Methods Week 11 Whats Left ContentBased Instruction CBI
Methods Week 11 What’s Left Content-Based Instruction (CBI)
Coming Weeks • Week 11 (Today): CBI and introduce micro -teaching and poster presentation assignments • Week 12: TBL • Week 13: Poster Presentation • Week 14: Review & Prep for MT • Week 15 -16: MT • Week 16: Turn in MT reflection and Rewrite of Essay #1
Homework • Today’s Class- Ch. 10 – CBI (Content-Based Instruction) • Read Ch 11 - Task-based Learning (TBL) – First, in TP 3 read the sections: Introduction, Experience and Thinking About the Experience (pp. 149 -155) – Then use the TESOL Method Workbook (TMWB, pp. 52 -67) As you re-read the chapter look at and answer the questions in the workbook – Pick a method for you poster presentation
Poster Presentation Requirements • Choose one of the Methods we have studied that interests you and answer the following: – What is significant about the method? – Why did you pick it? – How will you use it in your future teaching? I will grade both the visual presentation of the poster and your 3 minute presentation
Creating an Effective Poster • Step 1: Consider Your Presentation Requirements • Step 2: Organize Your Information – Title – Introduction: give quick overview of poster – Method: What & Why – Activities: How will you use in future – Conclusion: One sentence summary and/or a short concluding remark
Design • Design for Impact (use colors effectively) • Leave Space (makes poster easier to follow) • Use easy to read fonts and/or written scripts • Use graphic organizers & images to drawn attention to your poster and important information
Micro-Teaching • 20 minute mini lessons • 10 minutes of group discussion and feedback • Use feedback to help you write reflective essay #2
You will teach in groups NOT to whole class • I will observe both groups. I will look for the following: – 1. Student incorporates technique and principles of the method in the activity. – 2. Procedural steps are followed. Teacher is organized. – 3. Teacher shows an understanding of the activity, method, principles and technique. – 4. Activity demonstrates creative input on the part of the teacher. – 5. Activity is appropriate for target learners. – 6. Instructions are clear and comprehensible. – 7. Teachers voice is at an appropriate volume and sufficiently clear. – 8. Activity is between 5 and 10 minutes in length.
Methods to Use • All that we have studied – DM, ALM, S-way, Desugg, TPR, CLT, TBL • If you want to incorporate techniques from methods we haven’t studied you may, but please discuss it with me, so I can be sure you understand the methods and principles – No GTM or Community Language Learning because it won’t help you get your TEE
Drafting your Lesson • Procedures – Soft classical music will be playing the background – Put a picture on the PPT. Have Ss individually brainstorm words and phrases • Methods -Rationale. Purpose-Reason – Desuggestopedia – To set Ss at ease – CLT b/c treat Ss as knowledgeable participants – Checking prior knowledge
CBI • Look at p. 59 in the TMWB and discuss Qs 1 -3 – What is the goal of CBI? – CLT has a strong and weak version. What is the strong version of CLT? What is the weak version? Which of these most reflects CBI? Why? – Why does Snow say CBI is a “method with many faces”?
Learning to Use vs. Using to Learn • Weak Version of CLT – T provides opportunities for interaction – Most CLT activities • Strong Version of CLT – Language acquired through communication – Content-Based & Tasked-Based Instruction
What is CBI? • “It is the teaching of content or information in the language being learned with little or no direct or explicit effort to teach the language itself separately from the content being taught. ” (Krahnke, 1987)
CBI • Discuss Qs 4 -6 on page 59 – How is content treated in the following: – Language for specific purposes? – Language for academic purposes? – Competency-based instruction? – How did CBI get started? Is it good for Korea? – What are some challenges for CBI?
Basic Concepts • Content-Based Instruction not exclusively a language learning approach • Integrates language learning with content learning • Content: themes, academic subject matter, professional skills & knowledge • Ss learn language as a “by-product” of learning about real-world content
Central Principles • People learn a second language more successfully when they use the language as a means of acquiring information, rather than as an end in itself. • Language learning is enhanced further when the info acquired is perceived as interesting, useful, and leading to a desired goal. • CBI better reflects learners’ needs (academic & professional) for learning.
Language is Text & Discourse • Language: a vehicle for learning content – Focus on how meaning & info are communicated & constructed – Centrality of linguistic entities longer than single sentences (genre, kinds of paragraphs, kinds of essays) – Written texts: letters, reports, essays, descriptions, book chapters – Speech events: meetings, lectures, discussions, speeches, sermons
Language Integrates Skills • CBI activities bring together knowledge, language and thinking skills • Activities link skills, just like real world – Read & take notes – Listen & write a summary – Read/write then respond orally • Topics of theme-based courses provide continuity across skill areas, focus on language in connected discourses rather than isolated elements
Language is Purposeful • Language is always used for specific purposes: academic, vocational, social, recreational, etc. • Language gives direction, shape and meaning to discourse & text. • CBI teachers encourage learners to focus on purpose of text, whether/how the purpose is attained, and how their own interests & goals relate to it.
Comprehensibility is Paramount • Adjustments made by CBI teachers to ensure understanding of content: • Simplification: shorter thought units & clauses • Well-formedness: avoid deviation from standard usage • Explicitness: non-reduced pronunciation • Regularization: canonical word order • Redundancy: highlighting important material
How does the experience in the textbook reflect these principles? • Look at the sample lesson n the textbook (134 -137) and discuss the following: – What is the content? – What is the target vocabulary? – What is the target grammar? – How does the teacher teach these items? – How does the teacher prepare for this kind of lesson? – What is “Whole Language? ”
Reviewing the Techniques • Look at pages 142 -143 and discuss – Have you used any of these techniques before? When? Did you like it? Was it useful? Why? – Could you see yourself using them in the future? How? When?
Dictogloss • Ss listen twice to a short talk or reading about appropriate content • 1 st time: main idea / 2 nd time: details • Ss write down as much as they can • In groups, Ss reformulate & reconstruct the text collaboratively using their notes • Groups share their writing with whole class for discussion & peer-editing
Graphic Organizers (see p. 137) • Visual displays for understanding, organizing & remembering cognitively demanding content • Involve drawing / writing down ideas and making connections b/w them • Use diagrams, tables, columns, webs, words, phrases, symbols, arrows to map knowledge • Help Ss understand text organization & complete academic tasks
Dialogue Journals • Ss regularly write in journals during class or for HW, hand in to T • Express feelings about how & what they are learning, or anything else they wish to express to T • T reads & responds to each journal entry, but doesn’t correct its form • Reflects WL principles: authentic communicative textual interaction
In class Activity p. 61 • Choose target vocabulary • Choose target grammar • Create an activity that focuses on the content in the graphic organizer
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