*** COURSE 3 ***
- MODULE 3 -
Lesson 2/Video 4: Three teachers: Modelling
1. Teacher 1: Combination of language and art.
Traditional approach: Instruct => model => questions
2. Teacher 2: A little twist from traditional approach
Model => Instruction => Model and instruction (break down the model more
slowly)
3. Teacher 3: Instruction => Model of peers + Review => Standard model
Lesson 2/Video 5: Summary
Concept 1: Presenting Information: sharing information that is sticky – acronym MUD
(memorable = easy to recall, usable = students can use that information as a vital life skill,
and durable = the information has a way of sticking around over the long period of time)
How to make things sticky:
1. Teachers’ ability to communicate: use teacher talk including repetition, board work,
and asking questions, and relating information to student’s prior knowledge.
Clarification, elaboration, and the use of metaphors and analogies help teachers to
convey information in a way that is clear and sticky.
2. Students’ ability to communicate: keep things conversational: use conversational
tones, the ability to stop and have students respond, work together and find
solutions to problems that you pose. It also refers to your ability to think carefully
ahead of time so you can anticipate the kinds of problems your students are likely
to have in learning the new material. Don’t forget to personalize your instruction
with stories and warm languages.
Methods of delivery:
1. Teach – Model – Questions: traditional structure
2. Teaching Using Inductive Reasoning (Model – Infer – Elaborate): teachers don’t
give the rules but the model, students infer the rules themselves and construct their
own understanding. Finally, teachers ask students to elaborate on these rules, so
teachers can clarify and amend the student’s understanding.
Concept 2: Modelling
Model is often what sticks in someone’s head even more than the instruction.
2 suggestions:
1. Give more than one model
2. Give models later in the process.
- MODULE 4 –
Lesson 1:
Video 1: What is Guided Practice?
Guided Practice helps prevent catastrophic outcomes when flyers crash. It is when
instructor does most of the work and helps learners consider, process, and practice ideas
and techniques taught in the lesson.
Less guided practice happens when small groups of students work together to practice
using the content from the lesson.
Video 2: Three Teachers: Guided Practice
Teacher 1:
- Pros: very specific about what he wants: topic, write an introduction => learners don’t
have to decide which topic to write about.
- Cons: Go directly from instruction to independent practice, which is not good.
Teacher 2:
- Pros: doing the task with students (which is key in guided practice), interactive ways to
engage students in the lesson, link the activity to the previous model.
- Cons: N/A
Teacher 3:
- Pros: put lower and higher level students together and assign difficult roles to lower level
ones. So higher level students can help lower level students to improve. She had the
sduents do this less guided activity after looking at models, which is a more teacher guided
activity. So students get a way to work together and do some additional practice with
writing conclusion paragraphs before they have to do it independently.
- Cons: N/A
NOTES: All three teachers were trying to provide some guided practice for their students.
Guided and less guided activities allows students to practice in a controlled environment,
where they feel safe experimenting with the language, and making mistakes. After enough
guided practice activities, students will move on to the next step: independent practice.
Video 3: What is Independent Pracitce?
Independent Practice shows that students comprehend the information taught in a lesson.
Video 4: Three teachers: Independent Practice
Teacher 1:
- Pros: independent practice is an extension of the previous guided practice. She very
clearly explained what she wanted the students to do and how much time they had to write,
which is very important. And she made herself available to students if they have questions.
- Cons: N/A
Teacher 2:
- Pros:
- Cons: she didn’t explain the directions to the students and just told them to read the
directions on their own. For second language learners, it’s very important to read the
directions and hear the teacher explain the directions at the same time. It helps them better
understand. She just sat there and checked her phone.
Teacher 3:
- Pros: After collecting homework, he paused what he had planned for that day lesson,
spending 10 minutes to give feedback on the homework and help students review the
previous lesson. If anyone has more questions, he would answer after the class, which is
really great.
- Cons: assign homework as independent practice, which can be good. But it does not
allow teacher know how much or how little the students understand the lesson. So be
careful!
Video 5: Summary
Guided Practice and Independent Practice
- Guided Practice: Teacher – led or in group. Let students practice in a safety net with the
support of teacher and other students to answer any questions they may have.
- Independent Practice: opportunities to check if students truly understand the lesson. In
this step, if teacher finds the entire class unable to comprehend the lesson, he should spend
time to explain back to the lesson, using a different method than before.
- MODULE 5 -
Lesson 1: Alignment
Video 1: Back to the Beginning: Objectives
- Objectives should be clear and measurable, using action verbs so that teacher can assess
how well or how little students understand the lesson. Alignment refers to how the car
wheels are positioned to make sure the car go straightforward. Sometimes teacher too
focus on activities they like and accordingly, the outcome might be still aligned but not in
sync with the objectives. So objectives should guide teacher’s assessment design!
Video 2: Assessing Knowledge vs. Memory, and then Beyond
Types of assessment
Two types of learning: Memory and Knowledge
- Memory learning: is assessed by asking students to recall items they have learned. It
tends to be short term and thought to be less important thatn knowledge. It is believed that
memory learning will be faded if not used often. That’s when spaced repetition is applied
to help it stick longer.
- Knowledge learning: not just memorize information but know how to apply the language.
Knowledge learning is assessed through performance based assessment.
+ The idea of transfer: refers to the idea of taking something you have learned in one
context and being able to apply it in a different but similar context. Transfer was first
introduced by Edward Thorndike and Robert Woodworth back in 1901.
+ The idea of a constructed response that involves higher order thinking. This means that
students have to do more than just recall information. They have to create something using
what they have learned.
Thus performance based assessments should do more than just ask students to remember
or understand but should require them to synthesize information, analyze details,
evaluate ideas and create a product based on what they have learned.
+ Another type of authentic assessment is porforlio assessment. A porforlio is simply a
collection of work that showcases students’ skills and abilities. Porfolios are used to track
student’s progress over time and assess whether they truly have developed the necessary
skills they will need when they leave your classroom.
Video 3: