Conclusions <ul><li>Lessons should provide opportunities for learners to focus on form and to notice the structures of the language. </li></ul><ul><li>The students’ level will always influence our decision on what to use. </li></ul><ul><li>Students want accuracy so let’s do explicit grammar! </li></ul>
  24. 25. PLEASE BE KIND AND CLEAR: Politeness Theory and Writing Feedback <ul><li>Karen Best </li></ul><ul><li>University of Wisconsin </li></ul>
  25. 26. Why reflect? Why research? <ul><li>“ It is reflection that enables teachers to recognize problems, develop creative solutions, and retain best practices”. Wold, 2003. </li></ul><ul><li>“ In order to improve feedback, it is recommended that teachers should research their own feedback”. </li></ul><ul><li>Ferris, 2007 </li></ul>
  26. 27. Reflections and Goals for Change <ul><li>Comment on grammar less </li></ul><ul><li>Comment on specific grammatical points that seem very important: focus on categories </li></ul><ul><li>Use code comments </li></ul><ul><li>Use mitigation strategies less </li></ul><ul><li>Mitigate when the issue is more negotiable or less important </li></ul><ul><li>Use direct comments for very important issues: plagiarism, citation, etc </li></ul>
  27. 28. <ul><li>Thanks ! </li></ul>

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