DESIGNS: Central
OPTIONS/ The Process Approach
MODELS/
APPROACH
Designers Stenhouse
CONCERNS: Process
?
Process of learning
1. View / Value - Competency development
(system / - The Competency-Based Approach
orientation) / - (Can) Do what? (MOET, 2018b, p. 13)
Ideology / Progressivism
Educational
philosophy
2. Objectives Process-related
By the end of Students will be able to
Move beyond remembering and understanding
Students’ activities
3. Syllabus = ELT No specification of content
materials “The ability to evaluate … teaching programme” “to see how far the materials in
question match up to … the aims and objectives of a given teaching programme.”
(McDonough et al., 2013, p. 50)
Adapting materials (McDonough et al., 2013, Chap 4)
The specification of tasks and activities
- Systems of themes and topics
- To develop learners’ communicative competence (Hymes, 1971)
+ Teaching linguistic knowledge (V, P, & G)
+ Teaching language skills (L, S, R, & W) (MOET, 2018a, p. 9)
Process-oriented syllabuses
- Task-based (Pedagogical)
- Procedural
4 types of tasks (Ellis, 2009, as cited in Larsen-
Freeman & Anderson, 2011)
Four activity types: Grading / Order / Sequence
- Input-providing task M
- Focused task F
- Output-prompting task U:
- Unfocused task U:
Tasks and activities
The nature of learning
- the specification of the tasks and
activities / đề bài = problems that
learners will engage in in class
(Language) learning
1. To present language to facilitate the
Acquisition Process
2. Role of T / Ss
3. Contributions of materials
+ According to the Acquisition Process
INPUT
- Comprehension (= MEANING)
- Processing of input (= FORM)
- Production (= USE
+ According to learner responses
Also read:
- VanPatten & Williams (2015), for the
Acquisition Process, esp. Chap 2
- Nunan (1988), for grading tasks, esp. Fig 1 in
Section 4.7.
- Tasnimi (2018), for a consciousness-raising
task
Q1: What is the Acquisition Process?
Tasks?
(Larsen-Freeman & Anderson, Chap 11:
Reviewing techniques)
(MOET, Dispatch 5512, Rối bời với giáo án 4
bước)
4. Methodology Orientation in methodology: Active, discovery, experiential learning:
Problem/Task/Project-solving (MOET, 2018b, pp. 31-32)
?
(1) Learning-centred methods
Linguistic knowledge: 1. Getting Started, 2. A
Closer Look 1, 3. A Closer Look 2 & [Link]
(PBL) (Lower)
Project-Based Learning (Học qua dự án)
1. Project (title): ______?__________ (T
POSES / PRESENTS a problem.)
2. Project objectives: Students will be able to
+ DO / PERFORM (=skill)?
- knowledge?
- knowledge?
+ DO / PERFORM (= skill)?
Theories of learning - (use) knowledge?
- (apply) knowledge?
- (apply) knowledge
3. Rubric
4. Step-by-step project plan
?
For vocabulary teaching and learning: Read the
four strands by Nation (Nation & Macalister,
2010, pp. 90-95; Nation & Meara, 2010)
5
TBLT1
?
Starting with MEANING (Willis & Willis, 2007)
- ? Williams, M., & Burden, R. L. (1997, p.
173)
- Use (Hoang et al, (2015, Grade 8, Unit 1)
MEANING
FORM
USE
- Meaningul
- Communicative
Linguistic knowledge: ?, & 8. ?
5. Evaluation 5
Assessment for learning
1. HEAD: theories / beliefs
Questions:
Foci - Where is the learner going?
- Where is the learner now?
- Where is the learning going next?
2. HEART: principles / values
-?
-?
- ? (Greenstein, 2010)
3. HANDS: techniques /forms
- Techniques: ? (Green, 2014)
- Tools: ? (Brookhart, 2013) 8:54-9:14
?
? (MOET, 2018a, p. 51)
(1) Đánh giá thường xuyên