Transcript SLOs - Jeannesclasses

Material Design & Development
Week 3
Student Learning Objectives
Productive Skills Framework
Lesson Planning
Learning Objectives
Aims
Objectives
Time
Long term
Short term
Specificity
General
Specific
Perspective
Teacher’s
Learner’s
Measurability Hard/impossible
to measure
Easy to
measure
1. How many language skills are there in
English? What skills can we teach using the
EIF Framework?
2. Please describe what EIF stands for and
summarize your understanding of the
framework
E – Encounter
I – Internalize
F – Fluency
Some activities you might not know
 Word Splash – put words that relate to
the topic on white board in different sizes,
shapes, etc. and have students make a
sentence for each
http://www.everydayell.com/blogs/teac
hing-tips/6212980-word-splash
 Stickies (Post-it Notes) – there are many
ways to use these in class
http://busyteacher.org/13620-7-simplelearning-centers-post-it-notes.html
Some activities you might not know
 Rods -Cuisenaire rods are generally used
to teach math but can be used to teach
English sentence structure, word stress,
etc. http://busyteacher.org/2471-howto-teach-english-using-cuisenaire-rods15.html
 Jazz chants – clapping and chanting to
learn the rhythm of English
http://www.youtube.com/watch?v=mA
YwoLZso7s
Student Learning
Objectives
Student Learning Objectives
Think about the following questions on your own:
1.
What is a student learning objective?
2.
What do we mean by “observable behavior?”
3.
Which of the two (below) is an aim and
which is an objective?
A. By the end of the lesson SWBAT ask and answer Qs
using frequency adverbs (always, often, sometime,
seldom, never) in the dialog (A: How often do you
_____? B: I _____ ______.) by conducting a class
survey of Ss daily routines.
B. Students will come to appreciate and understand
British culture.
Student Learning Objectives
Think about the following questions on your own:
1. Why should we use a student learning objective
(SLO)?
2. When should you make a SLO?
3. How do you prepare students to succeed in
reaching the SLO?
4. How do you know if the SLO is too easy or too hard?
“SMART” objectives
S - specific
M - measurable
A - achievable
R – relevant
T – time bound
Realistic Objective?
To make sure it’s a fair test,
I’m going to give you all the
same task. All I want you to
do is climb up into that
tree…
What is the difference between the
verbs in the left and right column
according to learning objectives?
Rank
Answer
Create
List
Ask
Use
Give
Identify
Write
Tell
Categorize
Describe
Evaluate
Paraphrase
Retell
Understand
Appreciate
Learn
Know
Look at the sample objectives
on the next slide and answer
the following questions:
Which is the clearest?
Which best indicates the
student behavior you want to
see by the end of the lesson?
1. By the end of the lesson, students will be able
to (SWBAT) use Spanish to introduce
themselves and their peers to each other.
2. By the end of the lesson, SWBAT demonstrate
the ability to greet each other by using “Hola
Mi Nombre es…..” by doing a mingle activity in
which students meet and greet each other in
Spanish.
3. By the end of the lesson, SWBAT demonstrate
the ability to understand how Spanish is used
to greet someone and introduce people to
each other.
What do you think of this objective?
By the end of the lesson, SWBAT demonstrate an
understanding of the rules for third person singular
verb forms of regular and irregular verbs BY
completing a fill-in-the blank worksheet.
Please rephrase “completing a fill-in-the-blank
worksheet” into something SMARTer.
• Remember the goal of a speaking lesson is to have
the Ss using the language productively
• The behavior you need at the end of the lesson
involves using the TL.
Some possible changes:
By the end of the lesson, SWBAT
demonstrate an understanding of the rules
for third person singular verb forms of regular
and irregular verbs…
by producing the correct form of the third person
singular for regular and irregular verbs in writing given the infinitive forms.
by identifying incorrect forms of 3rd person
singular regular and irregular verbs and providing
the correct form.
by telling the correct forms in a when describing
someone’s daily activities.
A more appropriate SLO
By the end of the lesson, SWBAT
demonstrate an understanding of
the rules for third person singular
verb forms of regular and irregular
verbs…BY interviewing their partner
about their daily routine and then
sharing what they have learned
with another classmate in a double
interview activity
Creating Objectives
* Remember the key is to think about the language
needed to complete a communicative task that
students will demonstrate by the end of the lesson;
this task should be based on what the students
have learned from all the activities they
participated in during the lesson.
 It might be helpful to use the following “formula”:
By the end of the lesson, SWBAT demonstrate
(TL functons & notions/knowledge, & skills) by
(doing something = the assessment activity).
SLO Formula
By the end of the lesson, SWBAT
___________________________ by
__________________________.
Example
By the end of the lesson, SWBAT
make statements about and ask
basic questions using comparatives
(i.e.: “X is taller than Y” and “Is X
taller than Y?”) by
conducting a class survey
about famous Korean people.
Practice
Make detailed objectives for the
following productive skill lessons:
 Vocabulary: family members
(mother, uncle, etc);
asking/answering Qs about family
 Function: giving and receiving
directions; drawing the route/path
on a map
 Grammar: simple past tense; asking
answering questions about past
activities
Vocabulary
By the end of the lesson SWBAT describe their
family using the TL (mother, father…) by
describing people in a family photo album.
Function
By the end of the lesson SWBAT ask for and
give directions using the TL (A: Excuse, me can
you tell me where the ____ is? B: Yes, ….. ) by
doing “Find the Treasure” information gap
activity.
Grammar
By the end of the lesson SWBAT ask and answer
Qs using a dialog in the simple past tense e.g.
(A: What did you ___? B: ____ I _____.) by doing
a “Conversation Grid” interview activity.
Language Analysis: What you
do before you write an SLO
Select the grammar/vocabulary topic
Fine-tune: What is, isn’t included, other
meanings, negative form, question,
typical Student problems
Make sentences and choose one as a
representative
Decide on a situational context or text
to teach the grammar form
Analyze the form, meaning and use
Write your student learning objective
(SLO)
Let’s practice together
 The grammar item is: Tag questions.
 What are some typical sentences?(5-10)
 What do we need to consider? E.g. Verb
form, pronunciation, negative, answering
 What are some common student errors?
 Where might they have difficulty?
 What situations and places is the grammar
usually used in?
Some sample tag questions:
You like tag questions, don’t you?
This isn’t a problem, is it?
You didn’t kiss him, did you?
You should ask you mother about it,
shouldn’t you?
You can go to the party, can’t you?
You aren’t eating the cookies, are you?
She won’t marry him, will she?
You haven’t completed your homework,
have you?
This has helped, hasn’t it?
They couldn’t come, could they?
Additional Fine-Tuning
This isn’t a problem, is it?
She is pretty, isn’t she?
You aren’t eating the cookies, are you?
You’re happy, aren’t you?
You like tag questions, don’t you?
You don’t like him, do you?
You know her phone number, don’t you?
She doesn’t play tennis, does she?
Make Your Own SLO
It’s time to start thinking about your
mid-term project.
You will be writing a lesson plan and
selecting, adapting and
supplementing materials for each
stage of the lesson
The first step is to make your SLO and
chose your target language