Material Design Development Week 1 Course Intro Syllabus

Material Design & Development Week 1 Course Intro, Syllabus & Life Map Mini Lesson

Needs Analysis & Personal Expectations • In this course, I expect the teacher to… • In this course, I expect… – To learn about student learning objectives (Yes No) – To learn about writing lesson plans ( Yes No) – To learn techniques and strategies to make planning lessons and classes easier (Yes No) – To adapt textbooks to fit my students need (Yes No) – To learn about fun and interesting language activities (Yes No) – To learn how to write my own ESL textbook ( Yes No) • I also expect to learn about…. • In terms of using English materials in either my teaching or learning, the biggest challenge or difficulty for me is/has been…

• Attendance [10%] & Participation [20%] (30%) • Viewing the weekly online sessions is mandatory. More important than viewing the sessions online is participation. You will be required to participate in a weekly discussion forum. Each course participant will need to write one entry each week which describes your thoughts, feelings, questions, or concerns about that week’s topic. In addition to posting your own thoughts, feelings, questions, or concerns you also need to reply to the posting of two other participants. Finally, I expect all participants to complete their written assignments BY THE DUE DATE. If assignments are handed in late without prior permission from the instructor, 10% for each late day will be deducted from the grade.

• Homework on readings (20%) • It is essential to be prepared for each class by completing the required readings. This will provide you with the background knowledge on the topic and allow you to participate actively on the class discussion board. In order to ensure that you have read the required readings for class, you will be expected to do a short homework assignment for the reading. This homework assignment involves answering the guiding reading questions presented at the beginning of each reading. These homework assignments are to be submitted the week they are assigned. Late submissions will NOT be accepted.

• Lesson Plan & Material 1 & 2 (25% each) • These two assignments are critical to success in this course. Participants will be expected to write a student learning objective (SLO), design a lesson plan to achieve the SLO, and select, adapt, and/or supplement the materials that the Ss will need to complete the lesson successfully.

• Lesson Plan & Material 1 1. Create a student learning objective (SLO) for a productive skill lesson. 2. Create a lesson plan following the E-I-F framework using the given template 3. Label the stages in the lesson E-I-F 4. Include interaction for each step in the lesson (T-S, S, Ss-Ss, etc. ) 5. Provide a purpose or a rationale for each step in the lesson 6. Select, adapt and/or supplement the necessary materials to be used in the lesson 7. Label your materials so that they match the steps in your lesson plan

Homework Reminder Each Week You Must • Post an entry to the online discussion forum • Reply to at least two other entries

Homework for Next Week • Read answer the questions to Tomlinson’s “Introduction to Material Development”

Contrasting Terms • Declarative knowledge vs. procedural knowledge • Explicit learning vs. implicit learning • Deductive teaching vs. inductive teaching • Passive learning vs. active learning • Accuracy vs. fluency • Controlled practice vs. free practice • Focus on form vs. a focus on meaning/use

SLA has identified the pieces to the language puzzle.

Encounter Pre Internalize During Fluency Post

Who is responsible for making the instructions understood, the teacher or the students? What is my class doing? Why aren’t they following directions? Do these students find his lesson engaging?

Audio Lingual Method • Repetition: where the student repeats an utterance as soon as he hears it • Inflection: Where one word in a sentence appears in another form when repeated – T: I ate the sandwich. Ss: I ate the sandwiches. • Replacement: Where one word is replaced by another – T: He bought the car for half-price. Ss: He bought it for half-price. • Restatement: The student re-phrases an utterance – T: Tell me not to shave so often. Ss: Don't shave so often! T provides stimulus Ss make a response

Accuracy and Fluency Accuracy Free Practice Controlled Practice Fluency

Lesson Plan Columns • There are six columns in our lesson plan template 3. Time 1. Steps Stage Time 2. Stage 5. Interaction Procedures/Steps These need to be written in the perspective what the students do 4. Procedure Interaction Activity Purpose/Rationale 6. Purpose

The Devil is in the Details • I gave two examples. • Can you think of other details that teachers could forget that could effect their lessons badly?

Hey! Ladies. Food. Drink. Table. Come!

But she doesn’t speak Zubian! What does she do?

As you read the lesson plan and look at the materials: • How does the vocabulary anticipate Ss needs to complete the final activity successfully? • What makes the lesson relevant to the Ss, so that Ss interests are caught and their overall motivation is raised? • What at the end of the lesson allows the Ss to use the vocabulary productively? Why is this important?

Homework • Read: Tomlinson’s Introduction pp. in the course packet and answer Qs on p. • Remember to send your completed homework by next week. I have too many Ss and I will not accept late homework