1. Material Design & Development Week 4 Sample Lesson 1 & Processing Describing Learners & SLOs

2. Housekeeping: Name Cards Name: _________________ English Nickname: _________ Email address: ______________ Phone #: __________________ Something about your self:_________ ______________________________ Your Picture

3. Homework for Next Week Read and answer the questions to EIF Framework and Kurzweil & Scholl’s “Chapter 4” p. 171 (Qs) pp. 172-182 (reading) Reflection on Homework Discuss in small groups or with a partner: –What is the difference between statements of aims and statement of objectives? –What are three benefits of writing statement of objectives from the student perspective? –What type of verbs do we use? Why? –What is the relationship between an SLO and a Lesson Plan?

4. Sample Lesson #1 Please pretend that you are second grade, low- intermediate/intermediate level middle school students. As you participate in this lesson, please try to take mental note of: –the different features of materials that are used in the lesson. –how it illustrates the basic principles of lesson planning.

5. Sample Lesson 1 Let’s Talk about People

7. A is ___ than B. AliceCindy JaneMary

8. A: Is A ___ than B ? B: Yes, A is ___ than B. No, B is ___ than A. // No, A isn’t ___ than B. Jane Alice Cindy Mary

9. Is Bi better than SG Wanna Be? No, Bi isn’t better than SG Wanna Be. A: Is A ____ than B ? B: Yes, A is ____ than B. No, B is ____ than A. No, A isn’t ____ than B.

11. Processing The Lesson What are the productive skills? What are the receptive skills? What skill was taught in this lesson? How was Ss prior knowledge assessed? What were the materials I used in this lesson? Make a list? What role did those materials play? How did they help Ss learning? How does the lesson and/or materials conform/differ from Tomlinson’s recommendations for good materials?

12. Materials Used in Sample Lesson 1 laminated pictures on walls additional pictures on desk White board PowerPoint Students The monkey worksheets and handouts Teacher Re-grouping at end of lesson Graphic Organizer (chart on WB)

13. Features of Good Materials in Lesson 1 1. Impact 2. Puts Ss at ease 3. Develops confidence 4. Relevant and useful because Ss talk about famous people they care about 5. Self-Investment & discovery (puzzle game) 8. Communicative purpose (survey) 11. Learning styles (visual and kinesthetic learners accommodated) 13. Silent period 15. Not too much controlled practice 16. Outcome feedback

14. Young Learners How do young children learn differently from older children, adolescents and adults?

15. Respond to meaning even if they don’t understand individual words. Learn more indirectly than directly. (Implicit) Understanding comes from what they see, hear, touch and interact with, not just from explanation. Generally display an enthusiasm for learning and are curious about the world around them. (Learn through discovery) Have a need for individual attention and approval from the teacher. Keen to talk about themselves and respond well to learning that uses their own lives as topics in the classroom (personalization). Have limited attention span unless the activity is extremely engaging.

16. How can we apply this knowledge about how children learn to our teaching practice in the language classroom?

17. Discussion Questions What are the characteristics of a “good learner” in terms of Korean culture? What is your definition of a “good learner”? Do you think North American ‘ideal learners’ are the same or different? Why?

18. Motivation What is “motivation”? “Some kind of internal drive which pushes someone to do things in order to achieve something” (Harmer, 2001) What are the two kinds of motivation? –Intrinsic and extrinsic What are some examples of each?

19. Discussion Questions Why is it important to motivate our students? How can we keep our students motivated to learn?

20. When I hear Korean in movies, for example, “Yesman.” Talking to my Jang- mo-nim Talking to my wife in Korean My friends In Canada don’t think Korean is worth studying. Why not Japanese? My teacher doesn’t let me talk enough.

21. Theory of Multiple Intelligences (MI) Introduced by Harvard psychologist Howard Gardner in 1983. Suggested that as humans we do not possess a single intelligence, but a range. He listed seven intelligences (and added an eighth one in 1999). All people have these intelligences but in each person one (or more) of them is more pronounced.

22. Most people can develop each intelligence to an adequate level of competency. Gardner suggests that virtually everyone has the capacity to develop all seven intelligences to a reasonably high level of performance if given the appropriate encouragement, enrichment, and instruction. Intelligences usually work together in complex ways - Gardner points out that the intelligences are always interacting with each other.

23. There are many ways to be intelligent within each category - there is no standard set of attributes that one must have to be considered intelligent in a specific area. Consequently, a person may not be able to read, yet be highly linguistic because he can tell a terrific story or has a large, oral vocabulary. Similarly, a person may be quite awkward on the playing field, yet possess superior bodily-kinesthetic intelligence when she weaves a carpet or creates an inlaid chess table.

24. The Intelligences 1.Linguistic Learner 2.Logical/Mathematical Learner 3.Spatial Learner 4.Musical Learner 5.Kinaesthetic Learner 6.Interpersonal Learner 7.Intrapersonal Learner 8.Naturalist Learner

25. Page 17 TYPELIKES TOIS GOOD ATLEARNS BEST Linguistic Learner (“word player”) Read, write, tell storiesMemorizing names, places, dates, problem solving Saying, hearing, and seeing words Logical/Mathematical Learner (“questioner”) Do experiments, figure things out, work with numbers, ask questions Math, reasoning, logic and problem solving Categorizing, classifying, working with abstract patterns Spatial Learner (“visualizer”) Draw, build, design & create things, look at pictures, daydream, watch movies, play with machines Imagining things, sensing changes, mazes/puzzles, reading maps, charts Visualizing, dreaming, working with colours and pictures Musical Learner (“music lover”) Sing, hum, listen to music, play an instrument, respond to music Picking up sounds, remembering melodies, noticing pitches/rhythms, keeping time Rhythm, melody, music Bodily/Kinesthetic Learner Move around, touch and talk, use body language Physical activities (sport, dancing, acting) Touching, moving, interacting with space, body sensations Interpersonal Learner (“socializer”) Have lots of friends, talk to people, join groups Understanding people, leading others, organizing, communicating, mediating Sharing, comparing, relating, cooperating, interviewing Intrapersonal Learner Work alone, pursue own interests Understanding self, focusing inward on feelings/dreams, following instincts, pursuing interests/goals, being original Working alone, individual projects, self-paced instructions, having own space

26. Learning Styles Korean students studying in USA: Preferred styles were: Visual: 14.07 Kinesthetic: 14.58 Auditory: 13.73 Tactile: 14.48 Individual: 12.46 Group: 11.42 Remember that this is not representative of all Koreans, only those studying in the US. Also, these are adult students. How might children be different?

27. Neuro-linguistic Programming (NLP) What does the acronym: VAKOG mean? V = visual A = auditory K = kinesthetic O = olfactory G = gustatory

28. This theory states that although we use all of these systems to experience the world, we tend to have one “preferred primary system”. What does this mean?

29. Discussion Questions: Is it important for teachers to know what kind of intelligences their students have? We can find out our students levels by looking at their scores on different tests. How can we find out what kind of learners our students are?

30. MULTIPLE INTELLIGENCES TEST 1.Where does your true intelligence lie? 2.This quiz will tell you where you stand and what to do about it. 3.Read each statement. 4.If it expresses some characteristic of yours and sounds true for the most part, jot down a "T." 5.If it doesn't, mark an "F." 6.If the statement is sometimes true, sometimes false, leave it blank.

31. 1. _____ I'd rather draw a map than give someone verbal directions. 2. _____ I can play (or used to play) a musical instrument. 3. _____ I can associate music with my moods. 4. _____ I can add or multiply in my head. 5. _____ I like to work with calculators and computers. 6. _____ I pick up new dance steps fast. 7. _____ It's easy for me to say what I think in an argument or debate. 8. _____ I enjoy a good lecture, speech or sermon. 9. _____ I always know north from south no matter where I am. 10. _____ Life seems empty without music. 11. _____ I always understand the directions that come with new gadgets or appliances. 12. _____ I like to work puzzles and play games. 13. _____ Learning to ride a bike (or skates) was easy. 14. _____ I am irritated when I hear an argument or statement that sounds illogical. 15. _____ My sense of balance and coordination is good.

32. 16. _____ I often see patterns and relationships between numbers faster and easier than others. 17. _____ I enjoy building models (or sculpting). 18. _____ I'm good at finding the fine points of word meanings. 19. _____ I can look at an object one way and see it sideways or backwards just as easily. 20. _____ I often connect a piece of music with some event in my life. 21. _____ I like to work with numbers and figures. 22. _____ Just looking at shapes of buildings and structures is pleasurable to me. 23. _____ I like to hum, whistle and sing in the shower or when I'm alone. 24. _____ I'm good at athletics. 25. _____ I'd like to study the structure and logic of languages. 26. _____ I'm usually aware of the expression on my face. 27. _____ I'm sensitive to the expressions on other people's faces. 28. _____ I stay "in touch" with my moods. I have no trouble identifying them. 29. _____ I am sensitive to the moods of others. 30. _____ I have a good sense of what others think of me.

33. Scoring the MI test MULTIPLE INTELLIGENCE SCORING SHEET Count each item you marked as "true." Add your totals for each category. A total of four in any of the categories A through E indicates strong ability. In categories F and G a score of one or more means you have abilities as well. A. Linguistic = 7, 8, 14, 18, 25 B. Logical-Mathematical = 4, 5, 12, 16, 21 C. Musical = 2, 3, 10, 20, 23 D. Spatial = 1, 9, 11, 19, 22 E. Bodily-Kinesthetic = 6, 13, 15, 17, 24 F. Intra-personal = 26, 28 G. Inter-personal = 27, 29, 30

34. The Lead VAKT Test: Read and Imagine Follow each instruction in your mind and give yourself a mark: 0=impossible1=difficult 2=okay 3=easy SEE a kangaroo SEE your front door SEE your toothbrush SEE a friend’s face SEE a plate of food SEE a TV show… WATCH the TV scene change HEAR a song HEAR rain HEAR a fire alarm HEAR a friend’s voice HEAR your own voice HEAR birds singing… HEAR the birdsong change to a call of alarm FEEL excited FEEL yourself swimming FEEL grass under your feet FEEL a cat on your lap FEEL hot FEEL your fingers on a piano keyboard FEEL your fingers playing a few notes

35. Add up your scores for each sense: SEE ____HEAR ____FEEL ____ Does the highest score correspond with what you think your preferred lead system is? How did you do when it came to changing the scenes slightly in the last one of each section? “The Lead VAKT Test” from In your Hands by J Revell and S Norman (Saffire Press)

36. Discussion Questions: Should we incorporate our students’ intelligence areas and learning styles when we plan our classes? Why/why not? How? Is it possible to give these kinds of tests to our students? What are some other ways in which we find out what kinds of learners our students are?

37. MULTIPLE INTELLIGENCES TEST http://www.spannj.org/BasicRights/append ix_b.htmhttp://www.spannj.org/BasicRights/append ix_b.htm