task based learning in your classroom. useful things to know four stages of language acquisition...
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Task Based Learning
In your classroom
Useful things to Know• Four stages of language acquisition
Stage Characteristics Teacher Prompts
Preproduction The student •Has minimal comprehension •Does not verbalize •Nods “Yes” and “No” •Draws and points
Show me... •Circle the... •Where is...? •Who has...?
Early Production The student •Has limited comprehension •Produces one- or two-word responses •Participates using key words and familiar phrases •Uses present-tense verbs
Yes/no questions •Either/or questions •One- or two-word answers •Lists •Labels
Stages of Language Acquisition
Speech Emergence The student •Has good comprehension •Can produce simple sentences •Makes grammar and pronunciation errors •Frequently misunderstands jokes
Why...? •How...? •Explain... •Phrase or short-sentence answers
Intermediate Fluency The student •Has excellent comprehension •Makes few grammatical errors
What would happen if...? •Why do you think...?
Advanced Fluency The student has a near-native level of speech.
Decide if...
•Retell...
Source: Adapted from Krashen and Terrell (1983).
Consider
• Classrooms have a range• Address each level of
learning• Consider moment of
learning and where you want individual students to be in the future.
Cooperative Learning
• Cooperative groups and pair groups maximize language production time.
• Allow students to learn from each.
• Provide teacher with freedom and flexibility to focus on students with greatest need.
Best Strategy
• Create Base Groups• Group students in groups of four.• Don’t group students by level alone!• Rearrange desks and classroom as
necessary• Use pairs within groups for mini tasks
that can be shared with the whole group and then class.
• Occasionally have students with other groups to practice or study.
Instructional Strategies
For Classroom Success
Instructional Strategies
• Combine the areas of required English practice: Speaking, listening, reading, writing
• Can be designed to focus on specific areas
• Utilize student strengths by allowing students to work as a group
Reading Dictation
• Structure: Groups of Four• Reading: From book or similar text• Skills: Speaking, Listening, Reading, Writing• How to:
– One student is the reader – Three listen– Reader reads the texts. Listeners write the text
and ask questions to check hearing, spelling, and grammar points.
– Readers watch and correct mistakes that are noticed.
Reading Dictation Extensions
• When finished the reading have students create a mind map or web of the story.
• Provide students with questions from the reading. Take away the original reading text and have students find answers in the copies.
• Provide open ended stories. Have students write endings to the stories.
• Have students underline specific grammar points demonstrated in the reading.
Reading Dictation Example
Reading Webbings
• Structure: Groups of Four • Reading: Story from text or on related
topic• Skills: Reading, Writing, Organization• How to:
– Provide groups with a story. Have students read the story once orally.
– Ask students to organize information in a webbing. Model the webbing for students.
Reading Webbings: Extensions
• Sociogram–Have students organize
information to demonstrate relationships with a man character
• Plot Web–Have students create a web to
demonstrate the primary plot points of a reading.
Webbing the Story
Running Dictation
• Structure: Groups of Four or Pairs • Reading: Sentences related to topic of study• Skills: Speaking, Listening, Reading, Writing• How to:
– Divide students into two roles, Runner and Writer – Runners read the text and tell writers– Writers listen and write the text, asking questions
about spelling and meaning as appropriate – Runners watch and correct mistakes orally, but
do not write
Running Dictations: Extensions
• Sentences can be clues to a mystery. When all the sentences are collection have students use the information to create a conclusion.
• Use sentences to provide information. Provide students with questions once the sentences are collected. Have students use information in the sentences to answer the questions.
• Use sentences from a story. Have students review the sentences and put the story in order based on context clues.
Jobs Running
Running Dictation: Example
Running Dictation
Matching
• Structure: Groups of Four or Pair • Reading: Sentences related to topic of study• Skills: Speaking, Listening, Reading, Writing• How to:
– Provide students with matching sheets. – Give each team cards containing words missing
from sentences. – Have students match and write the sentences. – When finished provide picture cards for each
sentence. – Have students play concentration, orally stating
the correct matches.
Bingo
• Structure: Groups of Four• Reading: Sentences related to topic of study and
pictures matching the topic• Skills: Speaking, Listening, Reading• How to:
– Divide teams into two rolls, caller and players – Provide callers with a calling card. – Players receive a blank game board and picture pieces. – Students listen to the caller. When the piece is called
students repeat the sentence to check for accuracy, then turn over the piece.
– Winners turn all pieces. Winners become the new callers.
Bingo Samples
Bingo Samples
Performance Assessment
Quantitative Assessment
• Assessment that is based on tangible objects such as:–Providing students with tests
–Collecting homework
–Collecting Assignments
–Collecting recordings
Formative Assessment
• Assessment that is based on less tangible objects such as:–Observation
–Anecdotal Evidence
–Student Behavior
–Student Interactions
Formative Approach
• In my classroom I use the formative approach exclusively– Students receive quantitative
assessment from my Korean partner teachers.
– This quantitative assessment is more accurate then I could achieve.
– I focus on what I can accurately assess during my time with students.
Performance Categories
• Students are assessed in five areas–Participation
–Contribution
–Questioning
–Responding
–Portfolios
Participation
• To grade for participation students are observed in class– Indicators for positive participation
• Concentration on a task• Focus on work• Eye contact with teachers or students• Writing or reading out loud• Listening and responding within the team
Contribution
• To grade for contribution students are observed in class– Indicators for positive contribution are
• Translating instructions for team• Asking questions to help the team• Explaining singular vocabulary to the team• Maintaining English speaking within the group• Listening and responding within the team• Spelling words for students
Questioning
• To grade for questioning students are observed in class– Indicators for positive questioning are
• Asking the teacher direct questions for the group
• Asking the teacher questions for the class• Asking other students questions to enhance
understanding• Asking questions to other groups who may have
knowledge that will enhance understanding
Response
• To grade for response students are observed in class– Indicators for positive response are
• Answering direct questions from the teacher• Providing words or response during lesson
presentation• Answering questions from other students• Speaking without prompts or volunteering
information and explanations
Portfolio
• To grade for portfolio students are observed in class– Indicators for positive portfolio are
• Notebooks present in class• Consistent notebooks• Writing or taking notes• Maintaining a record of all class work
Performance Assessment Coding
• Numeric indicators of student performance– Baseline = 4– Positive Performance = 5– Negative Performance = 2-3– Fail = 1
• Codes for observation • All codes are positive unless otherwise indicated*
– O = Response– Q = Question– C = Contribution– PT = Portfolio– P or centered o = Participation
• * - equals negative
Seating Chart
• To accurately record student performance a seating chart is used to put a name to the student and performance
Q
Q
C
C
Grade Book
• Once the class has finished the codes must be entered into a grade book to accurately assess and calculate understandable grades.
Remember
• Gauge student level
• Prepare for all levels of student language acquisition
• Have fun
