Material Design & Development

Week 4

SLO for Mid-Term Project

Productive Skills Framework

Lesson Planning

SLO Formula

By the end of the lesson, SWBAT (1)___________________________ BY (2)____________________________________.

(1) = WHAT. Target Language and Skill

(2) = HOW. The activity used to measure learning

Backwards Planning

SLO & Final Activity

Second to last activity

First practiceactivity

Warm-UpIntroduction

Creates more effective lessonsSaves planning time

Backwards Planning Ask yourself these questions:

◦ What do my Ss need to be able to do in order to do _____?

◦ What activity will help prepare my Ss to _____?

Your First Lesson Plan Draw an triangle on a piece of paper.

What steps are there to teach someone to ride a bike?

List the steps on your paper.

Put the first step at the top of the triangle and the last step at the bottom

First

Last

Your First Lesson Plan Read through your lesson plan and label the stages E-I-F.

Look at your last step: Did you give your learner a clear task to let them demonstrate their SLO?

Write an SLO of this lesson plan using the formula you learned in this lesson.

Did you miss any steps? Add them in.

First

Last

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

introduce key concepts and vocabulary model the task/skills for learner

Internalize: controlled practice – trainer holds bike while leaner rides

less controlled practice – trainer removes support gradually so learner can internalize

Fluency: learner rides bike with out support from trainer

learner is given a task that demonstrates his/her ability such as: Ride the bike to the store and buy two ice cream cones.

Free

1. Controlled

By the end of the lesson, SWBAT demonstrate their ability to ride a bike alone

BY riding the bike to the store to buy two ice cream cones.

Scaffolding SLA Definition:

◦ scaffolding explains how learning occurs as a result of “support coming from a more knowledgeable other that leads the learner to internalize what is being learned.” (Ko, Schallert and Walters (2003).

Materials Development Definition◦ scaffolding denotes the language support that the

teacher or material developer builds into the productive skill lesson to facilitate the successful learning of the target language

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

introduce key concepts and vocabulary model the task/skills for learner

Internalize: controlled practice – trainer holds bike while leaner rides

less controlled practice – trainer removes support gradually so learner can internalize

Fluency: learner rides bike with out support from trainer

learner is given a task that demonstrates his/her ability such as: Ride the bike to the store and buy two ice cream cones.

Free

1.

Controlled

By the end of the lesson, SWBAT demonstrate their ability to ride a bike alone

BY riding the bike to the store to buy two ice cream cones.

Visual Support

on the box

next to the box in the box

under the box

E = Encounter

Students “encounter” the target language through an activity of some kind (rather than teacher “presenting” the target language)

I = Internalize

Students “internalize” the target language through practice (controlled practice activities free practice activities)

F = Fluency

Students “USE” the target language on their own they become fluent in using the target language

EIF framework

What do you think this triangle shape

represents?

EIF breakdown of triangle shape E time needed to encounter and clarify the target language/skill.

I Timed needed to work on accurately remembering and internalizing the target language/skill.

F Time needed to work on fluently using the target language/skill (mastery).

Sometimes the shape of this framework can look similar to a Christmas tree rather than a triangle.

Why do you think this is so?

Why do you think this is so?

Imagine teaching “greetings” to your students. Would you teach them the whole dialogue at once?

Why? E (encounter) I (internalize) E I E I F We call this “Language chunking”

Typical ENCOUNTER activities

brainstorming describing a picture or pictures using the people and things in the classroom learning a dialogue (choral repetition and group drilling) watch and follow a model elicitation from students of vocabulary they already know word map story telling with guiding Qs to elicit concepts, term or vocabulary reading/listening to sentences reading/listening to a passage puzzle/games that check Ss prior knowledge

Typical INTERNALIZE/FLUENCY activities pair conversations & conversation grids games information gaps interviews/surveys mixers (“cocktail party”) such as “Find Someone who…”

dialogues and personalized substitution drills (less controlled internalize practice activity only)

role plays (usually only for fluency) discussions & debates

Is there a difference between dialogues and role-plays?

Dialogue = the script is provided and students read it. (*Substitution of language points in the dialogue is also common “dialogue” activity).

Role-play = the script is not provided. Students use the language they have learned on their own in a situation provided by the teacher.