Never had I thought of listening as being a neglected language skill until I read module 6. I realized it wasn't a particular focus in classes, but I did not consider it "neglected." It's true that reading and writing skills take precedence because they are considered more academic or intellectual. Speaking, which is the whole emphasis in conversation classes, is also an obviously coveted skill. So what do we do with little lone neglected listening?
I think that we should spend more time on explicitly teaching listening skills because developing listening has positive transfer implications for the other skills. Good listening skills are linked to independent or autonomous learning because students who use strategies to improve listening skills can actually increase their rate of learning languages. At least that's my hypothesis. Listening is self-directed so the learner has to be self-motivated to listen, not just hear. Anyone can be a passive listener, but a student who experiences different listening strategies in a class, focusing on activities as Wilson describes on pages 35-37, has the opportunity to transfer those awareness-raising strategies to their own independent learning once such strategies are assimilated consciously or subconsciously.
Saturday, 19 May 2012
Saturday, 12 May 2012
Course 2 Acceptance of Errors in Written Communication
Language is constantly evolving, and so we must begin to accept - and even teach – the shortened forms of communication that are used with technology. This language may contain abbreviations, symbols (emoticons) and even untraditional grammar and punctuation, which would be considered “errors” in many classrooms. We accept different forms of oral communication without penalty … we should do the same with written communication
I believe that the level of acceptable errors is directly related to the purpose of the writing. If the writing is just for oneself, like a diary, journal, or shopping list, it can have errors. However, if someone is communicating with someone else, errors are less acceptable. Normally, when I email people, I use a salutation, and sign my name. This includes friends and family. I find it disrespectful to do otherwise. If I'm really in a super hurry, I sometimes just respond without the salutation or my name.If the person writing me uses such a format, I am more likely to respond as such. This has to do more with format than errors, but I still think it's important.
Children learning how to write should definitely learn how to write in complete sentences. It concerns me that many teens, who may have never learned how to write properly, text their friends so often that they transfer such terms to everyday writing. I don't know how they will write more formally when they get so used to it. That will affect their performance in university and jobs. It's fine to have learned how to write in complete thoughts or sentences and then shorten them, but it's never acceptable, in my opinion, to teach children or ESL students how to write shortened sentences without having learned how to write complete sentences first.
What really bothers me is the acceptance of incomplete sentences in books.Some novels that have received awards have sentences such as: He really wanted that car. Really. Not fair. Not fair at all. There's a place for shortened communication, but incomplete sentences in literature, especially children's literature, is unacceptable. They start to assimilate the incorrect sentence structures and then think it's normal to write like that. Some would argue that that's the way people talk, it's real. It doesn't matter to me if it's real or not. People reading incomplete sentences will internalize it.
Teaching shortened forms after teaching complete sentences is fine. However, you would never catch me teaching texting terms for writing. First of all, I don't know them and second, people pick up on them through social pressure to conform. Somehow, to me, teaching such shortened forms of communication validates them. I just can't do that.
This topic reminds me of the idea that teachers shouldn't correct students' spelling. For many years phonics was taboo. Unfortunately, the students who grew up under that philosophy are some of the worst spellers I have ever seen. It's too bad that pendulum swings in philosophy, instead of logical reasoning, are used to influence education.
I believe that the level of acceptable errors is directly related to the purpose of the writing. If the writing is just for oneself, like a diary, journal, or shopping list, it can have errors. However, if someone is communicating with someone else, errors are less acceptable. Normally, when I email people, I use a salutation, and sign my name. This includes friends and family. I find it disrespectful to do otherwise. If I'm really in a super hurry, I sometimes just respond without the salutation or my name.If the person writing me uses such a format, I am more likely to respond as such. This has to do more with format than errors, but I still think it's important.
Children learning how to write should definitely learn how to write in complete sentences. It concerns me that many teens, who may have never learned how to write properly, text their friends so often that they transfer such terms to everyday writing. I don't know how they will write more formally when they get so used to it. That will affect their performance in university and jobs. It's fine to have learned how to write in complete thoughts or sentences and then shorten them, but it's never acceptable, in my opinion, to teach children or ESL students how to write shortened sentences without having learned how to write complete sentences first.
What really bothers me is the acceptance of incomplete sentences in books.Some novels that have received awards have sentences such as: He really wanted that car. Really. Not fair. Not fair at all. There's a place for shortened communication, but incomplete sentences in literature, especially children's literature, is unacceptable. They start to assimilate the incorrect sentence structures and then think it's normal to write like that. Some would argue that that's the way people talk, it's real. It doesn't matter to me if it's real or not. People reading incomplete sentences will internalize it.
Teaching shortened forms after teaching complete sentences is fine. However, you would never catch me teaching texting terms for writing. First of all, I don't know them and second, people pick up on them through social pressure to conform. Somehow, to me, teaching such shortened forms of communication validates them. I just can't do that.
This topic reminds me of the idea that teachers shouldn't correct students' spelling. For many years phonics was taboo. Unfortunately, the students who grew up under that philosophy are some of the worst spellers I have ever seen. It's too bad that pendulum swings in philosophy, instead of logical reasoning, are used to influence education.
Course 3 Deductive or Inductive Grammar Instruction
Inductive or deductive, that is the question. Personally, I prefer the inductive approach in learning because I learn better that way if the concept is easy to discern. Inductive learning is a lot more fun, interesting and I remember the concepts introduced by it better since my brain has had to process it. However, if complicated concepts are introduced, I can get frustrated trying to analyze them with an inductive approach. For such instances, I prefer the deductive approach; it saves time.
In terms of teaching with those approaches, I have used both strategies. I generally feel that if the concept is too difficult for me to learn inductively, it will be too difficult for students. I'm the guinea pig. If the inductive approach re: a concept doesn't seem logical to me, I refuse to use it. It seems that creating inductive lessons, unless it's a really simple concept, takes a lot more time than deductive lessons.It's easy to teach that adding an e to the end of a cvc word will make the vowel long by comparing such words or having students pick out hard or soft c and g sounds with lists, but those seem obvious examples where inductive lessons could surface. It's not that easy with other lessons.
To encourage myself to be more comfortable using the inductive method, I would use a text or coursebook that uses inductive methods to teach concepts. If I could see many examples, I would catch on and be able to utilize the method and apply it to my own lessons. Skeletons, examples, and practice are necessary before internalizing such strategies.
In terms of teaching with those approaches, I have used both strategies. I generally feel that if the concept is too difficult for me to learn inductively, it will be too difficult for students. I'm the guinea pig. If the inductive approach re: a concept doesn't seem logical to me, I refuse to use it. It seems that creating inductive lessons, unless it's a really simple concept, takes a lot more time than deductive lessons.It's easy to teach that adding an e to the end of a cvc word will make the vowel long by comparing such words or having students pick out hard or soft c and g sounds with lists, but those seem obvious examples where inductive lessons could surface. It's not that easy with other lessons.
To encourage myself to be more comfortable using the inductive method, I would use a text or coursebook that uses inductive methods to teach concepts. If I could see many examples, I would catch on and be able to utilize the method and apply it to my own lessons. Skeletons, examples, and practice are necessary before internalizing such strategies.
Saturday, 5 May 2012
Course 3-Flow and Lesson Plans
Principle 1 of flow-Clear goals make good lesson plans because they help the teacher focus on the material at hand. Without objectives, one can easily become sidetracked so that by the end of the course goals aren't met.
For students, clear goals help students focus on what to do at that moment of time and to know what steps need to do after that to finish their task.
Principle 2 of flow-Immediate feedback is valuable because it helps students know what they are doing correctly or incorrectly before they fossilize errors. It takes a lot more energy to retrain your brain than to learn something correctly the first time. Mistakes are part of learning, but continually making the same mistake without correction leads to re-training, which interrupts flow.
Principle 3/4/5of flow-Good lessons keep students focused on the lesson because they are engaged. The task is not too difficult to frustrate them, nor too easy to bore them. Thus, they stay on task.
Principle 6 of flow-Good lessons also minimize the fear of failure because the information is clearly presented, minimizing questions of what is expected. The students feel capable so they can succeed.They have all the tools they need to accomplish the goals.
Principle 8 of flow-Good lessons go by quickly when students are interested in the material-it's relevant to them and they see the purpose for it. They feel like they're progressing.
For students, clear goals help students focus on what to do at that moment of time and to know what steps need to do after that to finish their task.
Principle 2 of flow-Immediate feedback is valuable because it helps students know what they are doing correctly or incorrectly before they fossilize errors. It takes a lot more energy to retrain your brain than to learn something correctly the first time. Mistakes are part of learning, but continually making the same mistake without correction leads to re-training, which interrupts flow.
Principle 3/4/5of flow-Good lessons keep students focused on the lesson because they are engaged. The task is not too difficult to frustrate them, nor too easy to bore them. Thus, they stay on task.
Principle 6 of flow-Good lessons also minimize the fear of failure because the information is clearly presented, minimizing questions of what is expected. The students feel capable so they can succeed.They have all the tools they need to accomplish the goals.
Principle 8 of flow-Good lessons go by quickly when students are interested in the material-it's relevant to them and they see the purpose for it. They feel like they're progressing.
Monday, 30 April 2012
Course 3: Script for bored grammar student
Course 3: Script for bored grammar student
Me: What do you find boring about the grammar lessons?
Student: I don't like having to do exercises that repeat. Why do I have to fill in the correct verbs that go in the sentences?
Me: Grammar may not be the most interesting topic, but like math, you need to try to learn some information by repetition for it to stick in your head. For example, you learned that 8x6=48 by memorizing it. You had to repeat exercises with that equation, write it, and receive feedback on it so that it stuck in your head. A lot of grammar rules are the same.
St: But I can do it on paper, then I forget how to speak. I studied this for years and just want to speak English.
Me: You are speaking English, but you not only want to speak English fluently, but accurately. It's like typing. Do you know how to type?
St: yes
Me: O.K, if you just type quickly, but made lots of mistakes would yo be understood?
St: No.
Me: If you just typed with perfect accuracy, with no mistakes, but you typed very slowly, would it be good?
St: No.
Me: So you need to learn how to do both. Learning grammar will help you speak fluently and accurately..
St. What do you mean?
Me: Well, I try to get the class to do drills in areas where you are weak and I give you time to work on conversations and activities like presentations where you can apply what you're learning. You may not need the rule now, but you can at least know where to find the information about it when you are ready. Research shows that by combining the activities we do in class with grammar lessons, you will learn English better.
St: I hope you're right. I just don't want to waste time.
Me: Learning a language takes time. It'll all come together.
I might cut back on the amount of time spent on grammar if it's excessive, or try to find more activities to support the grammar points. For example, I try to record my students' sentences and ten have them find the mistakes in them to focus on the grammar we're working on or to use their mistakes as a springboard for grammar lessons.It personalizes the grammar to their needs.
Me: What do you find boring about the grammar lessons?
Student: I don't like having to do exercises that repeat. Why do I have to fill in the correct verbs that go in the sentences?
Me: Grammar may not be the most interesting topic, but like math, you need to try to learn some information by repetition for it to stick in your head. For example, you learned that 8x6=48 by memorizing it. You had to repeat exercises with that equation, write it, and receive feedback on it so that it stuck in your head. A lot of grammar rules are the same.
St: But I can do it on paper, then I forget how to speak. I studied this for years and just want to speak English.
Me: You are speaking English, but you not only want to speak English fluently, but accurately. It's like typing. Do you know how to type?
St: yes
Me: O.K, if you just type quickly, but made lots of mistakes would yo be understood?
St: No.
Me: If you just typed with perfect accuracy, with no mistakes, but you typed very slowly, would it be good?
St: No.
Me: So you need to learn how to do both. Learning grammar will help you speak fluently and accurately..
St. What do you mean?
Me: Well, I try to get the class to do drills in areas where you are weak and I give you time to work on conversations and activities like presentations where you can apply what you're learning. You may not need the rule now, but you can at least know where to find the information about it when you are ready. Research shows that by combining the activities we do in class with grammar lessons, you will learn English better.
St: I hope you're right. I just don't want to waste time.
Me: Learning a language takes time. It'll all come together.
I might cut back on the amount of time spent on grammar if it's excessive, or try to find more activities to support the grammar points. For example, I try to record my students' sentences and ten have them find the mistakes in them to focus on the grammar we're working on or to use their mistakes as a springboard for grammar lessons.It personalizes the grammar to their needs.
Saturday, 28 April 2012
COURSE 4--Reflection on Course Planning
I believe that the most important elements of a good course plan include:
1.A good assessment to discover who the students are, what they want to learn, preferred learning formats... Their CLB levels need to be assessed.
2. Planning a theme based on what students' needs are. My students will be here for the summer, so they want to focus on speaking skills within a context of various field trips. I planned on teaching them about Canadian themes that were followed up with field trips.
3. outcomes that fit into the theme
4.activities that are interesting and ones that flow together to build on prior knowledge
5. group/pair and individual work
6. work that makes my students talk rather than me doing all the speaking
7.grammar, vocabulary, cultural learning, pronunciation work, and different language skills
8. continual assessment
9. variety with routine
I hadn't planned a course using a theme approach before, so I found it quite challenging. It makes a lot more sense to do it that way, it just takes a lot of planning to make it all come together. I had to plan my course around field trips, so it wasn't an ideal way to write a course. I would have rather planned the course and created field trips to reinforce the lessons.
I found it interesting that my journal and conversation topics for the day could be interchanged.
I would have liked to create a settlement issues course, but I actually have to create the summer program course, so it worked out.
1.A good assessment to discover who the students are, what they want to learn, preferred learning formats... Their CLB levels need to be assessed.
2. Planning a theme based on what students' needs are. My students will be here for the summer, so they want to focus on speaking skills within a context of various field trips. I planned on teaching them about Canadian themes that were followed up with field trips.
3. outcomes that fit into the theme
4.activities that are interesting and ones that flow together to build on prior knowledge
5. group/pair and individual work
6. work that makes my students talk rather than me doing all the speaking
7.grammar, vocabulary, cultural learning, pronunciation work, and different language skills
8. continual assessment
9. variety with routine
I hadn't planned a course using a theme approach before, so I found it quite challenging. It makes a lot more sense to do it that way, it just takes a lot of planning to make it all come together. I had to plan my course around field trips, so it wasn't an ideal way to write a course. I would have rather planned the course and created field trips to reinforce the lessons.
I found it interesting that my journal and conversation topics for the day could be interchanged.
I would have liked to create a settlement issues course, but I actually have to create the summer program course, so it worked out.
Wednesday, 25 April 2012
Teaching Grammar: My ideas on grammar
I just learned how to do blogs today. I had this written in the intro blogs when it was due, but it was obviously in the wrong place!
The outline for the course explains what will be covered re: grammar and vocabulary, but from my perspective, I would expect that we would learn how grammar should be used in the classroom. Many teachers avoid teaching grammar because they don't know grammar themselves or they think it's boring. Personally, I love grammar because I find it very mathematical. If I can identify what's going on in a sentence, I feel more in control. Labelling also makes me feel like I'm accomplishing something I can see and prove. When I homeschooled my girls, I really enjoyed teaching them grammar. Even when I teach grammar now, I really enjoy it. However, if I spend too long on it, I find it can get boring.
Re: vocabulary, I would hope we would learn the best procedures for introducing vocabulary and how to reinforce vocabulary using games etc.. If vocabulary isn't integrated into students' needs, I think it becomes irrelevant. Teaching vocabulary in context, rather than lists of words to memorize, is essential.
The outline for the course explains what will be covered re: grammar and vocabulary, but from my perspective, I would expect that we would learn how grammar should be used in the classroom. Many teachers avoid teaching grammar because they don't know grammar themselves or they think it's boring. Personally, I love grammar because I find it very mathematical. If I can identify what's going on in a sentence, I feel more in control. Labelling also makes me feel like I'm accomplishing something I can see and prove. When I homeschooled my girls, I really enjoyed teaching them grammar. Even when I teach grammar now, I really enjoy it. However, if I spend too long on it, I find it can get boring.
Re: vocabulary, I would hope we would learn the best procedures for introducing vocabulary and how to reinforce vocabulary using games etc.. If vocabulary isn't integrated into students' needs, I think it becomes irrelevant. Teaching vocabulary in context, rather than lists of words to memorize, is essential.
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