One Writing Task

The following is a short description of how I would address a writing task included in my module of choice, Healthful Food Choices and Habits.

Task: Write a menu for 3 days (9 meals) and include a list of included nutrients and amount of daily recommended servings

Approach: I would teach this task by first making sure that the learners have learned how to read the documents which would help them determine the included nutrients (Nutrient Value of Some Common Foods) and servings (Count Food Guide).  These lessons are to be addressed earlier in week 2 of my module.  The task addressed here (writing a menu) would be most likely set for the last day of the week, after the learners have had a chance to use these documents with a number of other activities.

Next, a bit of scaffolding and reflection:  I would most likely have them reflect on the structures they observed as they analyzed a menu in Thursday's activity (choosing healthful items from a restaurant menu).  I would ask them to look again at the same menus and take note of the structure of the menu.  What comes first?  What comes next?  Are any words larger than others? Why?  Are any words in bold or highlighted? Why?  I would have prepared a few other menus for them to look at and identify similarities and differences.  Which do they find the most informative?  Which is the easiest to read? Why? Which is the most attractive? Why?

Next, a bit of brainstorming and development of autonomy: Then, I would probably invite learners to brainstorm in pairs or small groups some of the ideas they could include in their menu.  They could use the earlier documents (Canada's Food Guide, Nutrient Value of Some Common Foods, My Food Guide, Count Food Guide) as tools, too.  Maybe they could draw up some mind maps.  Then, I would have them work on their own for a while and develop their menu.  I would probably have pairs switch drafts and discuss the formats and structural elements highlighted earlier.

Sharing and assessment:  Finally, I would have the learners who would like to, share their menus with the others in the class.  I would collect the finish products and give feedback built upon the stated rubric.

To Keep in Mind While Planning...

The process of lesson planning is, in fact, a very complex activity.  While we have been given many tools and guidelines throughout our coursework, we have also become highly aware of the importance of attention to detail in combination with the awareness of the 'big picture'.  As I wrote in my last post, both are essential.  One without the other would result in ineffective lessons lacking one or another important aspect.

In Module 3, we have been focusing on the development of reading and writing skills by considering the types of activities that are possible at different stages in the learning process and their potential impact.  Some of the main topics I would like to keep in mind as I plan are listed below for future reference.

Teacher's role in teaching reading:

• select / create appropriate texts
• design useful tasks
• set up effective classroom procedures
• encourage critical reading 
• create supportive environment for practicing reading

Considerations for text selection:

• interest
• value
• abilities
• complexities of text
• complexities of task
• content appropriateness
• provide a range of texts

Purposes for reading include:

• get information
• respond to curiosity about a topic
• follow instructions
• pleasure / enjoyment
• to keep in touch 
• know what is happening in the world
• find out when and where

Pre-reading activities:

• structures of text
• vocabulary and meaning

While-reading activities:

• guided
• literal and interpretive

Post-reading activities:

• connect to reading purpose
• check and discuss
• make use of information in an informative way

SQ3R:

• Survey
• Question
• Read
• Recite
• Review

Writing:

Writing for learning:

• Reinforcement writing
• Preparation writing
• Activity writing

Writing for writing:

• focus is on the process of writing and how to do it more effectively
• Purposes:
• ESL
• ESP
• EFL
• Creative

Role of the Teacher in writing:

• Demonstrate
• Motivate and Provoke
• Support
• Respond
• Evaluate

Perspectives and Reflections from Course Planning

Perspective makes a difference.  In previous courses, we had the opportunity to consider one particular skill or language function and build an activity or lesson in which we would guide learning experiences for our students.  In last week's assignment, we had the opportunity to view the learning experiences from a more comprehensive perspective.  The experience of considering the major, over-arching themes and objectives and then working downward was challenging, but instructive.  It helped connect the ideas of flow that we discussed in our Grammar course to the idea of language learning in an entire course.

I suppose this experience made me more intensely aware that when we are planning the very specific elements of learning experiences, we also must always keep our learner's final objectives - through the design of main themes and focuses - within our sight.

I would like to take the opportunity to say that the University of Winnipeg program for teaching English as another language has been designed in a very effective way.  It has encouraged us to look at the learning of language from many perspectives and provides opportunities to implement the ideas in detail.  I am looking forward to the experience of the practicum, anxious to experience these issues in the classroom.

Bridging to Developing the Language Skills

My journey through the four courses of this certificate program has been quite enlightening.  I have thoroughly enjoyed the new information, reflection, activities, and processing involved.

In the first course, we learned quite a bit about language learning theory.  Although I have taught language before and have a masters degree in education,  I had not specifically studied the history and development of theory related to language learning in particular.  It was enthralling and I learned a lot that will most definitely impact the approach I use in my classroom.  We also learned about adult learners and their characteristics.  I had studied this in some depth before, but it always surprises me how significant a role learning plays in the lives of adults, whether they recognize it or not.

Skills became our focus in the second course, where we learned, among other things, specific techniques for teaching listening, speaking, reading and writing.  I discovered so many useful ideas and I made significant connections between the modalities and needs and progress assessments.  Learning about the modalities, planning for activities and assessments was an essential part of my development as a language teacher.

We spent our third course with a focus on grammar and vocabulary.  Although I didn't expect to, I enjoyed learning about the most effective ways to teach grammar and vocabulary.  I learned many new ideas I intend to implement in the classroom with my future students.  Through various exercises, we learned about planning, presenting, and practicing grammar, how and when to use error correction in an effective way and many new strategies for teaching vocabulary.  This course was incredibly important because it dealt with an issue that many of us may avoid - dealing with grammar!

I anticipate the upcoming course will provide us with opportunities to synthesize and apply our prior learning and experiences to planning, presentation, and instruction along with assessment within a larger scope of an entire course.  I am looking forward to the challenge of using my newly acquired knowledge in combination with previous experience to create better learning experiences for language learners.

Let's get started!

Some Reflections on Theory

Thinking About Theory has certainly provided a comprehensive overview of theories involved in language learning and teaching.  Over these last 10 modules, we spent time learning about how adults learn, the history of language learning, communicative competence and its characteristics as well as communicative classrooms, constructing meaning, getting to know learners, learning styles,  the roles of teachers and learners, and managing the classroom.  The modules have been packed with useful, insightful, essential information about the teaching and learning of English as another language.

Many of the issues we studied throughout these modules has caught my interest.  I will try limit my reflections to just a few of them in this post.

One interesting thing I enjoyed learning more about was the history of language teaching and the significant swings back and forth that we can observe.  While this is probably expected, it was also interesting to read about and reflect on how some of the older methods are still used in one form or another within today's classroom and even within the communicative classroom.  It was especially interesting for me to discover the elements from Grammar Translation Method that can be effectively used today within a communicative classroom.

Another issue that caught my attention are the significant number of factors that may affect learning - either positively or negatively.  In particular, the seven affective factors outlined by Hedge emphasize how important it is for teachers to be aware of and sensitive to the learners' emotions because of the influence they may have on the experience of learning.

Other issues were noteworthy as well.  The discussion surrounding error correction and its techniques is essential for a teacher to spend time considering.  Furthermore, the challenge of providing rich, comprehensible input for learners that is slightly above their competence but not too overwhelming remains a difficult, but critical task.

As I reflect on these issues, I know they will become a part of my practice.  When in the classroom, I will choose activities with communicative interaction as a goal, but I will no longer strictly exclude elements of older methods, when their use may be of benefit.  I will most definitely make an effort to know my students well, and to be aware of and sensitive to their needs and wants. I will be sure to consider this from a language learning standpoint, but also taking into consideration the influence of affective factors as well as other factors that have an impact on learning.  I will intently study my error correction techniques and make adjustments as necessary, endeavoring to use the most effective technique in the most effective way at the right time.

While these are only a few ways I will make adjustments, they only represent a fraction of the changes I will make over time.  I am compelled to limit my work to a set of priorities that I will constantly review, setting new priorities as I grow and develop as an educator.

One of the areas in which I probably will need to seek out more formal development, or at least some specific informal learning goals is within the area of comprehensible input.  I would like to be able to provide the right language at the right time so as to empower learners to improve their competence.  This may have to do with my choice of materials, or scaffolding strategies, but I believe these are specific areas within which I can do work to improve my skills.

    

Reflections about Grammar and Vocabulary

We approach the end of this course and it is time to do a bit of reflection.

I have learned a great deal in the course about specific techniques for presenting and practicing grammar.  I was quite surprised to find the rich variety of ways to present and practice grammar that we studied throughout the modules.  I was intrigued as I attempted to use these techniques in a lesson plan or two of my own and discovered that I enjoyed doing so.  I also especially enjoyed the modules on vocabulary, and strategies for teaching it in a comprehensive, contextual way that will better provide for deep learning.  

Having said that, I did struggle at several points throughout the course.  The work was demanding and intense.  In some modules, I felt I was unprepared for the material and needed to do some background work before I could actually comprehend, analyze and synthesize my own thoughts.  While this took some extra time, it definitely has paid off.  I feel more confident now even though I understand I still lack experience, especially with grammar.  However, I know I now have a firm basis of knowledge and skill that I will be able to apply to future coursework and my work with students in the classroom.  

I would like to throw in an extra word of praise for course design and implementation.  I do feel that the course provided a step-by-step approach, directed me to needed resources, and had a logical sequence that  led to the achievement of its goals.  I also greatly appreciate the guidance of our teacher, Terena, and the contributions of my colleagues through discussions and comments.  All these elements combined to create a rich environment in which to grow.  Thanks, all!

Learning Objectives in Planning Instruction

Learning objectives draw a framework for expectations, provide a guide for action, and even a kind of tool for assessment of progress.

Expectations: Having considered learner's needs, wants, and the particular situation, a well-written objective clearly defines the expected outcomes for learners once they have completed a certain activity or lesson.   Because it is specific and measurable, it is a clear way of establishing what results learners can expect to achieve.

Guide for action:  At the same time, the objective also is achievable, relevant, and timely.  When teachers and / or learners create their learning objectives, they tailor their objective to be sure it can actually be accomplished, that it is applicable to the learners and the context, and that it can be done within the given time frame.  This tailoring ensures that the objective provides a path to success.  The teacher and learners then set out on the path, framed in the objective, keeping their eye on the objective and using it as a reference point.  Thus, the objective focuses the teacher and learner on what needs to be done by consistently reminding them of their goal.

Assessment of progress:  As the learners and teachers continue down the path, with their eye on the objective, they will constantly question how far along they are in the accomplishment of their goal.  If they find themselves off track for some reason, the objective becomes a way to regroup and move forward  in the right direction again.  It could be that the learners and / or teacher will realize that the original objective wasn't really achievable or timely and will require adjustment.  Or it could be that such a review of the objective will reveal that it has actually been achieved and it's time to write a new one!

Objectives, when written well, are essential in the planning, implementation and evaluation of instruction.