unit 9

Curriculum - the selection and structure of goals, content, sequence, procedure and assessment or a program or course. can refer to one or more then one course
Program - a broad term describing a collection of classes or courses offered within a single institution, sometimes leading to a certificate or degree.
Syllabus - The planned structure of a single course that outlines the specific goals, requirements, reading, assessments and selected assignments across the length of the course.
Course - A time-limited educational experience, usually created out in regular meetings with a limited number of students.
Situational Analysis - analysis of the setting, the audience and the needs of the student, contains the educational setting, class characteristics, faculty characteristics, governance of course content, assessment and evaluation requirements.
Needs analysis - important precursor to designing the goals of a course. objective needs are those that can be easily measured subjective needs are the needs of as seen by the learners themselves.
Problematizing - is the careful consideration of the potentially large number of things that can go wrong with one's best laid plans for the course.
Specifying goals - goals are rather broadly based aims and purposes in an educational context and are associated with whole programs, courses within a course.
Objectives - refer to aims and purposes within the narrow context of a lesson or an activity within a lesson. they are specific statements that describe particular knowledge, behaviour or skills.
Conceptualizing a course syllabus - a communicative syllabus should consist of; goals for the course , suggested objectives for units, sequential list of functions, sequential list of grammatical, lexical and phonological forms to be taught, a list of skills, matched references throughout to textbook units, possible suggestions of assessment initiatives.
Assessment - assessment of students attainment of objectives and lessons and units, and of the goals of the curriculum
Couse revision - consider the following for revising , the need for change, determine the extent of change, engage in realistic change, follow your own principled teaching.
Technology in language learning and teaching - many teachers and students carry out their work with the help of technology, often referred to as CALL (computer assisted language learning) principles for using technology in the L2 classroom, acknowledge the fact that the boundaries between learning and playing are blurring, promote active and collaborative learning activities using technology, provide scaffolding when needed for successful task completion, keep paragraphs short and concise and use bulleted lists for outline reading texts, be aware of the challenge of maintaining up-to-date information.
Classroom applications for reading and writing - email, e-book readers and e-reserves, wikis and blogs, social networking.
Applications for listening and speaking - video clips and audio podcasts, audio and video conferencing, portable interactive devices with a video camera
Applications for grammar and vocabulary - online grammar exercises, corpus and concordance, mobile devices.

reference:
Teaching by principles: An interactive approach to language

pedagogy. Upper Saddle River: Pearson.(Brown, D. & Lee, H. (2015)

unit 8

Test - a method of measuring a persons ability or knowledge in a given domain.
assessment - an ongoing process that encompasses a much wider domain.
informal assessment - incidental, unplanned comments and responses from "coaching" your students and giving feedback
formal assessment - includes exercises or procedures specifically designed to tap into a storehouse of skills and knowledge.
Principles of language assessment;
practicality - a test should be written within means of financial limitations, time constraints, ease of administration and scoring and interpretation. norm-referenced tests the score is interpreted in relation to mean, median, standard deviation, and/or percentile rank. purpose is to place test-takers along a mathematical continuum in rank order. criterion-referenced tests are designed to give test-takers feedback on specific course or lesson objectives.
Reliability - test must be consistent and dependable. sources of unreliability can be the test itself, the administration of the test, the test taker, the scoring of the test.
Validity - the degree with which a test actually measures what it is intended to measure. can only be measured by observation and theoretical justification. content validity can be determined by observing if you can clearly define the achievement you are measuring. face validity is that the test appears to the student to test what it was designed for. construct validity is that the test taps into the theoretical construct as it is defined. authenticity is the degree of correspondence of the characteristics of a given language test task to the features of a target language task.
Washback - comment generously and specifically on test performance to students. provide information as to what they have done wrong to understand the feedback.
Kinds of tests;
Proficiency tests - a test aimed at tapping global competency in a language. types of tests include standardized multiple choice items on grammar, vocabulary, reading comprehension, aural comprehension and sometimes a sample of writing.
Diagnostic tests - designed to diagnose a particular aspect of a language. tests offer checklists of features for the administrator
Placement tests - purpose is to place the student into an appropriate level of section of a language curriculum or school. includes a sampling of material to be covered in the curriculum.
Achievement tests - related directly to classroom lessons, units or even a total curriculum. limited to particular material covered in a curriculum within a particular time frame.
Aptitude tests - a test given to a person prior to any exposure to the second language, a test that predicts a persons future success.
Practical steps to test construction - test towards clear, unambiguous objectives, from your objective draw up test specifications, draft your test, pilot the test in a trial run, revise your test, finalize your test, utilize feedback after administering the test, provide ample washback.
Transforming and adapting existing tests - facilitate strategic options for test-takers, establish face validity, design authentic tasks, distinguish between summative and formative assessment, work for beneficial washback.
Alternatives in assessment;
portfolios - a purposeful collection of students work that demonstrates to students and others their efforts, progress and achievements in given areas.
journals - specify to students what the purpose of the journal is, give clear directions, give guidelines on length of entries and other formal expectations, includes self-reflection, self-assessment language learning logs and responses to readings.
conferences - through conferences a teacher can assume the role of facilitator and guide. is a dialogue that is not to be graded. are formative not summative
observations - the ability to observe students as they perform. things to look for include interaction with classmates, frequency of student-initiated response, quality of teacher-elicited responses and evidence of listening

reference:
Teaching by principles: An interactive approach to language

pedagogy. Upper Saddle River: Pearson.(Brown, D. & Lee, H. (2015)

unit 7

interactive principles - interaction is the collaborative exchange of thoughts, feelings, or ideas between two or more people.
Interactive teachers - one who is fully aware of the group dynamics of the classroom.
Teacher as director - teacher acts like a conductor of orchestra or director of drama. as students engage in rehearsed or spontaneous language teacher leads process so its smooth.
Teacher as controller - in charge of every moment of a lesson while still inspiring spontaneity.
Teacher as manager - one who plans lesson and structures longer segments of class time, but allows each individual to be creative.
Teacher as facilitator - teacher steps away from manager and director role and allows students, with guidance, to find own path to success.
teacher as resource - teacher available for advice and counsel but initiative comes from student.
advantages of group work - generates interactive language , offers an embracing affective climate, promotes learner responsibility and autonomy, step toward individualizing instruction
Group work techniques - games, role-play simulation, drama, projects, interview, brainstorming, information gap, jigsaw, problem solving and decision making, opinion exchange.
Planning and initiating group work tasks:
introduce the technique, justify the use of small groups for the technique, give explicit detailed instructions, divide the class into groups, check for clarification, set the task in motion.
Guidelines for classroom management - establish clear teacher and student roles, articulate unambiguous goals and objectives, be flexible, allow students some choice in activities and exercises, take a personal interest in students, be fair to all students. exhibit enthusiasm and a positive attitude yourself, challenge students of both higher and lower levels of ability.
Physical environment of classroom:
Sight, sound and comfort - maintain a classroom that is neat, tidy and orderly, erase board before each class, arrange chairs (semi circle, full circle) use bulletin boards to add visual stimuli to interest students, try for optimal acoustics, ensure efficient operation of heating/cooling systems.
Your voice and body language - let body posture exude confidence, face should reflect optimism, brightness and warmth. use facial and hand gestures to enhance meanings, make frequent eye contact with students, do not "bury" yourself in paper work or lesson plans, move around, dress culturally appropriate to where you are teaching.
Creating a positive classroom climate - establish rapport with students, show interest in each student as a person, give feedback on each persons progress, laugh with them, work with them
Balance praise and criticism - too much praise becomes ineffective and too much criticism demotivates.
generate energy, interaction and collaboration to engage students.

reference:
Teaching by principles: An interactive approach to language

pedagogy. Upper Saddle River: Pearson.(Brown, D. & Lee, H. (2015)

Unit 6

lesson plan frameworks -  your own general philosophy of education, principles of L2 learning, stages before and after lesson and how it fits in the assigned curriculum.
Format of a lesson; 
goal - lesson should address in some way the overall goal of the curriculum.
objective - what will students do or perform
terminal objective - give instructions and commands using imperatives, use imperatives in a socially appropriate manner.
enabling objectives - practice imperatives through an information gap activity, categorize giving imperative commands in terms of appropriateness, practice giving appropriate commands using imperatives through a situational activity, enabling objectives lead to terminal objectives.
materials and equipment - good planning involves knowing everything you need to take with you or arrange to have in your classroom.
procedure - plans should include opening statement or activity as warm-up and ascertaining appropriate background knowledge, set of activities and techniques in which appropriate timing has been considered. closure, a brief winding down time so it doesn't end abruptly.
assessment - informal assessment or quiz/test determine how effective your lesson has been.
extra-class work - essentially homework or learning they can do after class and must be clearly communicated.
categorizing techniques :
manipulation - communication continuum - manipulation technique is controlled by teacher and the outcome is predictable (choral repetition, dictation)
communicative - students responses are open ended and unpredictable (story telling, brainstorming)
Controlled versus open ended techniques
controlled - the teacher restricts communication, elicits an intended response, emphasises forms/structure
open ended - students are free improvise, responses are spontaneous, focus in meaning/communication.
mechanical, meaningful and communicative techniques
mechanical drills - focus on a minimal number of language forms through repetition. mechanical drills have only one correct response from a student and have no implied connection with reality, meaningful drills can add some reality.
textbook adaptation - make sure the textbook is appropriately geared for your particular students ability, their level and goals. textbook selection is complex if provided the opportunity to choose it, chart in Teaching by principle (p233)
other classroom aids and materials - teacher resource books, other student textbooks, Realia (objects, food items, tools, clothing) digital media, self-made paper based visual aids, commercially available visual aids.

reference:
Teaching by principles: An interactive approach to language

pedagogy. Upper Saddle River: Pearson.(Brown, D. & Lee, H. (2015)

unit 5

Methodology-pedagogical practices
Grammar translation method - memorization of grammatical rules and vocabulary, translations of texts and written exercises, teacher focused.
Gouins series method - teach directly (without translation) and conceptually (without grammar rules and explanations) a "series" of connected sentences that are easy to perceive.
The direct method - like first language learning, ;lots of oral interaction, spontaneous use of the language, no translations between first and second, and little analysis of grammatical rules.
audiolingual method - presented directly, little us of L1, new material presented in dialogue form, importance on pronounciation, use of tapes, language labs and visual aids. mimicry, memorization and overlearning of language patterns.
Task based language teaching - activities which require learners to use language, with emphasis on meaning to attain and objective.
Theme based instruction - organized around meaningful situations or topics, provides an organizing framework for a language cause that transcends formal or structural requirements in classroom.
Experiential and project based learning - gives students concrete experiences in which they must use languge to fulfill the objectiuves of a lesson
Strategies - based instruction - stimulating awareness within learners of preffered styles, linking style to strategy with "strategic" techniques, providing extra-class assitances for learners

reference:
Teaching by principles: An interactive approach to language

pedagogy. Upper Saddle River: Pearson.(Brown, D. & Lee, H. (2015)

unit 4

Some takeaways from the readings were about the 8 principles of teaching.
Automaticity- being able to automatically understand and process what is being said or read without too much thinking.
transfer - transferring existing knowledge and ability to new knowledge or ability.
reward - motivation and self-determination
self-regulation - manage themselves and time, the capacity to control their learning, develop autonomy
identity and investment - learning their likes and dislikes, strengths and weaknesses. learners participation based on investment.
interaction - willingness to communicate, feedback
languaculture - community of practise, different meanings based on culture, language culture connections
agency - empowerment, self-actualisation, self-efficacy, learners ability to make choices to pursue goal.
further in depth to agency was about encouraging learners to "do" language, allow ELLs to develop a voice and develop self regulatory strategies.

reference:
Teaching by principles: An interactive approach to language

pedagogy. Upper Saddle River: Pearson.(Brown, D. & Lee, H. (2015)

unit 3

Some of the takeaways I got from the readings were:
There are three interconnected dimensions of grammar, the form, the meaning and the use.
Form focused instruction getting learners to pay attention to linguistic form. Half is grammar, half is vocabulary.
Focus on form is drawing attention to target forms while engaged in communicative activities.
Feedback on errors: recasting, self-correction, metalinguistic explanation.
Lexicogramatical approach is that lexis and grammar are connected not separate.
Grammar techniques; Charts, maps, objects and drawing
conversation and dialogue
Input enhancement (bolding, italics)
Dictogloss
Input flood
Input processing
Vocabulary techniques; allocate time, learn in context, engage in unplanned vocabulary, word learning strategies.

reference:
Teaching by principles: An interactive approach to language

pedagogy. Upper Saddle River: Pearson.(Brown, D. & Lee, H. (2015)