Course 1 Module 5 COMPREHENSIBLE INPUT
There are many excellent suggestions to ensure comprehensible input in the articles byHedge and Coelho, but the ones that I personally need to focus on are the following:
1.Are my lessons meaningful-relevant to the learners' interests?
2. Do I provide feedback?
3. Do I teach key words before a lesson?
4. Do I recycle new words?
5. Do I provide visual support?
6. Do I utilize graphic organizers?
7. Do I record relevant notes on the board to reinforce learning?
8. Do I avoid using passive verbs when speaking?
9. Do I give clear instructions?
10. Do I allow for oral rehearsal of key ideas?
Wednesday, 17 October 2012
Saturday, 13 October 2012
COURSE 1-Module 4-Least Appealing Language Methods
In my opinion, the least appealing language methods are Grammar Translation, Suggestopedia, and TPR.
1)Grammar Translation focuses on reading and writing to the exclusion of listening and speaking skills. Students do not learn how to effectively communicate. The focus is on structure and the class is teacher controlled. However, I have learned thousands of words of vocabulary by translating individual words when reading literature. As well, grammar translation's focus on the target language's culture also promotes cultural awareness through rich literature.
2)Suggestopedia isn't a method in which I think students can learn all they need to know about a language. Doing dialogs with soft music and low lighting is not possible in many classrooms. Students may also not take learning seriously in such a setting. However, I think Suggesestopedia could be used as an aid to teach certain scenarios like restaurant dinning.
3)TPR couldn't be used to teach many abstract verbs or abstract vocabulary which limits what students could learn. Learning a language entails more than using the imperative. It also focuses on kinesthetic learners to the exclusion of other learners.
In my opinion, the least appealing language methods are Grammar Translation, Suggestopedia, and TPR.
1)Grammar Translation focuses on reading and writing to the exclusion of listening and speaking skills. Students do not learn how to effectively communicate. The focus is on structure and the class is teacher controlled. However, I have learned thousands of words of vocabulary by translating individual words when reading literature. As well, grammar translation's focus on the target language's culture also promotes cultural awareness through rich literature.
2)Suggestopedia isn't a method in which I think students can learn all they need to know about a language. Doing dialogs with soft music and low lighting is not possible in many classrooms. Students may also not take learning seriously in such a setting. However, I think Suggesestopedia could be used as an aid to teach certain scenarios like restaurant dinning.
3)TPR couldn't be used to teach many abstract verbs or abstract vocabulary which limits what students could learn. Learning a language entails more than using the imperative. It also focuses on kinesthetic learners to the exclusion of other learners.
Wednesday, 3 October 2012
COURSE 1-Module 3 Blog: My Definition of Competence
At the beginning of the module, I felt that competence was the ability to express oneself in reading, writing, and speaking so that people could understand approximately 70% of what was communicated and that the student could understand approximately 70% of what was communicated.
However, I've revised my definition so that competence includes not only being able to basically converse with someone, but it also includes sociolinguistic and strategic competence. These are often overlooked in considering competence. In my former definition, the emphasis was on discourse, and grammatical competence.
After reading the article by Bagaric and Djigunovic, I realized that one can have all the vocabulary and conjugation skills to speak, but if they cannot communicate it in a socially/culturally appropriate manner, and do not have the strategic competence to know what to do when they are stuck, they are lacking in true competence.
At the beginning of the module, I felt that competence was the ability to express oneself in reading, writing, and speaking so that people could understand approximately 70% of what was communicated and that the student could understand approximately 70% of what was communicated.
However, I've revised my definition so that competence includes not only being able to basically converse with someone, but it also includes sociolinguistic and strategic competence. These are often overlooked in considering competence. In my former definition, the emphasis was on discourse, and grammatical competence.
After reading the article by Bagaric and Djigunovic, I realized that one can have all the vocabulary and conjugation skills to speak, but if they cannot communicate it in a socially/culturally appropriate manner, and do not have the strategic competence to know what to do when they are stuck, they are lacking in true competence.
Monday, 17 September 2012
Course 1- Module 1 Introduction
My name is Luisa Toteda. I taught ESL in Italy for a year in public and private schools and colleges. Then I worked with Taiwanese international students for a couple of years. I tutored ESL students and teach adults on weeknights and high school students in a summer program.
This blog is set up for the ESL TCP program from the U of Winnipeg.
My preferred way of learning is to research information and then make my own conclusions. When I see information presented many times in different ways, I glean what is important and decide what is probably true. I prefer mostly informal learning, but I like learning through formal learning as well. If I take a course, I want it to meet my goals and not waste my time on theoretical aspects. I really dislike courses that ask questions but don't provide answers to the questions. It is really frustrating.
Main principles of adult learning reflected in my preferences are in relation to Lieb's theory that learners are: autonomous, self-directed and goal-oriented. They want relevant and practical courses.
My name is Luisa Toteda. I taught ESL in Italy for a year in public and private schools and colleges. Then I worked with Taiwanese international students for a couple of years. I tutored ESL students and teach adults on weeknights and high school students in a summer program.
This blog is set up for the ESL TCP program from the U of Winnipeg.
My preferred way of learning is to research information and then make my own conclusions. When I see information presented many times in different ways, I glean what is important and decide what is probably true. I prefer mostly informal learning, but I like learning through formal learning as well. If I take a course, I want it to meet my goals and not waste my time on theoretical aspects. I really dislike courses that ask questions but don't provide answers to the questions. It is really frustrating.
Main principles of adult learning reflected in my preferences are in relation to Lieb's theory that learners are: autonomous, self-directed and goal-oriented. They want relevant and practical courses.
Thursday, 14 June 2012
Course 4-Final Blog
Practical Pieces of Knowledge:
I thought I was a good ESL teacher before taking this course. I always reflected on my lessons and thought of ways to improve them. Now, I question everything I do. I really don't feel as competent as I used to. I realized I was teaching more like a regular teacher than an ESL teacher. There is a difference.
I didn't know much about teaching ESL from a communicative approach. I segregated grammar too much. Vocabulary, and pronunciation weren't embedded in my lessons as much as they could have been. I didn't know about creating lessons around functional tasks. Now, I understand more about creating a task and analyzing all the language that is needed to carry out that task so that it can be transferred to real life. Modules should be planned with an overarching theme and topics. It's also essential that:
1) proper assessments are made
2) continual feedback and assessments occur throughout the course
3)vocabulary, grammar, pronunciation are embedded in lessons and taught in context
4 different formats are used
5) inductive and deductive learning is encouraged
6)info gaps and role plays are used to replicate real life tasks
7)realia and authentic materials are incorporated
8)students spend time reading each class
9)listening skills are encouraged since listening is neglected
10)receptive and productive tasks are utilized
11)accuracy and fluency need to be balanced
12)students receive controlled and guided practise with feedback
13) communicative practise is done after controlled and guided practise to encourage autonomy
14) pronunciation is taught so that it doesn't interfere with communication
In my opinion, no one should be allowed to teach ESL without taking a CTESL approved course. This is to ensure that teachers are all "on the same page" to maximize student learning.
I thought I was a good ESL teacher before taking this course. I always reflected on my lessons and thought of ways to improve them. Now, I question everything I do. I really don't feel as competent as I used to. I realized I was teaching more like a regular teacher than an ESL teacher. There is a difference.
I didn't know much about teaching ESL from a communicative approach. I segregated grammar too much. Vocabulary, and pronunciation weren't embedded in my lessons as much as they could have been. I didn't know about creating lessons around functional tasks. Now, I understand more about creating a task and analyzing all the language that is needed to carry out that task so that it can be transferred to real life. Modules should be planned with an overarching theme and topics. It's also essential that:
1) proper assessments are made
2) continual feedback and assessments occur throughout the course
3)vocabulary, grammar, pronunciation are embedded in lessons and taught in context
4 different formats are used
5) inductive and deductive learning is encouraged
6)info gaps and role plays are used to replicate real life tasks
7)realia and authentic materials are incorporated
8)students spend time reading each class
9)listening skills are encouraged since listening is neglected
10)receptive and productive tasks are utilized
11)accuracy and fluency need to be balanced
12)students receive controlled and guided practise with feedback
13) communicative practise is done after controlled and guided practise to encourage autonomy
14) pronunciation is taught so that it doesn't interfere with communication
In my opinion, no one should be allowed to teach ESL without taking a CTESL approved course. This is to ensure that teachers are all "on the same page" to maximize student learning.
Saturday, 9 June 2012
Course 3-Vocabulary and Grammar Summary
Key points that I learned and would like to recall:
1) there are 3 types of errors a) lexical b) grammar c) discourse errors
2) developmental and transfer errors are different
3)it's important to address systematic errors as students are formulating a system
4) if a teacher changes a multiple-choice question to a wh-question, then multilevel responses can occur
5) using homonyms, synonyms, and antonyms, volume, repetition, can aid learning new vocabulary
6) using info gap activities is important
7) making vocabulary personally relevant is key
8) gradable scales are another technique to help with similar vocabulary
9) retention depends on the amount of mental and emotional energy used to process a word
What surprised me the most:
1)I use all of the correction techniques without having known about them. It's funny to see them written down or to watch a video on them when I already use them, but didn't label them as such.
2)Feedback includes 1)correction 2) clarification 3)positive feedback 4)reformulation. I usually only thought about feedback as correction.
3)The amount words we usually have in our vocabulary.
What ideas I struggle with:
1)using a monolingual dictionary in class-I always preferred a bilingual dictionary when I learned other languages
2)remembering to use positive feedback more. I think as teachers we focus more on correction and need to point out correctly spoken or written sentences as well. This also includes commending good vocabulary usage etc. I think we should also encourage students when they attempt to go beyond their safety zone in experimenting with language. An element of risk is necessary for a student to achieve autonomy.
1) there are 3 types of errors a) lexical b) grammar c) discourse errors
2) developmental and transfer errors are different
3)it's important to address systematic errors as students are formulating a system
4) if a teacher changes a multiple-choice question to a wh-question, then multilevel responses can occur
5) using homonyms, synonyms, and antonyms, volume, repetition, can aid learning new vocabulary
6) using info gap activities is important
7) making vocabulary personally relevant is key
8) gradable scales are another technique to help with similar vocabulary
9) retention depends on the amount of mental and emotional energy used to process a word
What surprised me the most:
1)I use all of the correction techniques without having known about them. It's funny to see them written down or to watch a video on them when I already use them, but didn't label them as such.
2)Feedback includes 1)correction 2) clarification 3)positive feedback 4)reformulation. I usually only thought about feedback as correction.
3)The amount words we usually have in our vocabulary.
What ideas I struggle with:
1)using a monolingual dictionary in class-I always preferred a bilingual dictionary when I learned other languages
2)remembering to use positive feedback more. I think as teachers we focus more on correction and need to point out correctly spoken or written sentences as well. This also includes commending good vocabulary usage etc. I think we should also encourage students when they attempt to go beyond their safety zone in experimenting with language. An element of risk is necessary for a student to achieve autonomy.
Saturday, 2 June 2012
Course 2- The Role of Learning Objectives
The role of learning objectives is:
1) to define what students should demonstrate to prove that they have gained knowledge in participating in the lesson/course
2) to direct and shape the course
3) to focus on the activity so learning is focused for both teacher and students
4) to emphasize function not structure
5) to assess if learning has occurred
I believe that using KSA(knowledge, skills and affect, Bloom's Taxonomy of Educational Objectives(knowledge, comprehension, application, analysis, synthesis, evaluation) and SMART(specific, measurable, achievable, relevant and timely) as guidelines will ensure great objectives are created.
1) to define what students should demonstrate to prove that they have gained knowledge in participating in the lesson/course
2) to direct and shape the course
3) to focus on the activity so learning is focused for both teacher and students
4) to emphasize function not structure
5) to assess if learning has occurred
I believe that using KSA(knowledge, skills and affect, Bloom's Taxonomy of Educational Objectives(knowledge, comprehension, application, analysis, synthesis, evaluation) and SMART(specific, measurable, achievable, relevant and timely) as guidelines will ensure great objectives are created.
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