Task Based Learning In your classroom

Useful things to Know Four stages of language acquisition Stage Characteristics  Teacher Prompts  Preproduction  The student Has minimal comprehension Does not verbalize Nods “Yes” and “No” Draws and points   Show me... Circle the... Where is...? Who has...? Early Production  Has limited comprehension Produces one- or two-word responses Participates using key words and familiar phrases Uses present-tense verbs Yes/no questions Either/or questions One- or two-word answers Lists Labels

Stages of Language Acquisition Speech Emergence  The student Has good comprehension Can produce simple sentences Makes grammar and pronunciation errors Frequently misunderstands jokes Why...? How...? Explain... Phrase or short-sentence answers Intermediate Fluency  Has excellent comprehension Makes few grammatical errors What would happen if...? Why do you think...? Advanced Fluency  The student has a near-native level of speech.  Decide if... Retell...   Source: Adapted from Krashen and Terrell (1983). 

Consider Classrooms have a range Address each level of learning Consider moment of learning and where you want individual students to be in the future.

Cooperative Learning Cooperative groups and pair groups maximize language production time. Allow students to learn from each. Provide teacher with freedom and flexibility to focus on students with greatest need.

Best Strategy Create Base Groups Group students in groups of four. Don’t group students by level alone! Rearrange desks and classroom as necessary Use pairs within groups for mini tasks that can be shared with the whole group and then class. Occasionally have students with other groups to practice or study.

Instructional Strategies For Classroom Success

Instructional Strategies Combine the areas of required English practice: Speaking, listening, reading, writing Can be designed to focus on specific areas Utilize student strengths by allowing students to work as a group

Reading Dictation Structure: Groups of Four Reading: From book or similar text Skills: Speaking, Listening, Reading, Writing How to: One student is the reader Three listen Reader reads the texts. Listeners write the text and ask questions to check hearing, spelling, and grammar points. Readers watch and correct mistakes that are noticed.

Reading Dictation Extensions When finished the reading have students create a mind map or web of the story. Provide students with questions from the reading. Take away the original reading text and have students find answers in the copies. Provide open ended stories. Have students write endings to the stories. Have students underline specific grammar points demonstrated in the reading.

Reading Dictation Example

Reading Webbings Structure: Groups of Four Reading: Story from text or on related topic Skills: Reading, Writing, Organization How to: Provide groups with a story. Have students read the story once orally. Ask students to organize information in a webbing. Model the webbing for students.

Reading Webbings: Extensions Sociogram Have students organize information to demonstrate relationships with a man character Plot Web Have students create a web to demonstrate the primary plot points of a reading.

Webbing the Story

Running Dictation Structure: Groups of Four or Pairs Reading: Sentences related to topic of study Skills: Speaking, Listening, Reading, Writing How to: Divide students into two roles, Runner and Writer Runners read the text and tell writers Writers listen and write the text, asking questions about spelling and meaning as appropriate Runners watch and correct mistakes orally, but do not write

Running Dictations: Extensions Sentences can be clues to a mystery. When all the sentences are collection have students use the information to create a conclusion. Use sentences to provide information. Provide students with questions once the sentences are collected. Have students use information in the sentences to answer the questions. Use sentences from a story. Have students review the sentences and put the story in order based on context clues.

Jobs Running

Running Dictation: Example

Running Dictation

Matching Structure: Groups of Four or Pair Reading: Sentences related to topic of study Skills: Speaking, Listening, Reading, Writing How to: Provide students with matching sheets. Give each team cards containing words missing from sentences. Have students match and write the sentences. When finished provide picture cards for each sentence. Have students play concentration, orally stating the correct matches.

Bingo Structure: Groups of Four Reading: Sentences related to topic of study and pictures matching the topic Skills: Speaking, Listening, Reading How to: Divide teams into two rolls, caller and players Provide callers with a calling card. Players receive a blank game board and picture pieces. Students listen to the caller. When the piece is called students repeat the sentence to check for accuracy, then turn over the piece. Winners turn all pieces. Winners become the new callers.

Bingo Samples

Bingo Samples

Performance Assessment

Quantitative Assessment Assessment that is based on tangible objects such as: Providing students with tests Collecting homework Collecting Assignments Collecting recordings

Formative Assessment Assessment that is based on less tangible objects such as: Observation Anecdotal Evidence Student Behavior Student Interactions

Formative Approach In my classroom I use the formative approach exclusively Students receive quantitative assessment from my Korean partner teachers. This quantitative assessment is more accurate then I could achieve. I focus on what I can accurately assess during my time with students.

Performance Categories Students are assessed in five areas Participation Contribution Questioning Responding Portfolios

Participation To grade for participation students are observed in class Indicators for positive participation Concentration on a task Focus on work Eye contact with teachers or students Writing or reading out loud Listening and responding within the team

Contribution To grade for contribution students are observed in class Indicators for positive contribution are Translating instructions for team Asking questions to help the team Explaining singular vocabulary to the team Maintaining English speaking within the group Listening and responding within the team Spelling words for students

Questioning To grade for questioning students are observed in class Indicators for positive questioning are Asking the teacher direct questions for the group Asking the teacher questions for the class Asking other students questions to enhance understanding Asking questions to other groups who may have knowledge that will enhance understanding

Response To grade for response students are observed in class Indicators for positive response are Answering direct questions from the teacher Providing words or response during lesson presentation Answering questions from other students Speaking without prompts or volunteering information and explanations

Portfolio To grade for portfolio students are observed in class Indicators for positive portfolio are Notebooks present in class Consistent notebooks Writing or taking notes Maintaining a record of all class work

Performance Assessment Coding Numeric indicators of student performance Baseline = 4 Positive Performance = 5 Negative Performance = 2-3 Fail = 1 Codes for observation All codes are positive unless otherwise indicated* O = Response Q = Question C = Contribution PT = Portfolio P or centered o = Participation * - equals negative

Seating Chart To accurately record student performance a seating chart is used to put a name to the student and performance Q C Q C

Grade Book Once the class has finished the codes must be entered into a grade book to accurately assess and calculate understandable grades.

Prepare for all levels of student language acquisition Remember Gauge student level Prepare for all levels of student language acquisition Have fun

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