Implementing Our Lessons
[Link] for Demo/Model Lesson
[Link] to breakout rooms for teaching your lessons
[Link] demos and feedback are completed: Revisit your
lesson plan and make any improvements based on the
teaching experience
[Link] a Learner-Centered Classroom
[Link] and Reflections from Phase Two
Demo/Model Lesson: Feedback Protocol
BEFORE: Frame the Unit: Frame the Lesson:
Teacher • Targeted Proficiency Level • Lesson Objective
• Essential Question • Tasks that happen BEFORE the segment you are
• Interculturality Focus teaching
Tell peers: Please identify one area on which you would like feedback
(Target language use; authentic resource use; use of 3 modes; other)
DEMO: Teach one segment (Provide Input – Elicit Performance/Provide Feedback)
PREP: Peers Take 3 minutes to write feedback (No Talking!!)
AFTER: First word: One thing I felt was effective was …
Teacher
Peers First round: Share something you observed, heard (factual information, no
opinion) Model: When you …., I noticed we as the learners …
Teacher Second round: If I were to teach this class again, what might I do
differently (what would I like to try)?
Peers Third round: One thing I would like to apply in my own classroom OR that I
really appreciate from your demo lesson. (Give feedback sheet to teacher)
Language Room Teachers # Forms Per Person
Kawther, Mona Rayda
Arabic 211 4
Raja Sawsan
Shan Wenjing
Chinese 215 Tina Yilin 4
Tin-Yu
Chan Kyung Hyun
Korean 24 3
Hannah Mary
Persian 200 Marjan 1
Irina Ludmila
Russian 1 200 3
Nataliya Serge
Andrew Svetlana
Russian 2 224 2
Kelly
Albina Elizabeth
Russian 3 219 3
Amanda Varvara
Consideration #1:
Lesson Context (Topic)
Consideration #2:
Lesson Objectives
Consideration #3:
Gain Attention /
Activate Prior Knowledge
Consideration #4:
Provide Input
Consideration #5:
Elicit Performance /
Provide Feedback
One Learning
Episode
Consideration #6:
Closure
Consideration #7:
Retention & Transfer
Consideration #1: 1. The daily topic focuses the day’s lesson on some aspect of the UNIT THEME AND TOPIC.
Lesson Context (Topic) 2. It gives a “piece of the puzzle” that helps learners respond to the ESSENTIAL QUESTION and explore the Interculturality Focus.
Consideration #2: 1. The lesson objectives support the unit goals; lesson objectives break the larger unit goals into “manageable chunks” of what the
LEARNER will DO.
Lesson Objectives
2. The lesson objectives include both language and culture.
3. The lesson objectives are developmentally appropriate for the age of the learners.
4. The lesson objectives begin with a function (action verb, e.g., list, compare, recommend) that is observable and measurable and
provide a context (answers “about what?”).
Consideration #3: 1. The opening activity sparks learners’ curiosity about the topic; actively engages learners in exploring the topic.
Gain Attention / 2. The opening activity makes connections between learners’ past experiences and knowledge to new content.
Activate Prior Knowledge 3. The opening activity shows the relevance of the topic to learners’ understanding of the world and real- world issues.
4. The opening activity helps the teacher find out what learners already know about the topic (including misconceptions or what
vocabulary learners know).
Consideration #4: 1. The activities are purposeful and meaningful: Teacher leads and engages the whole class.
Provide Input 2. The activities use a variety of authentic resources.
3. Learners are guided to demonstrate understanding of new vocabulary, new content, or new structures.
Consideration #5: 1. The activities include opportunities to work in small groups and in pairs as appropriate to the task.
Elicit Performance / 2. The lesson plan reflects the components of Gradual Release of Responsibility (moving from teacher-directed to learners’ more
Provide Feedback independent use of language).
3. There is ongoing feedback throughout the lesson: learner to learner, teacher to learners.
Consideration #6: 1. Learners individually demonstrate their application of the day’s lesson.
Closure 2. The closing activity shows both the learners and the teacher if the lesson objectives were met.
Consideration #7: 1. The work to be completed outside of class enhances the day’s lesson – and can be completed in a reasonable amount of time.
Retention & Transfer
STARTALK Principle:
Facilitating a
Learner-Centered
Classroom
Thinking about our experiences as
a learner in language classes this
morning:
• What I want to consciously
DO to more effectively help
my learners develop their
proficiency
• What I want to consciously
NOT do to more effectively
help my learners develop their
proficiency
Topics to Discuss Further:
1. Differentiation
a) One class – multiple levels
b) Proficiency levels
c) Personality – and modes
d) Assessment practices
e) Learners with variety of differences
2. Providing Feedback & Error Correction
3. Supporting Pronunciation
SKILL EVIDENCE
1. I come prepared to discuss the topic.
2. I express my point of view respectfully.
3. I encourage others to contribute to the discussion.
4. I listen respectfully to what others say.
5. I make eye contact with the person speaking and use
gestures to show I am interested in what is said.
6. I keep the group on task: I bring the group back to topic
as needed and move to a new dimension of the topic as
needed to keep the discussion lively.
7. I ask follow-up questions to keep the discussion going.
8. I answer questions, providing additional information and
insights.
9. I give my opinion on the topic with reasons.
DETRACTORS
a. I dominate the discussion
b. I don’t pay attention, participate
c. I am disrespectful of others
SKILL EVIDENCE
1. I come prepared to discuss the topic.
2. I express my point of view respectfully.
3. I encourage others to contribute to the discussion.
4. I listen respectfully to what others say.
5. I make eye contact with the person speaking and use
gestures to show I am interested in what is said.
Prompt:
6. I keep the group on task: I bring the group back to topic
as needed and move to a new dimension of the topic as What would you say about
needed to keep the discussion lively.
using the target language
7. I ask follow-up questions to keep the discussion going.
to convince your teaching
8. I answer questions, providing additional information and colleagues who feel that
insights.
they need to use English to
9. I give my opinion on the topic with reasons.
DETRACTORS
make sure that learners
a. I dominate the discussion understand everything in
b. I don’t pay attention, participate the language classroom?
c. I am disrespectful of others
Interpersonal Scoring Guide
Move from: 1–2–3 Move to:
Uses English frequently Uses the target language all the time
Only responds when asked Volunteers comments related to the
discussion
Asks random questions Asks follow-up questions related to what
someone else said
Gives short responses Gives responses with details, reasons,
explanations
Dominates the discussion Invites others to give their opinions,
ideas
Repeats ideas that others Adds ideas, insights, additional
already contributed information to make the discussion
more interesting
Individual Reflection: Designing Effective Units and Lessons
Identify:
• Three changes you want to keep in mind when
planning learning to develop proficiency
• Two ways your units will provide stronger
evidence of what learners “can do”
• One issue I am still wondering
Go to [Link]
Inside-Outside Circles
From our focus on:
• Unpacking proficiency
• Designing units and lessons
• Building repertoire on instructional strategies
1. One change students will notice in your instruction
2. One change students will notice in your assessment