This document provides guidance on providing meaningful feedback to English as a Second Language (ESL) students. It discusses principles for fair student assessment including ensuring assessments are valid, individualized, understandable, and communicate high expectations. It also explores formative and summative assessment strategies like learning journals, concept maps, anecdotal records, conversations, portfolios, self-assessments and rubrics. Additionally, it addresses communicating feedback, managing anxiety, teacher expectations, and involving parents and peers. The goal is to outline assessment methods that are fair, fit students' backgrounds, lower emotional barriers and demonstrate progress.
Professional development courses 2018 2nd semester William Sastoque
This document lists professional development courses offered in the first and second terms of 2018. In the first term, courses are offered on topics such as interpretation skills, effective test-taking strategies, classroom management, assessment, English proficiency, understanding student errors, technology in the classroom, learning strategies, presentation software, and tutoring techniques. In the second term, courses cover critical thinking, designing teaching materials, dealing with learning difficulties, blended learning, communicating with parents, and conducting research. The courses range from one to three credits and include face-to-face and virtual sessions.
Some ways of engaging English learners with grammar by teaching it inductively, through communicative activities, rather than deductively through explicit teaching
This document provides tips for teaching grammar and vocabulary. It suggests focusing on the grammar presented in context, providing rules and strategies rather than just rules, and creating meaningful practice activities. It also recommends considering learners' backgrounds, objectives, and learning styles when planning lessons. A variety of task types are outlined for practicing grammar and vocabulary, including graphic organizers, games, puzzles and role plays. Memorization strategies like mnemonics and repetition are advised for vocabulary learning.
There is an urgent need to invest in teacher education programmes in the Arab world. Outdated curricula and methodologies, reliance on rote learning and not enough qualified teachers present a threat to the quality of education in the region. This presentation outlines a qualitative case study that explores the perceived and observed impact of shaping and contextualizing teacher education reading pedagogy upon an evolving system of knowledge, beliefs and reading teaching styles in a UAE context. The findings suggest that by attending to a Vygotskian constructivist-based contextualized EFL model of second language teacher education pedagogy, the potential to enhance the capacity of Emirati female student teachers to teach reading successfully and enact pedagogic change in government schools is increased. While investigating the unique features of the case itself, these findings may have resonance for teacher education programmes in other Middle Eastern contexts.
This document provides an overview of teaching grammar. It begins by defining grammar and discussing the key principles for presenting grammatical structures. These principles include teaching structures implicitly through examples, using oral and written forms with explanations, linking form to meaning, and emphasizing communication. The document also discusses different approaches for grammar practice, including drills, exercises, and games. It notes that drills focus on repeating structures while exercises make students more familiar with grammar points. Finally, the document provides recommendations for choosing good grammar books and outlines the typical procedures for teaching a new grammatical structure.
Teachers should plan lessons with clear objectives, activities, and assessments. When writing objectives, teachers should use active verbs and focus on what students will be able to do. Objectives should be specific, measurable, attainable, relevant and time-bound. Lesson plans should include stages like preparation, presentation, practice and production. After teaching, teachers should evaluate what worked and how the lesson could be improved in the future.
This document discusses different approaches to teaching grammar:
1) Presentation-Practice-Produce (PPP) - Present the grammar, check understanding, have students practice and produce the language.
2) Test-Teach-Test (TTT) - Give a pre-test, teach the grammar based on results, give a post-test.
3) Guided Discovery - Provide examples for students to deduce grammar rules on their own with guidance.
It also provides examples of how to apply each approach and discusses the pros and cons of each method. Teachers are encouraged to consider their students' needs and adapt materials as needed.
This document outlines an annual learning plan for an English class at Key Stage Three. It is divided into three terms covering different topics each term: self-portraits and school experiences (Term 1), dreams and interests (Term 2), and healthy eating and tourism (Term 3). Each term contains several sequences that build upon each other. The plan lists the communicative tasks, competencies, learning objectives, and language forms covered in each section.
Professional development courses 2018 2nd semester William Sastoque
This document lists professional development courses offered in the first and second terms of 2018. In the first term, courses are offered on topics such as interpretation skills, effective test-taking strategies, classroom management, assessment, English proficiency, understanding student errors, technology in the classroom, learning strategies, presentation software, and tutoring techniques. In the second term, courses cover critical thinking, designing teaching materials, dealing with learning difficulties, blended learning, communicating with parents, and conducting research. The courses range from one to three credits and include face-to-face and virtual sessions.
Some ways of engaging English learners with grammar by teaching it inductively, through communicative activities, rather than deductively through explicit teaching
This document provides tips for teaching grammar and vocabulary. It suggests focusing on the grammar presented in context, providing rules and strategies rather than just rules, and creating meaningful practice activities. It also recommends considering learners' backgrounds, objectives, and learning styles when planning lessons. A variety of task types are outlined for practicing grammar and vocabulary, including graphic organizers, games, puzzles and role plays. Memorization strategies like mnemonics and repetition are advised for vocabulary learning.
There is an urgent need to invest in teacher education programmes in the Arab world. Outdated curricula and methodologies, reliance on rote learning and not enough qualified teachers present a threat to the quality of education in the region. This presentation outlines a qualitative case study that explores the perceived and observed impact of shaping and contextualizing teacher education reading pedagogy upon an evolving system of knowledge, beliefs and reading teaching styles in a UAE context. The findings suggest that by attending to a Vygotskian constructivist-based contextualized EFL model of second language teacher education pedagogy, the potential to enhance the capacity of Emirati female student teachers to teach reading successfully and enact pedagogic change in government schools is increased. While investigating the unique features of the case itself, these findings may have resonance for teacher education programmes in other Middle Eastern contexts.
This document provides an overview of teaching grammar. It begins by defining grammar and discussing the key principles for presenting grammatical structures. These principles include teaching structures implicitly through examples, using oral and written forms with explanations, linking form to meaning, and emphasizing communication. The document also discusses different approaches for grammar practice, including drills, exercises, and games. It notes that drills focus on repeating structures while exercises make students more familiar with grammar points. Finally, the document provides recommendations for choosing good grammar books and outlines the typical procedures for teaching a new grammatical structure.
Teachers should plan lessons with clear objectives, activities, and assessments. When writing objectives, teachers should use active verbs and focus on what students will be able to do. Objectives should be specific, measurable, attainable, relevant and time-bound. Lesson plans should include stages like preparation, presentation, practice and production. After teaching, teachers should evaluate what worked and how the lesson could be improved in the future.
This document discusses different approaches to teaching grammar:
1) Presentation-Practice-Produce (PPP) - Present the grammar, check understanding, have students practice and produce the language.
2) Test-Teach-Test (TTT) - Give a pre-test, teach the grammar based on results, give a post-test.
3) Guided Discovery - Provide examples for students to deduce grammar rules on their own with guidance.
It also provides examples of how to apply each approach and discusses the pros and cons of each method. Teachers are encouraged to consider their students' needs and adapt materials as needed.
This document outlines an annual learning plan for an English class at Key Stage Three. It is divided into three terms covering different topics each term: self-portraits and school experiences (Term 1), dreams and interests (Term 2), and healthy eating and tourism (Term 3). Each term contains several sequences that build upon each other. The plan lists the communicative tasks, competencies, learning objectives, and language forms covered in each section.
Teaching English grammar task in inductively in Indiasunandakannadasan
I enclose how we make our class very interactive of teaching English in India .by this teaching method will be easy to the teachers as well as learning method is easy to the learners.
and main thing inductive method of teaching makes the learner in unmemorable in their life
Lesson plan setting aims and objecitves march 2021 mostagh for fate boot pr...Mr Bounab Samir
Here are the key differences between an ice-breaker, warmer and lead-in:
- Ice-breaker: An activity done at the very beginning of a lesson or session to help students relax and feel more comfortable. The goal is for students to get to know each other in a low-pressure way.
- Warmer: An activity done shortly after the ice-breaker to begin engaging students' minds in the topic or theme of the lesson. It helps transition students from socializing to learning.
- Lead-in: Done right before the main content is presented, it provides context and gets students thinking about the core topic/skill. It leads students into the heart of the lesson by connecting prior knowledge to new concepts.
Can remote teaching lead to deep learning?Paul Woods
Presentation given at the 49th IATEFL Conference in Manchester 12 April 2015. The British Council's Ceibal English project has the potential to develop deep learning by promoting student autonomy, creativityand collaboration, even where the teacher is not physically present in the classroom.
This document discusses different methods for grouping students in the classroom and managing student behavior. It covers grouping students as a whole class, individually, in pairs, and in groups. It discusses the advantages and disadvantages of each approach and factors to consider when creating groups, such as friendship, ability, participation level, and chance. The document also covers reasons why problem behavior occurs and ways for teachers to prevent it, such as establishing clear expectations and maintaining student engagement through appropriate activities.
Differentiating instruction in the language classroom is important to engage all students and cater for varying ability levels. There are several ways to differentiate, including by support, text, task, ability, and interest. Differentiation strategies include using scaffolding techniques to modify texts, grouping students heterogeneously and homogenously, providing choice in activities, and varying student outcomes and assessments. Proper planning, resources, and questioning techniques are needed to effectively implement differentiation in the language classroom.
Salam
Meeting & Workshop : Testing & Examiner Guide 2018
Today's points were:
1) defining testing
2) Testing vs assessment
3) Teachers vs testing
4) Why testing ?
5) Principles of testing
6) Bloom taxonomy and testing
7) How to plan tests and exams?
8) Types of tests
9) Importance of the examiner guide ( BEM guide ) in the teacher's daily teaching process
10) Why must teachers take into considerations this guide
11) From which level must this guide be used
12) what's new in the Examiner guide 2018?
13) The Examiner guide 2018 vs the one of 2013
14) Recommendations for national exam designers
15) Typology of the new Examiner guide 2018
16) Tips for designing exams
17) How to devise and test ?
18) The situation of integration its characteristics and evaluation criteria
19) The out off topic learners' productions
20 ) Test report and remedial work
N.B : I would like to thank Mr. Hachemi Irid superviors of ALgiers East for the invitation and all his teachers for their great welcome and large contribution during the delivery of the meetings
Mr.Samir Bounab ( teacher trainer)
The link of the presentation
This document discusses various aspects of effective classroom management. It defines classroom management as establishing discipline, being prepared, motivating students, and providing a safe learning environment. Good classroom management varies between teachers based on their style, personality, and student population. It is important for teacher satisfaction and helping students cooperate. Principles include minimizing disruptions while teaching self-management. Techniques involve focusing attention, moving around, and engaging students. Transition time between activities should be minimized to maximize engagement. Awareness of what is happening, known as "withitness," is also important. Rules and procedures help set clear expectations for student conduct.
Problem solving in teaching english djelfa march 29 meeting 2017Mr Bounab Samir
Salam;
Djelfa Meeting ; ¨PROBLEM SOLVING IN TEACHING ENGLISH
Djelfa meeting tackled the following questions
Questions :
1- What is a problem ?
2- What is problem solving situation?
3- Why problem solving in teaching?
4- Is problem solving new in our teaching system?
5- How to plan problem solving lesson?
6- Barriers to problem solving teaching?
7- What are the classroom problem solving activities ?
NB : Special thank to all the people who welcomed us , for their great hospitality , to Aziz , team of Riassla School , Mr Sadek and my friends Nourddine Yadade, Yacine Gabes, Boualem Ziane for their great contributions
By ; Samir Bounab ( teacher trainer at MONE)
This document provides an introduction and overview for a teacher's guide for a 2nd year middle school English coursebook in Algeria. It discusses the objectives of promoting learner autonomy and responsibility, expanding teaching methods, and preparing students for real-world challenges. It emphasizes using cross-references across sections to reinforce content and integrate skills. The guide is intended to help teachers consolidate students' knowledge and skills through meaningful tasks and activities adapted to learners' needs and styles.
Teacher hand tpd how to help teacher be effectve (2)Mr Bounab Samir
The document outlines factors that influence effective classroom configurations and common seating arrangements. It discusses how classroom size and shape, distractions, student age and size, teaching style and objectives, and learning objectives should all be considered. Popular configurations include horseshoe or U-shapes to support both teacher-student and student-student interaction, clusters to promote small group work, and runways for smaller lecture-based classes where the teacher is the focus. The conclusion emphasizes finding creative seating arrangements tailored to each unique classroom.
This document discusses reading lessons and provides guidance on using reading aloud in the classroom. It outlines the typical steps in a reading lesson as pre-reading, during/while reading, and post-reading activities. Pre-reading involves preparing students for the text, such as reviewing vocabulary. During reading consists of comprehension questions and exercises. Post-reading allows the teacher to evaluate students' understanding through activities like summarization. The document also advises that students do not learn to read through reading aloud and that it should only be used in the classroom in limited ways, such as the teacher reading aloud while students follow along silently.
Assessment for learning meeting april 29th 2014Mr Bounab Samir
The document outlines the schedule and activities for a time management workshop. It includes:
1) Various sessions on assessment topics like brainstorming, presentations, and workshops on diagnostic, formative, and summative assessment.
2) Breakout workshops are scheduled to discuss assessing educational changes in Algeria from 2013 to 2014.
3) The schedule concludes with an evaluation closure meeting.
The PDP Framework is a lesson planning tool that helps teachers deliver effective listening, reading, and video lessons. It is based on research showing that students are more engaged when actively involved before, during, and after consuming content. The framework has three stages: pre-listening/reading preparation, during active listening/reading tasks, and post activities that extend understanding and apply it to other contexts.
Meeting aeltt teaching grammar algiers may 21st 2016Mr Bounab Samir
Teaching grammar can be done using the PIASP method, which is based on Bloom's Taxonomy of learning objectives. The PIASP method involves presenting grammar structures in context, isolating the structures, analyzing their form and function, stating the governing rules, and providing practice. For each stage of PIASP (presentation, isolation, analysis, stating rules, practice), there is a corresponding category of Bloom's Taxonomy. This allows grammar to be taught gradually and contextualized within communicative exercises, building students' knowledge, comprehension, application, analysis, synthesis and evaluation of grammatical structures.
The document outlines the typical steps in a lesson plan for teaching speaking and grammar: warm-up, presentation, practice, and use. The warm-up activates students' prior knowledge to engage them in the new lesson. During presentation, the teacher conveys new language and ensures student understanding. Practice then has students work with the new material in controlled, guided activities to develop accuracy before moving to freer activities. Finally, use provides opportunities for students to apply what they learned in less structured contexts through activities like role plays and discussions.
Fate boot camp setting aims and learning objectives teachers hand outMr Bounab Samir
A teacher should carefully plan lessons to meet learning objectives. When planning, the teacher should consider students' abilities, interests, and prior knowledge. A strong lesson plan includes clear learning objectives, materials needed, and assessments. Objectives should be specific, measurable actions students will be able to perform after the lesson, such as "explain," "demonstrate," or "analyze." Well-written objectives will help focus teaching and ensure students are challenged to achieve high-level learning.
What is reading?
Why is reading important ?
Main reading difficulties ?
What are the types of reading?
What are the stages in teaching reading?
How to integrate read with the other teaching skills?
What are the reading strategies?
What is the purpose of reading?
What is PDP reading frame work?
What activities can be done in pre-reading/during reading/ post reading?
How to teach reading aloud?
The document summarizes a study that investigated the effectiveness of applying cooperative learning methods to English as a foreign language (EFL) classrooms in a technological university in Taiwan. It discusses the research questions, literature review on cooperative learning and related topics, methodology including participants, instruments, procedures, and data analysis. The study compared the effects of cooperative learning methods (STAD and Jigsaw II) to traditional learning methods on students' learning achievement, learning style preferences, and motivation.
The document discusses English teaching methodology and strategies. It begins by defining methodology as the set of methods used for teaching English. It discusses the nature of language teaching and the teacher's role in creating desirable changes in student behavior. It then covers strategies for English language learning and teaching, Gardner's theory of multiple intelligences, various teaching methodologies like seminars and debates, the changing role of the teacher, techniques for positive teaching, and factors that affect learning outcomes.
Teaching English grammar task in inductively in Indiasunandakannadasan
I enclose how we make our class very interactive of teaching English in India .by this teaching method will be easy to the teachers as well as learning method is easy to the learners.
and main thing inductive method of teaching makes the learner in unmemorable in their life
Lesson plan setting aims and objecitves march 2021 mostagh for fate boot pr...Mr Bounab Samir
Here are the key differences between an ice-breaker, warmer and lead-in:
- Ice-breaker: An activity done at the very beginning of a lesson or session to help students relax and feel more comfortable. The goal is for students to get to know each other in a low-pressure way.
- Warmer: An activity done shortly after the ice-breaker to begin engaging students' minds in the topic or theme of the lesson. It helps transition students from socializing to learning.
- Lead-in: Done right before the main content is presented, it provides context and gets students thinking about the core topic/skill. It leads students into the heart of the lesson by connecting prior knowledge to new concepts.
Can remote teaching lead to deep learning?Paul Woods
Presentation given at the 49th IATEFL Conference in Manchester 12 April 2015. The British Council's Ceibal English project has the potential to develop deep learning by promoting student autonomy, creativityand collaboration, even where the teacher is not physically present in the classroom.
This document discusses different methods for grouping students in the classroom and managing student behavior. It covers grouping students as a whole class, individually, in pairs, and in groups. It discusses the advantages and disadvantages of each approach and factors to consider when creating groups, such as friendship, ability, participation level, and chance. The document also covers reasons why problem behavior occurs and ways for teachers to prevent it, such as establishing clear expectations and maintaining student engagement through appropriate activities.
Differentiating instruction in the language classroom is important to engage all students and cater for varying ability levels. There are several ways to differentiate, including by support, text, task, ability, and interest. Differentiation strategies include using scaffolding techniques to modify texts, grouping students heterogeneously and homogenously, providing choice in activities, and varying student outcomes and assessments. Proper planning, resources, and questioning techniques are needed to effectively implement differentiation in the language classroom.
Salam
Meeting & Workshop : Testing & Examiner Guide 2018
Today's points were:
1) defining testing
2) Testing vs assessment
3) Teachers vs testing
4) Why testing ?
5) Principles of testing
6) Bloom taxonomy and testing
7) How to plan tests and exams?
8) Types of tests
9) Importance of the examiner guide ( BEM guide ) in the teacher's daily teaching process
10) Why must teachers take into considerations this guide
11) From which level must this guide be used
12) what's new in the Examiner guide 2018?
13) The Examiner guide 2018 vs the one of 2013
14) Recommendations for national exam designers
15) Typology of the new Examiner guide 2018
16) Tips for designing exams
17) How to devise and test ?
18) The situation of integration its characteristics and evaluation criteria
19) The out off topic learners' productions
20 ) Test report and remedial work
N.B : I would like to thank Mr. Hachemi Irid superviors of ALgiers East for the invitation and all his teachers for their great welcome and large contribution during the delivery of the meetings
Mr.Samir Bounab ( teacher trainer)
The link of the presentation
This document discusses various aspects of effective classroom management. It defines classroom management as establishing discipline, being prepared, motivating students, and providing a safe learning environment. Good classroom management varies between teachers based on their style, personality, and student population. It is important for teacher satisfaction and helping students cooperate. Principles include minimizing disruptions while teaching self-management. Techniques involve focusing attention, moving around, and engaging students. Transition time between activities should be minimized to maximize engagement. Awareness of what is happening, known as "withitness," is also important. Rules and procedures help set clear expectations for student conduct.
Problem solving in teaching english djelfa march 29 meeting 2017Mr Bounab Samir
Salam;
Djelfa Meeting ; ¨PROBLEM SOLVING IN TEACHING ENGLISH
Djelfa meeting tackled the following questions
Questions :
1- What is a problem ?
2- What is problem solving situation?
3- Why problem solving in teaching?
4- Is problem solving new in our teaching system?
5- How to plan problem solving lesson?
6- Barriers to problem solving teaching?
7- What are the classroom problem solving activities ?
NB : Special thank to all the people who welcomed us , for their great hospitality , to Aziz , team of Riassla School , Mr Sadek and my friends Nourddine Yadade, Yacine Gabes, Boualem Ziane for their great contributions
By ; Samir Bounab ( teacher trainer at MONE)
This document provides an introduction and overview for a teacher's guide for a 2nd year middle school English coursebook in Algeria. It discusses the objectives of promoting learner autonomy and responsibility, expanding teaching methods, and preparing students for real-world challenges. It emphasizes using cross-references across sections to reinforce content and integrate skills. The guide is intended to help teachers consolidate students' knowledge and skills through meaningful tasks and activities adapted to learners' needs and styles.
Teacher hand tpd how to help teacher be effectve (2)Mr Bounab Samir
The document outlines factors that influence effective classroom configurations and common seating arrangements. It discusses how classroom size and shape, distractions, student age and size, teaching style and objectives, and learning objectives should all be considered. Popular configurations include horseshoe or U-shapes to support both teacher-student and student-student interaction, clusters to promote small group work, and runways for smaller lecture-based classes where the teacher is the focus. The conclusion emphasizes finding creative seating arrangements tailored to each unique classroom.
This document discusses reading lessons and provides guidance on using reading aloud in the classroom. It outlines the typical steps in a reading lesson as pre-reading, during/while reading, and post-reading activities. Pre-reading involves preparing students for the text, such as reviewing vocabulary. During reading consists of comprehension questions and exercises. Post-reading allows the teacher to evaluate students' understanding through activities like summarization. The document also advises that students do not learn to read through reading aloud and that it should only be used in the classroom in limited ways, such as the teacher reading aloud while students follow along silently.
Assessment for learning meeting april 29th 2014Mr Bounab Samir
The document outlines the schedule and activities for a time management workshop. It includes:
1) Various sessions on assessment topics like brainstorming, presentations, and workshops on diagnostic, formative, and summative assessment.
2) Breakout workshops are scheduled to discuss assessing educational changes in Algeria from 2013 to 2014.
3) The schedule concludes with an evaluation closure meeting.
The PDP Framework is a lesson planning tool that helps teachers deliver effective listening, reading, and video lessons. It is based on research showing that students are more engaged when actively involved before, during, and after consuming content. The framework has three stages: pre-listening/reading preparation, during active listening/reading tasks, and post activities that extend understanding and apply it to other contexts.
Meeting aeltt teaching grammar algiers may 21st 2016Mr Bounab Samir
Teaching grammar can be done using the PIASP method, which is based on Bloom's Taxonomy of learning objectives. The PIASP method involves presenting grammar structures in context, isolating the structures, analyzing their form and function, stating the governing rules, and providing practice. For each stage of PIASP (presentation, isolation, analysis, stating rules, practice), there is a corresponding category of Bloom's Taxonomy. This allows grammar to be taught gradually and contextualized within communicative exercises, building students' knowledge, comprehension, application, analysis, synthesis and evaluation of grammatical structures.
The document outlines the typical steps in a lesson plan for teaching speaking and grammar: warm-up, presentation, practice, and use. The warm-up activates students' prior knowledge to engage them in the new lesson. During presentation, the teacher conveys new language and ensures student understanding. Practice then has students work with the new material in controlled, guided activities to develop accuracy before moving to freer activities. Finally, use provides opportunities for students to apply what they learned in less structured contexts through activities like role plays and discussions.
Fate boot camp setting aims and learning objectives teachers hand outMr Bounab Samir
A teacher should carefully plan lessons to meet learning objectives. When planning, the teacher should consider students' abilities, interests, and prior knowledge. A strong lesson plan includes clear learning objectives, materials needed, and assessments. Objectives should be specific, measurable actions students will be able to perform after the lesson, such as "explain," "demonstrate," or "analyze." Well-written objectives will help focus teaching and ensure students are challenged to achieve high-level learning.
What is reading?
Why is reading important ?
Main reading difficulties ?
What are the types of reading?
What are the stages in teaching reading?
How to integrate read with the other teaching skills?
What are the reading strategies?
What is the purpose of reading?
What is PDP reading frame work?
What activities can be done in pre-reading/during reading/ post reading?
How to teach reading aloud?
The document summarizes a study that investigated the effectiveness of applying cooperative learning methods to English as a foreign language (EFL) classrooms in a technological university in Taiwan. It discusses the research questions, literature review on cooperative learning and related topics, methodology including participants, instruments, procedures, and data analysis. The study compared the effects of cooperative learning methods (STAD and Jigsaw II) to traditional learning methods on students' learning achievement, learning style preferences, and motivation.
The document discusses English teaching methodology and strategies. It begins by defining methodology as the set of methods used for teaching English. It discusses the nature of language teaching and the teacher's role in creating desirable changes in student behavior. It then covers strategies for English language learning and teaching, Gardner's theory of multiple intelligences, various teaching methodologies like seminars and debates, the changing role of the teacher, techniques for positive teaching, and factors that affect learning outcomes.
This document discusses anxiety in second language acquisition. It defines different types of anxiety, including trait anxiety, state anxiety, and language anxiety. Language anxiety is a specific type of situation anxiety associated with attempts to learn and communicate in a second language. Anxiety can affect the input, processing, and output stages of language learning. While anxiety may have some facilitating effects at low levels, high anxiety generally has a debilitating impact on language performance and learning. The document also discusses factors that influence language anxiety and implications for language teaching, such as promoting low-anxiety classroom environments.
Exploring Differences in Motivation between Students Who Excelled and Under P...Hooi Shyan
This study examines the motivation levels of students who excelled and underperformed in learning English as a second language in Chinese secondary schools. The researcher used a questionnaire based on a tripartite motivation framework to measure students' learner-internal factors, social psychological perspectives, and pragmatic gains. Interviews with English teachers were also conducted. The results showed differences in motivation levels between high-achieving and underperforming students for factors like need for achievement, attitudes toward learning English, anxiety, and perceptions of English language culture. The study aims to help teachers identify ways to improve motivation among underperforming students.
This document discusses relevant factors for teaching English as a foreign language to primary students, including learning styles, affective factors, multiple intelligences, and the role of the teacher. It addresses that students have different cognitive factors, affective traits, personalities, levels of motivation, anxiety and self-esteem that impact language learning. Teachers must understand these individual differences and create a safe environment to increase self-confidence and engagement while reducing anxiety. The document also explores Howard Gardner's theory of multiple intelligences and the traits of good language learners. Finally, it outlines the six main roles of the English teacher in a primary classroom.
This document summarizes a study exploring self-efficacy and English speaking anxiety among English-major college students. The study involved 120 sophomore students enrolled in an English listening and speaking class. It administered surveys before and after using spoken learning logs to measure students' self-efficacy and speaking anxiety. The study aimed to examine the relationship between self-efficacy and anxiety, and whether logs impacted either. It also analyzed anxiety levels among high, medium, and low proficiency students. Statistical tests like correlation, ANOVA, and t-tests were used to analyze survey results and address the research questions.
Action Research In The Language Classroom Motivating Teenage LearnersKayla Smith
This document discusses motivation theories and strategies to motivate teenage language learners. It summarizes four motivation theories: Tremblay and Gardner's revised model of Gardner's motivation theory, linguistic self-confidence theory, attribution theory, and self-determination theory. It then discusses in more detail how goal setting, learner autonomy, and self-confidence can be developed through strategies like setting individual learning goals, self and teacher assessment, and introducing learning strategies. The document aims to demonstrate these motivational strategies through their implementation and analysis in a class of 17 teenage Portuguese students studying English.
The document discusses factors that influence language learning, including motivation, learning strategies, physical conditions, and the role of the teacher. It notes that motivation can be intrinsic or extrinsic, and that teachers play a key role in motivating students. Different teaching methods are discussed, including grammar translation and audio-lingual methods. The document advocates for including drama activities in lessons, as this allows students to learn English naturally and enjoyably by participating actively. Drama increases students' self-esteem and language acquisition through creative construction in an informal setting.
The document summarizes a research study that examined factors influencing college students' foreign language learning motivation, self-efficacy, attitudes, and achievement. The study surveyed 249 students in Spanish, German, and French classes. It found higher self-efficacy and more positive attitudes like integrative orientation predicted greater achievement, while unsuccessful students reported more anxiety and instrumental orientation. Heritage language students had equally positive attitudes regardless of achievement. The study aimed to better understand how motivation relates to achievement by exploring psychological theories like self-efficacy beliefs.
The document discusses factors that influence language learning, including motivation, learning strategies, physical conditions, and the role of the teacher. It notes that motivation can be intrinsic or extrinsic, and that teachers play an important role in motivating students. Common language teaching methods like grammar-translation and audio-lingual are mentioned. The document advocates for including drama activities in lessons, as this allows students to learn English naturally and enjoyably by participating actively in a creative context. Drama increases students' self-esteem and helps them acquire language through activities like choral reading.
The document discusses 5 key factors that affect second language acquisition: gender, motivation, personality, aptitude, and learning difficulties. It provides details on how each factor can influence language learning outcomes and strategies. For example, it notes that gender differences exist in strategy use, motivation depends on attitudes and goal-setting, and personality traits like introversion/extroversion each impact learning in unique ways. Aptitude incorporates memory, grammar skills, and vocabulary abilities. Finally, learning difficulties do not preclude success when modifications are made to incorporate multi-sensory activities.
Task-based language learning focuses on having students complete meaningful tasks to encourage language use. A task is any activity that requires students to use language to complete. Effective tasks are meaningful activities students might do in real life, like buying coffee or making a doctor's appointment. With task-based learning, students work in groups to complete tasks while the teacher monitors. This approach motivates students and allows for more meaningful communication compared to only focusing on language structures. It also exposes students to a variety of vocabulary, phrases and language patterns. However, implementing tasks can be challenging with large class sizes or limited facilities.
The document discusses curriculum models throughout history and focuses on learner-centered curriculum design according to David Nunan. It outlines Nunan's process for curriculum planning which includes needs analysis, content planning, methodology selection, material design, and evaluation. The planning involves collecting learner data, specifying objectives and content based on learner needs and goals, selecting communicative methodologies and engaging materials, and ongoing evaluation to ensure the curriculum meets learner needs.
Adult EFL Students' Preferred Learning Styles and MotivationMastura Kamal
The document discusses a study that explored the preferred learning styles and motivation levels of adult EFL students in Taiwan. It administered a questionnaire to 165 students to determine their preferences for auditory, visual, tactile, kinesthetic, individual, group, and computer-assisted learning styles. The study found differences in preferred styles between genders and sought to understand how styles impact the learning process and motivation. Understanding students' styles can help design curricula and instruction better to increase achievement and motivation.
This document discusses strategies for teaching vocabulary. It emphasizes that not all vocabulary terms require the same type of instruction, and that strategically selecting a small number of important words from the text is most effective. It recommends determining the tier level of words and matching instruction to word type. Suggested instructional strategies include using illustrations, repeated exposure to words in different contexts, and student-friendly definitions. The goal is to help students understand and apply new vocabulary in meaningful ways beyond just memorizing definitions.
A model of creating instructional materials based on the schoolAlexander Decker
The document discusses developing an instructional model for creating English instructional materials for Indonesian secondary schools based on the school curriculum. It analyzes the need to improve students' low English performance and reviews existing instructional material issues. The proposed model is based on the ADDIE instructional design model and incorporates the school curriculum, language skills, and material design best practices. The goal is to provide teachers with instructional materials that improve students' English learning outcomes according to the curriculum standards.
Task-based language learning involves presenting students with meaningful tasks to complete rather than focusing on language structures. A task requires students to use language to arrive at an outcome and engages cognitive processing. Effective tasks mirror real-world activities like talking to a doctor. This approach motivates students and gives them confidence to use the language. It also exposes them to a variety of natural language through collaboration. Teachers take on roles like preparing students and raising consciousness of language used. Students work in groups and provide feedback to one another, taking risks and innovating with language. While it can encourage ambitious language use, some students may rely too heavily on others and large classes present implementation challenges.
Chapter 7 Managing students at work DUE DATE 161. Individually JinElias52
Chapter 7: Managing students at work DUE DATE 16
1. Individually or in teams, describe what you would do to control at least two of the following: tattling, procrastination, messiness, irresponsibility, cheating, lying or stealing, swearing, temper tantrums, or bullying.
2. Discuss the best ways to get students’ attention
3. Agree or disagree with the statement: teachers of young children should arrange activities to keep children quiet and still for approximately 45 minutes at a time.
4. What are some purposes of assigning students homework?
DUE DATE 21
Chapter 8: Managing special groups
1. How do you see speech differences associated with cultural backgrounds and regional dialects? Are these differences considered to be communication disorders?
2. Discuss the importance of using Response to Intervention (RTI) in an inclusion classroom.
3. Do you agree that because the school success of “second language learners” is so tied up with English, students in primary grades should abandon their native language in favor of English?
4. You have two students who are struggling. Describe how the RTI process will be used to determine whether they require special education services.
Chapter 9: Managing student behavior DUE 23
1. Explain why the Wongs believe that teachers who are more effective spend most of the first two weeks of school teaching students to follow class procedures.
2. Discuss the importance of instructional time.
3. Do you agree with Marshall’s statement that responsibility refers to an internal motivation to do the right thing?
4. Discuss Coloroso’s three levels of misbehavior, which she calls: mistakes, mischief, and murder.
5. Virtually all elementary students will agree that they would like to learn. Why then do they so often misbehave and make no effort to do what teachers ask of them?
Dack, H. & Merlin-Knoblich, C. (2019). Improving Classroom Guidance Curriculum
with Understanding by Design. Professional Counselor, 9(2), 80-90.
Evertson, C. & Emmer, T. (2017). Classroom Management for Elementary Teachers
(10th ed.). USA: Pearson Education, Inc.
Required Text:
Charles, C. & Senter, G. (2016). Elementary Classroom Management (6th ed.). Upper
Saddle River, NJ: Pearson
GCU College of Education
LESSON UNIT PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentia ...
This document discusses several models of second language acquisition (SLA) and their treatment of individual differences. It summarizes models proposed by Naiman, Krashen, Brown & Fraser, Levin, Gardner, Skehan, and Spolsky. Many of the models distinguish between individual variables and other contextual variables. They consider factors like age, attitude, motivation, intelligence, learning aptitude, and previous knowledge. The document also discusses findings on how these individual differences relate to language learning outcomes and achievement. It concludes that most studies find individual differences significantly affect SLA, despite some inconsistent findings.
This document is a dissertation submitted in partial fulfillment of the requirements for a Doctor of Philosophy degree. The dissertation examines how Chinese philosophical values and rhetorical traditions that contribute to coherence differ from those prevalent in English. It reviews literature on Western and Chinese rhetorical traditions, including key influences such as Aristotle, Confucianism, Taoism, and Buddhism. The study aims to help both writing instructors and students by exploring how Chinese ESL students demonstrate coherence in their writing and how their views change when exposed to an American college writing classroom.
This document provides an outline on research methods and design. It discusses the main types of research designs including correlational, experimental, qualitative, and meta-analysis. It also covers how to choose an appropriate research design by considering whether it adequately tests hypotheses, controls for extraneous variables, and allows for generalizable results. Finally, it outlines issues to consider in research design such as the research context, nature and size of samples, and potential data sources and their limitations.
This document is a note to users informing them that this is the best reproduction available of the original document. It cautions that the quality of the reproduction depends on the quality of the copy submitted. Issues like broken print, poor quality illustrations, bleed-through, margins, and alignment can negatively impact the reproduction. It also notes what will be included if any pages are missing from an incomplete manuscript or if unauthorized copyright material had to be removed. The reproduction is protected from unauthorized copying under US copyright law.
Inquiry-based learning is a teaching method that centers learning around students' questions. It involves students actively exploring concepts through hands-on investigations and projects. There are different types of inquiry, from open inquiry where students formulate their own questions to guided inquiry where teachers provide more structure. Constructivism theory supports inquiry-based learning as it holds that people actively construct their own understanding through experiences. When using inquiry, teachers commit to provoking students' thinking through rich experiences and carefully planned questioning to support student-driven investigations.
Project-based learning (PBL) organizes learning around complex projects that involve students in design, problem-solving and investigative activities. Students work relatively autonomously over extended periods of time to produce realistic products or presentations. Defining features of PBL include authentic content and assessment, teacher facilitation, explicit goals, cooperative learning, reflection, and incorporating adult processes. PBL projects are central to the curriculum, focused on driving questions that require students to encounter and struggle with central concepts. Investigations in PBL are constructive and involve inquiry, knowledge building and resolution to transform and construct new student understandings.
Leadership skills are important for effective language teaching and learning. Teachers can exhibit leadership in multiple ways through habits like optimism, enthusiasm, and flexibility. A good leader inspires others and motivates them by recognizing their potential and giving challenging tasks. As EFL instructors, professors should not only improve students' English and attitudes towards university, but also inspire the use of skills and real-world contexts to strengthen language proficiency. With experience acting as a genuine leader, taking the lead will become more natural and rewarding.
This document discusses and compares three types of assessment: assessment of learning, assessment for learning, and assessment as learning. Assessment of learning is summative and used to report student progress. Assessment for learning is formative and used by teachers to provide feedback and guide instruction. Assessment as learning emphasizes the student's role in connecting assessment to their own learning. The document argues that a rebalanced approach focusing more on assessment for and as learning can better support students.
This document is a note to users informing them that this is the best reproduction available of the original document. It cautions that the quality of the reproduction depends on the quality of the copy submitted. Issues like broken print, poor quality illustrations, bleed-through, margins, and alignment can negatively affect the reproduction. It also notes what will be included if any pages are missing from an incomplete manuscript or if unauthorized copyright material had to be removed. The reproduction is protected from unauthorized copying under US copyright law.
This document discusses assessment in ESL education. It defines assessment as an ongoing process to ensure course objectives are met, noting that a test is one form of assessment. The document outlines different types of assessment, including informal assessment through unplanned feedback and formal assessments like tests. It also discusses various assessment tools and their purposes, including diagnosing student needs, guiding instruction, and evaluating student achievement. Key principles for effective assessment are described, such as reliability, validity, practicality and authenticity.
The document consists of 44 prompts asking the reader to respond creatively, imaginatively and interestingly within 10 minutes per prompt. The prompts require inventing new concepts like a fifth season, mode of transportation, food, drink, item of clothing, weather, animal, job, and more. They also require imagining scenarios involving objects, people, places and coming up with backstories, feelings, conversations and descriptions. The overall document challenges creative thinking skills.
This document discusses differentiation in ESL classes. It begins by defining differentiation and its aims, which are to foster differentiation practices in elementary and secondary ESL classes, provide ongoing training to participants, and present examples to help teachers implement differentiation. It then provides examples linked to research, training, and actions teachers can take. These include varying instructional practices, using diagnostic evaluation, and modifying classroom management. The document also shares results of a survey on differentiation practices in Quebec school boards. It finds most focus on language and reading, target multiple competencies, and use practices like decompartmentalization. Finally, it discusses definitions and finalities of differentiation, which are to help students reach goals and succeed academically via different paths.
This document discusses visual literacy, including its definition, history, and reasons for its importance. Visual literacy refers to the ability to understand and create visual messages and includes skills like decoding visual information, composing visual messages, and critical thinking. It has become more important over time as visual forms of communication and learning have increased. Developing visual literacy is important as it allows people to effectively understand information presented visually and helps learning by allowing information to be absorbed subconsciously through images.
This document is a thesis submitted by Sarah Patricia Lublink for the degree of Doctor of Philosophy at the University of Western Ontario in London, Ontario, Canada. The thesis examines critical thinking and the ethics of teaching, focusing on issues that arise in the undergraduate teaching of ethics. It develops a framework for considering moral issues involved in teaching ethics courses and for deliberating about teaching goals and practices. The framework draws on Martha Nussbaum and Amartya Sen's capabilities approach to well-being, which is well-suited to the teaching context because it allows for pluralism about the good life and counts many goods like health, knowledge, and relationships. The thesis grounds this framework through a historical analysis of views on education from philosophers
The document could not be summarized as it only contained repeated text stating that reproduction of the copyrighted content was prohibited without permission. As there was no actual content beyond this repeated text, no meaningful summary could be generated.
The document could not be summarized as it did not contain any substantive information. The entire document consisted of repeated statements indicating text was reproduced with permission and further reproduction was prohibited without permission. As such, the high level information and essential details were not present to form a concise multi-sentence summary.
This dissertation examined the creative and effective teaching behaviors of university instructors. Data was collected from 40 instructors through the Abbreviated Torrance Test for Adults, which measures norm-referenced creativity, and a Creative and Effective Teaching Assessment developed by the author. Students of the 40 instructors also completed the Creative and Effective Teaching Assessment to rate their instructor's teaching behaviors. Correlations and regressions were run to analyze relationships between instructors' self-perceived creativity, students' perceptions of instructors' creativity and effectiveness, and instructors' norm-referenced creativity scores. The study found several significant relationships between these measures.
The document could not be summarized as it did not contain any substantive information. The entire document consisted of repeated statements indicating content was reproduced with permission and further reproduction was prohibited without permission. As such, the high level information and essential details were not present or discernible.
This document discusses layered questioning techniques to improve comprehension for diverse learners. It outlines strategies for generating questions before, during, and after reading, including focusing questions, the question-answer relationship framework, and reciprocal reading. The document emphasizes using techniques like tiered questioning, central question diagrams, and questioning frames to increase oral language opportunities and encourage cooperative learning. Research showed that using these questioning strategies improved English learner comprehension over time.
This document discusses assessment and evaluation in education. It defines assessment as the systematic collection of student performance data to guide instruction, while evaluation determines if program goals have been met. Formative assessment is ongoing to improve learning, while summative assessment evaluates learning. Authentic assessment involves real-world tasks evaluated using rubrics. Different types of traditional and alternative assessments are examined.
The document discusses different aspects of assessment in education. It defines assessment as evaluation, measurement, testing, grades, and accountability. Assessment can be both formal and informal and is used to monitor student progress, teaching effectiveness, and evaluate student achievement. The document also discusses assessing mathematical concepts, processes, dispositions, and procedures. It provides examples of assessment tasks for different math concepts and recommends using a variety of assessment types including tests, rubrics, projects, observations, interviews, portfolios, and self-assessments.
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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1. 1
HOW TO PROVIDE
MEANINGFUL FEEDBACK
TO ESL STUDENTS
University of Alberta: EDPY 413
By Naomi, Katie and Angela
2. 2
OVERVIEW
Meaningful assessments and feedback:
Are valid
Are individualized
Are understandable
Communicate high expectations
Lower emotional barriers
Assessment of content-area knowledge:
Formative Assessment
Summative Assessment
3. 3
Overview
Strategies that will be useful in the four major
elements of Language Arts and other content area
classes:
Speaking
Listening
Reading
Writing
How to communicate feedback to students
Direct or Indirect feedback
Parental Involvement
Peer Feedback
4. 4
PRINCIPLES FOR FAIR STUDENT
ASSESSMENT
PRACTICES FOR EDUCATION IN CANADA
I.1) Assessment methods should allow us to make valid
inferences about the knowledge, skills, attitudes, and
behaviours possessed by each student1
-
A valid assessment will assess what we intend it to assess.
1
Principles for Fair Student Assessment Practices for Education in Canada, 1993 (as reproduced in Gronlund, 2004,
Appendix B 1-5)
5. 5
PRINCIPLES FOR FAIR STUDENT
ASSESSMENT
I.5) Assessment methods should suit the background
and prior experiences of the student1
-Assessment should be free from biases such as
culture, ethnicity, or language
1
Principles for Fair Student Assessment Practices for Education in Canada, 1993 (as reproduced in Gronlund, 2004,
Appendix B 1-7)
6. 6
PRINCIPLES FOR FAIR STUDENT
ASSESSMENT
III.4) Comments on student work should be
presented in a way that allows students to
understand and use them1
-Comments should encourage learning and help
students to understand how they can improve
1
Principles for Fair Student Assessment Practices for Education in Canada, 1993 (as reproduced in Gronlund, 2004, Appendix
B 1-7)
7. 7
TEACHER EXPECTATIONS: A SELF-
FULFILLING PROPHECY
Students perceive differences in teacher
expectations by watching how the teacher behaves
towards them1
With time, students' achievement and behaviour
conform more and more closely to the
expectations of the teacher
1
(Alderman, 2004, p. 171)
8. 8
COMMUNICATING HIGH EXPECTATIONS
Guidelines for communicating high expectations
when assessing ESL students1
:
Give sincere praise regarding a specific area of
development
Provide frequent and understandable feedback
Focus on what the students can do rather than what
they cannot
Provide ample response time
Provide tasks to challenge the students
1
(Gottfredson, 1991, p. 9)
9. 9
ANXIETY
“Sometimes when I speak English in class, I am so
afraid I feel like hiding behind my chair.” 1
“I feel like my French teacher is some kind of
Martian death ray: I never know when he’ll point
at me!” 1
“When I’m in my Spanish class I just freeze! I can’t
think of a thing when my teacher calls on me. My
mind goes blank.” 2
1
(Gardner, 1991, p. 27)
2
(Gardner, 1991, p. xiii)
10. 10
ANXIETY
Steinberg and Horwitz (1986) found that anxiety
affects communication strategies1
Certain grammar points may also be “forgotten”2
Krashen’s Affective Filter3
This affects the validity of the assessment
1
(Gardner, 1991, p. 28) 3
(Herrell & Jordan, 2008, p. 4)
2
(Gardner, 1991, p. 29)
11. 11
MEANINGFUL FEEDBACK?
We will show assessment methods and ways to
communicate results to students that:
1) Are valid
2) Fit students’ backgrounds
3) Are understandable
4) Communicate high expectations
5) Lower emotional barriers
12. 12
ASSESSING ACADEMIC CONTENT
KNOWLEDGE
ELLs often understand more than
they can express1
Use assessments that are less
dependent on language
proficiency1
Assess in the same way students
are taught1
Demonstrations
Creation of a product
Speech-based
Written products
1
(Herrell & Jordan, 2008, p. 6)
13. 13
ASSESSING THE TASK: FORMATIVE
ASSESSMENT (ASSESSMENT FOR
LEARNING)
These types of assessments occur on a daily basis
and help teachers decide what they can do to help
students progress1
:
Student Reflections (learning journals, concept maps)
Anecdotal Note-taking
Conversations with students
Peer Assessments
1
(Government of Manitoba, 2008, p. 29)
14. 14
LEARNING JOURNALS
Allow students to:
Record personal
responses to content
Record questions about
confusing terms
Record observations
Illustrate or describe
concepts
Emphasis is on content
rather than grammar
and mechanics1
1
(Hurley, & Tinajero, 2001, p. 94)
18. 18
WHY USE LEARNING JOURNALS AND
CONCEPT MAPS?
Knowledge demonstrated pictures and/or words1
Student-centred and promote reflection 2
Teacher can assess preconceptions and
misconceptions3
1
(Hurley & Tinajero, 2001, p. 92)
2
(Genesee & Upshur, 1996, p. 123)
3
(Birbili, 2006)
19. 19
CONCEPT MAPS & LEARNING JOURNALS:
ASSOCIATED ISSUES
Too much guidance or too little guidance?1
Must be addressed immediately1
Judgements will discourage students, making the
formative assessment less useful to the teacher2
1
(Shanahan, 2007)
2
(Nunan, 2004, p. 159)
21. 21
WHY USE ANECDOTAL RECORDS?
Good indicators of student progress1
Do not increase language demands, or anxiety
Allow you to assess without interrupting the
natural classroom activities2
1
(Herrell & Jordan, 2008, p. 7)
2
(Austin & Haley, 2004, p. 129)
22. 22
ANECDOTAL RECORDS: ASSOCIATED ISSUES
If not organized, they become pieces of paper
with random notes on them1
May overlook vital issues21
(Genesee & Upshur, 1996, p. 86)
2
(Genesee & Upshur, 1996, p. 94)
23. 23
FORMAL AND INFORMAL CONVERSATIONS
Conferencing1
Having impromptu conversations
Making notes afterwards2
1
(Austin & Haley, 2004, p. 132)
2
(Genesee & Upshur, 1996, p. 114)
24. 24
WHY HAVE CONVERSATIONS?
Conveys high expectations1
Informal conversation is a natural way to get a
feel for level of understanding
Gives students the opportunity to seek
clarification
1
(Gottfredson, 1991, p. 9)
25. 25
CONVERSATION: ASSOCIATED ISSUES
Learners may be uncomfortable discussing areas in
which they are struggling1
Open conversation may be hindered by low levels
of English language proficiency
1
(Austin & Haley, 2004, p. 131)
26. 26
ASSESSING THE TASK: SUMMATIVE
ASSESSMENT (ASSESSMENT OF
LEARNING)
Assessment used for reporting purposes to ensure
that students have achieved the curricular
outcomes1
:
Portfolios
Student Self-Assessments
Rubrics
Checklists and Rating Scales
1
(Government of Manitoba., 2008, p. 55)
27. 27
PORTFOLIOS
Two types:
Developmental Portfolio1
Showcase Portfolio2
Students actively participate by purposefully selecting
entries2
Teachers assist with entry selection and provide
feedback during conferences3
1
(Gronlund, 2004, p. 157)
2
(Gronlund, 2004, p. 158)
3
(Gronlund, 2004, p. 159)
28. 28
PORTFOLIO REFLECTION
A reflection is attached to each entry1
Other possibilities include:
Reflections written in first language
Reflections recorded by the teacher
Reflections recorded by a peer/parent who speaks the
same L1
1
(Gronlund, 2004, p. 158)
29. 29
WHY USE PORTFOLIOS?
Completed without pressure or time
constraints1
Clearly demonstrate progress over
time1
Develop active learners1
Conversations about entries
demonstrate comprehension and the
ability to use academic language2
1
(Nunan, 2004, p. 160)
2
(Austin & Haley, 2004, p. 130)
30. 30
SELF-ASSESSMENT
Teachers need to provide students with
words, definitions or concepts they will
need to understand the task1
Common formats include1
:
yes or no questions
I can name the regions of Canada
Yes No
Sentence completion
I am still confused about...
Rating scales
I cooperated with my group
(never) 1 2 3 4 (always)
Picture cues or by discussion
beforehand.
1
(Austin & Haley, 2004, p. 135)
31. 31
WHY SELF-ASSESSMENT?
Builds metacognitive
competence1
Students can tell us a lot
Creates independent
learners1
Assesses both the learning
process as well as
outcomes2
1
(Austin & Haley, 2004, p. 135)
2
(Nunan, 2004, p. 149)
32. 32
PORTFOLIOS AND SELF-ASSESSMENT:
ASSOCIATED ISSUES
Students may not accurately judge own ability1
Language barrier
The notion that students have a role in assessment
may be difficult to accept2
Learners may be uncomfortable sharing work that
is in need of improvement3
Learners may be hesitant to take pride in their
achievements3
1
(Nunan, 2004, p. 149)
2
(Austin & Haley, 2004, p. 130)
3
(Austin & Haley, 2004, p. 131)
33. 33
RUBRICS
Holistic1
Analytic2
Use between 4 and 8 points to avoid a “middle
dumping ground”1
Assess the content rather than language
proficiency3
1
(Gronlund, 2004, p. 134)
2
(Austin and Haley, 2004, p. 131)
2
(Austin and Haley, p. 132)
34. Excellent
(4)
Good
(3)
Satisfactory
(2)
Needs
Improvement (1)
Score
Understanding
of animal
lifecycle
Illustrations of the
infant and adult
accurately portray the
creature in its
respective stage. Small
details have been
recognized and
included.
Illustrations of the
infant and adult
portray the creature
and demonstrate an
understanding of the
lifecycle.
Illustrations of the
infant and adult
somewhat portray
the creature and
demonstrate a
generalized
understanding of
the lifecycle.
Illustrations of the
infant and adult
are completely
inaccurate or
demonstrate no
difference
between the two
forms.
/4
Habitat Student has provided a
detailed illustration of
the animal’s habitat
Student has provided a
basic illustration the
animal’s habitat (land,
water, etc)
Student has
provided an
illustration of the
animal’s habitat
that is lacking is
some regard.
Student has not
provided an
illustration of the
animal’s habitat,
or the habitat
drawn is incorrect
/4
Strategy used to
organize ideas
Student has chosen an
appropriate strategy to
organize their findings.
The chart is completed
correctly, is neat, and
contains details above
and beyond what was
asked
Student has chosen an
appropriate strategy
to organize their
findings. It is correct
and contains all
pertinent information
Student has
attempted to use a
strategy, but has
used it incorrectly
or the chart is
incomplete
Student has not
selected a
strategy.
Information is
recorded at
random.
/4
Total: /20
35. 35
RATING SCALES AND CHECKLISTS
Checklists: check off the items that correspond to what
you have observed or inferred1
Ex. Student cooperates in a group setting ___
Rating scales: Allow you to specify the degree to which
the item was achieved2
(1= never, 2= rarely, 3= frequently, 4= always)
Ex. Student completes homework every night 1 2 3 4
1
(Genesee & Upshur, 1996, p. 88)
2
(Genesee & Upshur, 1996, p. 90)
36. 36
TRY ASSESSING!
Read the ESL writing sample and use the checklist
to assess it.
Then talk to a partner:
What did you like about it?
What problems did you encounter?
37. 37
WHY USE CHECKLISTS, RATING SCALES AND
RUBRICS?
Assigns justifiable
grades to authentic
classroom activities1
Used in self-assessment
and clarify teacher’s
expectations1
After construction, they
require little time or
effort to complete2
Show specific areas of
strength and need3
1
(Gronlund, 2004, p. 136)
2
(Genesee & Upshur, 1996, p. 90)
3
(Genesee & Upshur, 1996, p. 91)
38. 38
CHECKLISTS AND RATING SCALES:
ASSOCIATED ISSUES Require precise and well-
articulated categories and
criteria1
Take a considerable
amount of time to
construct2
Are highly specific and will
likely need to be modified
each time3
Language to can be
complex and difficult for
an ESL student to
understand
1
(Genesee & Upshur, 1996, p. 87)
2
(Genesee & Upshur, p. 90)
3
(Genesee & Upshur, p. 91)
39. 39
OVERVIEW
Strategies that will be useful in the four major
elements of Language Arts and other content area
classes:
Speaking
Listening
Reading
Writing
41. 41
(Collier, Combs, & Ovando, 2003)
Stages of Language Production
Beginning stage: Silent period, rely on
gestures and pictures
Early production stage: usage of more
grammar
Speech Emergence stage: can handle more
academic concepts
Intermediate Fluency stage: fewer errors
in speaking
Fluency stage: at level of fluency but are
still learning
42. 42
(Oxford, 1990)
Vocabulary Instruction
Provide both explicit and implicit vocabulary
instruction.
Teach strategies for how to handle unfamiliar
words
Language Learning Strategies: using clues, asking for
clarification, using keywords.
Exposure to high frequency vocabulary through
meaningful activities.
43. 43
(Hewings, 2004)
Pronunciation
Five things to ensure students understand:
Consonants
Cluster
Vowel length
Word stress
Prominence or tonic stress
For example, teach:
Stress-timed versus syllable-timed language
44. 44
(Fisher & Rothenberg, 2007)
BICS and CALP
Basic Interpersonal Communication Skills
Cognitive Academic Language Proficiency
45. 45
(Fisher & Rothenberg, 2007)
SOLOM
Student Oral Language Observation Matrix
Allows observation of oral language proficiency;
BICS and CALP
Assesses real day to day classroom purposes and
activities.
46. 46
Potential Problems
Vocabulary instruction
Implicit can cause problems for students- they
may think they understand but they do not
Explicit may teach rote memorization and not
meaningful understanding.
Pronunciation Instruction:
Students’ L1s may interfere if they have a
syllable timed language.
BICS and CALP
CALP cannot be inferred, it has to be directly
taught and modeled.
47. 47
Handout: Speaking
Guide to Implementation (Alberta Education, 2007, P. 161)
SOLOM: Student Oral Language Observation Matrix (Cabral, Herrera, & Murry, 2007)
49. 49
(Herrell, & Jordan, 2008)
Strategy for Improving Listening and
Oral communication skills
Dictoglos
Focus is on fluent academic language
Supports recalling information by listening to
English language models.
Process:
Listen
Take notes
Partners, groups
Re-create text
50. 50
(Fisher & Rothenberg, 2007)
Develop listening skills:
Explicitly teach how to listen:
Selective Attention
Ask for clarification: teach students how to
recognize when they have misunderstood, and
teach the questions to ask to get back on track.
Model strategies aloud.
Provide graphic organizers or fill in the blanks
for videos and lectures, so they can concentrate
on listening rather than writing.
Build background knowledge: “Frontload”
Use self-assessments of how well they listened.
51. 51
Potential Problems
When listening, students:
may not recognize when they do not understand
may not know they need clarification or further
explanation
may not know how to formulate questions to get
the answers they seek
52. 52
Handout: Listening
Guide to Implementation (Alberta Education, 2007, p. 160)
BICS and CALP Checklist (Cabral, Herrera, & Murry, 2007)
54. 54
(Herrell &Jordan, 2008)
(Bright, Pollard, Tompkins, & Winsor, 2008)
Running records/Miscue Analysis
Finds oral reading errors
Helps to see what strategies the reader is using
and points to areas of instruction.
55. 55
(Herrell & Jordan, 2008)
Cloze Activities:
Support language acquisition and reading skills
Are from written text where some words are left
out and blanks are inserted instead.
Are used to assess reading comprehension
Provide opportunities to teach vocabulary and
reading decoding skills.
Example: I went for a walk to the ______.
I wanted to _______ a _______.
56. 56
Potential Problems:
Running Records/Miscue Analysis
May be hard to find a reading passage that is at the
student’s reading level.
Cloze
Time consuming to make for students’ specific needs
59. 59
(Bright, Pollard, Tompkins, & Winsor, 2008)
The writing process
Prewriting: use drawing to gather ideas, talk about the
topic, or dramatize the topic. Students choose topics
that are familiar. Graphic organizers, webbing.
Drafting: emphasize expressing ideas, not handwriting
skills or conventional spelling.
Revising: rereading, making few changes or adding to
clarify, slowly try and address audience.
Editing: de-emphasize until the students have learned
conventional spelling, rules for capitalization, etc.
Publishing: putting into a final form, sharing with
others.
60. 60
(Ferris, 2003, p. 3)
Feedback through comments on
student writing
Three purposes:
To let students know if their texts have conveyed
their intended meaning.
Help students become aware of the questions and
concerns of an audience.
To give students a motive for revision.
61. 61
(Ferris, 2003, p. 3)
Written Comments:
can take away students’ attention from their own
purpose and bring it to the teacher’s purpose.
are not context specific and can be changed from
context to context.
62. 62
(Ferris, 2003, p. 3)
Error Correction
Selective correction: choose several major
patterns of error, rather than all types of errors.
Comprehensive correction: give detailed
feedback, so that students are not mislead about
correctness if the teachers do not mark all errors.
Direct Feedback: teachers write the correct form
on student’s paper.
Indirect Feedback: allows the student to engage
in guided problem-solving
63. 63
(Bright, Pollard, Tompkins, & Winsor, 2008)
Conferences
Students are the focus. They are the writers.
Teachers/Peers help to make choices and define
directions for revisions.
The process
Students should talk first about their concerns.
Ask questions, do not give answers.
Give compliments, then suggestions later.
Limit the number of revision suggestions.
64. 64
Potential Problems
Written comments
Generic comments
Changes student’s ideas to teacher’s ideas
Error correction
Focus on errors on the first draft
Lack of hierarchy of important issues for revision
Miscommunication with the teacher. Mark what you
have taught.
Conferences
Cultural differences
66. 66
Differentiating between Content and
Language Feedback
Keep feedback short and simple to allow the students to
understand it.
Ensure feedback is specific to the assignment, not giving broad or
general suggestions
Make sure to emphasize ideas over grammar and mechanics.
When correcting written work avoid marking sentences that are
technically correct but poorly written or awkward. Focus on
errors that the students are familiar with and can understand.
Postpone grammar corrections until the final stages of the
assignment to allow for focus on the meaning and idea
construction
Errors are a normal part of learning. Make sure the students
know it!
Graham (1987)
67. 67
Overview
This section will cover ways to communicate
feedback to students in a meaningful way. We’ll
explore some advantages and disadvantages of
each as well as issues and applications.
1. Direct or Indirect Feedback
2. Parental Involvement
3. Peer Feedback
68. 68
Direct or Indirect feedback?
Direct feedback
The teacher identifies an error and corrects it for
the student, providing an example of the proper
form
Indirect feedback
Feedback where the educator points out that an
error has been made but does not correct it. The
students must identify and correct the error
themselves.
69. 69
Indirect Feedback: Long Term
Improvement?
Ferris (2002) found that direct feedback on errors
led to more correct revisions than indirect feedback
(88% vs 77%).
He also noted that over the course of the school
year those who received indirect feedback reduced
their error frequency substantially more than those
receiving direct feedback.
Fathman and Walley obtained similar results in their
1990 study.
70. 70
Direct Feedback: Misdirecting Focus?
Fregeau (1999) found that direct feedback was
often inconsistent, unclear, and seemed to
overemphasize the negative.
Not understanding the errors made, students often
guessed at corrections.
Students also tended to focus more on correcting
these errors than improving or extending their
ideas.
71. 71
Indirect Feedback
Uncoded feedback
The teacher indicated an error has been made, but
does not correct the error. The student must
diagnose the type of error and correct it.
Coded feedback
Gives the exact location of an error and indicates
the type of error involved using a code.
72. 72
Applications: Coded Feedback
Coded feedback is a combination of direct and
indirect feedback.
Using a predetermined legend, the teacher
indicates the presence and type of an error with a
symbol.
The students must locate and correct the error
themselves.
73. 73
An example of Coded Feedback
Legend
Sp Spelling
Cap Capitals
needed
p Punctuation
w/o Word order
> Missing word
On the weekend I went the zoo >
with amy. There was a big tiger. Cap
He has stripes There also a p
stiped horse. We fed him. We Sp
got to eat pizza and icet cream. Sp
I want to go again back soon. w/o
(Etc)
74. 74
Coded Feedback: Remember…
Make sure your students are familiar with and
understand the symbols used
Make sure the students understand the underlying
grammatical rule
Be consistent!
75. 75
Peer Feedback
Peer Feedback is a controversial form of feedback
because of its disadvantages. When implemented
properly, these disadvantages are minimized,
allowing the teacher and student to take full benefit.
Image: Working Together. From: http://pwebs.net/branding/2007/05/developing-business-brand-online.php
76. 76
What Students Want
Zhang (1995, p. 1) found that students “overwhelmingly”
prefer to receive feedback from their teachers rather than
peers.
Carnells 2000 interviews indicated that students like to
receive feedback from their peers. They felt more freedom
interacting with peers than with a teacher.
Ur (1996) found that students enjoy being consulted for peer
feedback, and usually put a lot of effort into trying to give
helpful feedback.
77. 77
Cultural Differences
Alavi and Kaivanpanah (2007, p. 191-193) found that Iranian
students prefer to work alone because they feel they can get
better results this way. He also found that the students
recognize that there is some value in peer evaluation, but feel
that teacher feedback is more accurate and helpful.
Carson and Nelson (1996, p. 1-18) found that Chinese
students tend to avoid giving critical commentary for two
reasons: students withheld criticism in order to maintain
group harmony and they were reluctant to be in a position of
authority over their peers.
78. 78
Peer Feedback: Advantages
Allows for more immediate feedback
Can provide a different kind of feedback than
traditional teacher feedback (less authoritarian)
Provides students experience with critical
evaluation that can transfer to their own work
Encourages life skills such as collaboration and
communication
79. 79
Concerns
Peer feedback may be inconsistent with teacher
feedback.
ELLs may not feel comfortable giving feedback in
their L2.
Native language speakers may resent receiving
feedback from ELLs.
Shy or reserved students may be uncomfortable
with the exercise.
80. 80
What Works
Coaching students in providing effective
feedback
-Reduces inappropriate feedback
-Promotes acceptance and understanding
-Allows for discussion to address concerns
81. 81
Coaching Students in Providing Effective
Feedback
Explain benefits of peer feedback
Class discussion of the role of students
(collaborators, not correctors), purpose of activity
Practice and application
Discussion of benefits, weak points, overall success
(Rollinson, 2005, p. 3-7)
82. 82
Considerations- Peer Feedback
Size of group.
Number of drafts to be written.
Evaluation: will students be evaluated on the level
of their feedback?
Written or oral feedback groups?
*Written is usually preferable to oral as it allows
time for reflection to avoid inconsiderate comments
and lets teacher follow more closely.
(Rollinson, 2005, p. 3-7)
83. 83
Parental Involvement
When it comes to parental involvement,
communication is key, although it can be quite
difficult due to language barriers.
Parents know their child better than anyone else so
they are great resources for the teacher.
84. 84
Cultural Differences
Korean culture emphasizes trust and respect for
authority figures. As a result, questioning a
teacher’s methods is frowned upon and considered
extremely impolite (Souyoung, 2005).
As a result, Korean parents may seem less
involved than parents who are more vocal.
85. 85
Issues
Language barriers
Potential gender role conflicts
Cultural brokers can assist with this
Ideological differences in teaching methods or styles
Time conflicts and access difficulties
86. 86
What Works
Frequent contact ensures parents and teacher are working
together and helps avoid parental alienation.
Goal setting with the parents allows the teacher to enlist
their support, ensuring the home and school environments
are working in harmony.
Conferences or meetings with the parent or guardian allow
concerns to be expressed, and also provide an opportunity
for the students’ successes to be showcased.
87. 87
Applications: Conferences
As Angela discussed, student-teacher conferences are an
important method for providing formal and informal feedback.
Parent-teacher-student conferences are good tools for all
parties involved to set goals and get to know each other’s
expectations.
The conference can be teacher-led or student-led.
Student-led conferences allow the students to showcase their
achievements, which can foster a greater sense of pride.
88. 88
Be prepared for the conference. If a translator is needed
ensure the parents will be comfortable with his/her presence
and will understand his/her role.
Ensure that you discuss the student’s strengths as well as any
problems or weaknesses.
Have examples of the student’s work prepared. Pick a few
pieces from the student’s portfolio that show the student’s
strengths and weaknesses.
Use the opportunity to set goals with the help of the parents
for all parties involved.
Plan for a follow-up meeting.
89. 89
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Editor's Notes
Record should be objective and specific
-All students go through this process and all need time, but for ESL’s time is especially needed for the Revising stage.