Lesson study

A teaching methodology refers to educational principles, strategies and pedagogy which are applied for classroom instruction; the lesson study is one example of it. This Japanese methodology focuses on improving instruction while collaborating with fellow teachers to plan, observe and reflect on lessons (Lewis 2012).  This blog entry will cover the impact of this methodology on teachers..

First of all regarding the impact on teachers, the lesson study methodology creates a teaching community. Since teachers will be constantly providing and receiving insights on the lessons, a united teaching community will be strengthened. Instructors involved in this teaching community mentioned that collaborating with colleagues has helped them understand mutual goals and teaching practices as a result teachers became more reflective on their lesson procedures.  It is clear that by creating a teaching community, teaching improvement is promoted.

For these reasons I would love to use lesson study methodology in my future classes, I believe it makes you a lifelong learner and it makes you aware of the fact that the procedures and instruction in your lass can always get better so it is a continuous improvement, furthermore you learn from other teachers and they can learn from you, creating a student-centered class.

For firther reading please check:
Brown, L. (2009) An introduction to lesson study.ETS. Florida. Retrieved from https://www.ets.org/flicc/pdf/Nov4LessonStudyPacketOne.pdf
 Lewis , C, (2011) Lesson study. Step by Step.Heinemann. Retrieved from . https://www.heinemann.com/shared/onlineresources/E00964/Lewis_Hurd_websample.pdf

Writing lesson objectives

Let´s start defining what an objective is; I see them as goals to be achieved based on a systematic process. Now instructional objectives are measurable and observable students behavior, which are the result of instruction. They are vital when planning a lesson since they are the guide of the entire class, every procedure in it will b directed towards fulfilling those objectives planned. Thus his blog entry will cover some do´s when writing lesson objectives.

When it comes to tips for writing objectives it is important to keep them simple, clear and measurable, then they will set a simple and clear path for your class.  Objectives should focus on students, on their performance and achievements so they are student-centered.  In order to do that identify the type of activity, specify the criteria and list specific requirements for students to meet the objectives.  As for example “ Design a magazine (1)  on five current topics  (2) based on interviews (3)” .Another important tip is to consider the ABCDs of writing objectives. In which A stands for audience being in this case your students; B for behavior which will be the observable product students must develop, C for condition for fulfilling the objective and finally D for which will be the assessment criteria to consider an efficient development of the objective.

As simple as this might seem, it is crucial to recognize what was mentioned so that when we plan our lessons we focus on good objectives. I will personally will apply the ABCD  when writing lesson objectives  that makes them clear, measurable, observable and easy ro follow.

Raoul, A. (1998) Writin lesson objectives. Assessing Student Learning Outcomes: A Workshop Resource. University of Tennesse. Retrieved from https://www.uwo.ca/tsc/graduate_student_programs/pdf/LearningObjectivesArreola.pdf
Ferguson, L. M. (1998). Writing learning objectives. Journal for Nurses in Professional Development, 14(2), 87-94.

Bloom´s Taxonomy

Benjamin Bloom was an American educational psychologist who made lots of contributions in education. One of them was his taxonomy which is a framework with six main categories which lead from knowledge to production. This blog entry will cover the six categories and will relate it with EFL teaching- learning process.

The firs category is about knowledge; this is the most basic categories in which students recall facts and simple units of language. The second one is comprehension in which learners explain ideas and concepts bases on what they recognize from the first category.  That leads to the application stage and this can be related to different contexts, since learners use the information explained in new situations, so that a stronger relation is created. After that analysis comes in which you analyze every component of the situation to create a deeper comprehension. By using that analysis, synthesis appear, in here we use old ideas to create new ones by reaching conclusions. After all this process it time to evaluate in here we justify our synthesis which can be portrayed in a creation, a final personalized production of what was initially recalled.

Taking into consideration how Bloom´s taxonomy work, it can be applied in the EFL classroom by setting up objectives which lead students not just to recall things but to put them into practice by creating own work based on a process and analysis. In that way we will encourage students to be active and communicative competent.

For additional reading please check:
Krathwohl, D. (2002)  A Revision of Bloom's Taxonomy: An Overview .. Theory into practive. Retrieeved from http://www.unco.edu/cetl/sir/stating_outcome/documents/Krathwohl.pdf
http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf

Unit 29: Categorizing learners mistakes

Mistakes are part of learning,  it is important to recognize them so that as teachers we could take actions on them for learners to improve their use and proficiency of language. For instance this blog entry will explain the types of mistakes, and the reason why learners make those mistakes

When it comes to the types of mistakes, they can be errors or slips. An error is the one which is made because the students are using language above their level while a slip is a wrongly used utterance that can be self-corrected.  In addition there are two reasons why students make mistakes, one of them is L1 interference and the second one is the stage of learner´s development.  The reasons mentioned make students have problems with accuracy and appropriacy. Accuracy when it comes to the correct use of grammar, vocabulary, spelling and even pronunciation. For example a student says “My fader live in London” in that utterance a grammatical and spelling inaccuracy can be evidenced, with the verb live and the noun fader, respectively.  While in the phrase “ Give me your pencil” (said to another student) an inappropriately register is evidenced, because it is too informal and that an even sound rude.

What I think is truly important about mistakes is correcting them in a way that students do not lose motivation to keep on using English in the class, using a correction code might help since it will outline their mistakes but they will become aware of the type of mistake thus it will encourage self-correction or clarification while promoting learners autonomy.  

For additional information, please check:

J, Fitikides (19989). Common mistakes in English. Logman. England. Retrieved from http://english4success.ru/Upload/books/681.pdf 
Brook, G (2000) Learning from commom mistakes. Cambridge. Retrieved from file:///C:/Users/User/Downloads/Corpus_PED_LearningFromCommonMistakes.pdf

Unit 28: Identifying the functions of learners´ language

In the last blog entry we covered language functions from the teacher´s perspective, now in this entry we will cover the functions or purposes of students using certain language in the class. The exponents learners use will vary according to their needs and level. For instance in this entry I will outline three stages of a lesson and possible learners´ language functions.

The first stage is when the teacher enters a class, in that precise moment students will greet by using exponents as “good morning”.  A second stage is when a teacher explains the agenda for the class and students might ask for clarification  of one activity by using exponents a “Did you say we will be listening a song today?” .  During practice stage, as a pre listening activity students will speculate what the recording will be about, this will make them acknowledge the activity and what they have to do on it. In the production activity if the teacher asks learners to retell what they heard they may self-correct  wrong information or language. As it could be evidenced each stage can provide practice opportunities for learners to use language according to the functions they want to express.

I have realized so far that learners´ language functions should be presented step-by-step so that students become familiarized with the utterances and it becomes natural for them to use them. Thus we must encourage learners to use them regularly, having a list of phrases to use in the class will help students use them in the class.


For additional information, please check:
Sargent, D (2007)Task-Teaching ESOL Students Through Language Functions. Instructor The School of Teaching ESL. Retrieved from http://www.schooloftesl.org/publications/2007wasol_denny.pdf
Wells, G. (1999). Using L1 to master L2: A response to Anton and DiCamilla's "Sociocognitive functions of L1 collaborative interaction in the L2 classroom." The Modern Language Journal, 83(2), 248-254. 

Unit 27: Using language appropriately for a range of classroom functions

Teachers´ language in the EFL classroom is one of the main inputs learners get, it must suit the language functions, which are the purposes of using language by stating an exponent. By being aware of the language and functions we use in the class in order to suit our students, we will be using language appropriately. Thus this blog entry will cover three useful language functions that will help teachers to optimize the teaching – learning process.

The first function is getting learners´ attention, this function will help the teacher with classroom management , it is used at the beginning of a sequence  as for example when we change from a speaking activity to a listening one, then we will need phrases as “Ok, listen please”. A second function is modeling, as I said before as teachers we will be the main learning resource for learners. When a teacher models a clear example of the target language will be provided to students. It can be in two ways oral or written, by these two students will notice what structure they should use to complete an activity.  Last but not least encouraging and instructing, these functions will give confidence to students whenever they have to participate in class, utterances as “ Very good, just say it a bit louder” will make students feel positive about what they are doing; we can even have to tell them what to do by using “ now match the word in column A to its definition in column B”.

                As a future teacher I have realized that language functions are vital in the class we have to use the right exponents for our audience, context and for what we want to express, thus students will get a clear and direct message.

For additional information check:  K. Kinsella (2010), Sweetwater District-Wide Academic Support Teams.  Retrieved from http://www.htsb.org/wp-content/uploads/2014/07/Academic-Language-Functions-toolkit.pdf
Mingzhi Z (2014) Influence of English Teachers’ Classroom English on Students’ Learning Enthusiasm in Junior High School. International Journal of Humanities and Social Science  . Retrieved from http://www.ijhssnet.com/journals/Vol_4_No_6_1_April_2014/29.pdf

UNIT 26: Selection and use of teaching aids

Let’s start by defining what teaching aids are; these are all the resources and equipment available in the classroom. This entry will outline some of them and their use.

To start with one of the most useful and available aid is the board, where we can build up ideas by creating word maps or mind maps,  as well as whole class compositions.  Another aid is the computer, where we can have supplementary materials to reinforce language. There are also different visual aids as realia, which are real objects that serve as prompts for showing and specifying information, like when we teach the parts of the body, our body serves as realia so that we can point at different parts to clarify and relate to the word said. Indeed the most important teaching aid is the teacher since we can provide context, and clarification by using gestures and facial expressions, like when we cover a topic about numbers and the student forgets one so we use our hands to show the number and to help the student remember.

Remember that what it is important is to choose the best teaching aid for a specific teaching purpose and context to arise interest in your class.

For additional information check:

Cijffers, D. (Lecturer). (2015, September 10). 4 Principles of Engaging Online Task Design [Video file]. Retrieved January 15, 2016, fromhttps://www.youtube.com/watch?v=k-6x3Ui2oRU

Dimond-Bayir, S. (Director). (2014, November 19). Using Images to Stimulate Learner Engagement[Video file]. Retrieved January 16, 2016, from https://www.youtube.com/watch?v=lxSVlzk-dwg&list=PL-oYKB0D9-E0jhYdYscPMrcPwFjR4xqJm&index=31

UNIT 25: Selection and use of supplementary materials and activities

Have you ever felt that there is unsuitable material included in the coursebook?  Or that the material does not fit your students’ needs?  If you answered yes to those questions, then it is time to use some supplementary materials in your class.  These material serve as an extension which include activities to develop skills, communicative activities and authentic sources. This entry will analyze supplementary materials advantages, disadvantages and use.

Referring to advantages and disadvantages, the class library of readers can encourage extensive reading while promoting vocabulary learning, one good book to use is Jane Eyre a British classic book.  However, some books may not be motivating for older learners. Electronic materials can work as a motivation for learners since they like to be updated and you can even use social networks for online activities, creating a Facebook group can help you with this, even though there you cannot provide human feedback. When it comes to supplementary materials use you can adapt it to provide appropriate materials for different learners, you can use scaffolding when there is an exercise too difficult and you are working in a mixed ability class, thus every student will be confident and included in your class.

For additional information check:

Murphy, R. (Author). (2015, October 19). 30 years of Grammar in Use Interview [Video file]. Retrieved January 15, 2016, fromhttps://www.youtube.com/watch?v=ndcAoHr1eVc

Edwards, L. (2011, December 21). How to use authentic texts as teaching materials. Retrieved January 16, 2016, fromhttp://www.pearsonelt.com/professionaldevelopment/articles/How to use authentic texts as teaching materials

UNIT 24: Selection and use of coursebook materials

As teachers we present and guide students towards the use of language communicatively, undoubtedly the coursebook is our alliance for this. This entry will cover what a coursebook includes, its selection and its adaptation.

Normally a coursebook package includes a student’s book, a teacher’s book  with tapescripts  and audio recordings. There can also be a workbook for extra practice on the language and vocabulary covered in the unit, such as Top Notch which includes every resource mentioned above. Regarding to coursebook selection it can be according to students’s needs which can be discovered by diagnostic tests or interviews while building up a class profile that will guide a teacher to choose a suitable coursebook. However when a teacher cannot select a coursebook we can still adapt it. To make it a motivating resource you can extend or shorten a task, as well as changing methodology by implementing a variety of interaction patterns, or by using realia, like when we teach clothes we can elicit information based on what students are wearing, that could teach language units in real context.

In conclusion it important for teachers to make the best out of a coursebook and to adapt it to make it more attractive to engage students to learn English actively.

For additional information check:

Robinson, A. (Lecturer). (2015, October 8). Moving and Flying with your coursebook [Video file]. Retrieved January 15, 2016, fromhttps://www.youtube.com/watch?v=4ZmvtcDzfrw

PearsonELT. (2011, December 19). Choosing a Coursebook. Retrieved January 16, 2016, from http://www.pearsonelt.com/professionaldevelopment/articles/Choosing a Coursebook

UNIT 23: Consulting reference resources to help in lesson preparation

Working out what we plan for our lessons might require extra materials and information, so that they are clear and connected. One way to do this is by consulting reference resources, these are all the sources about language and teaching for a lesson. In this entry, I will refer to reference resources for grammatical structures, for lexical items and for guiding learners.

When it comes to grammatical structures there are many books designed to clarify grammatical items such as Grammar in Use where we can find different grammar topics, explanations, examples and exercises. Similarly, bilingual and monolingual dictionaries are useful for understanding new vocabulary; there are even online dictionaries as Oxford Advanced Learners Dictionary, which I use regularly, where you can find updated words, collocations, synonyms and sometimes antonyms. Furthermore supplementary materials are reference resources for guiding learners in addition to what the coursebook includes, these sources can help a teacher reinforce the development of a skill as the website lyrics.com, where students can practice listening skill through music.

It is clear that every reference resource will increase the teacher and the learners language awareness thus by using extra sources the teaching – learning process will be successful.


For additional information check:

Scholfield, P. (2011, December 22). Monolingual versus bilingual dictionary use. Retrieved January 16, 2016, fromhttp://www.pearsonelt.com/professionaldevelopment/articles/Monolingual versus bilingual dictionary use

Saumell, V. (Director). (2014, November 19). Essential Digital Toolbox for Primary Teachers [Video file]. Retrieved January 16, 2016, fromhttps://www.youtube.com/watch?v=DqC13lRoO1o&list=PL-oYKB0D9-E0jhYdYscPMrcPwFjR4xqJm&index=37

INTRODUCTION

Welcome to the reflective blog which will cover different reflections on certain units covered in my TKT class. By using this blog I will be able to demonstrate what was internalized based on those units while relating them with my future teaching experience.