IV Lesson Plans
Possible objectives:
Disclaimer: I took more than a few graduate classes in writing
clinical objectives. The ideal objective should be performable at 80%
accuracy, so I would want students to demonstrate comprehension before
moving on to production.
(A) is not an objective.
(B) lacks a metric for "understand",eg. as demonstrated by their success at obtaining one job offer after completing 10 job interviews.
(C) lacks a metric for "clearly and concisely" ,eg as demonstrated by a Speech Intelligibility Test (SIT)
at or exceeding 80% or as demonstrated by another student successfully
transcribing what the speaker has just said in 4 of 5 mock interviews.
III: Assessment
Literacy Forward. (2010). ESL Forward Instructional Manual, 2nd ed. (n.p.): Author. Accessed: https://www.mcael.org/sites/default/files/esl_forward_instructional_manual_second_edition.pdf.
math warm-up routine allows students to gain insight by sharing their errors.
https://www.discprofile.com/what-is-disc https://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/
Discussion Board
1. What are three words or phrases that come to mind when you think of assessments? Why?
A) When I am planning an assessment, I usually think, "If only I had the time and expertise to design an assessment that conforms to Federal Standard 504 and Universal Design." I recently had a potential ESL student who is blind and I found that few resources exist. In fact, I contacted a publisher's website email for disabilities and this was a new question for them.
B) I also have in mind an "optimistic approach" lecture I heard during an orientation that I attended at UCLA when I was in high school. Depending on the circumstances, I share the wisdom that this graduate student provided: Assessments are a great break from boring lectures and a chance to shine.
C) The third thing I have in mind is how to make the assessment realistic, save from dropping off my student at a Metro Station and asking him or her to find the nearest library and return with a book and a rec card.
2. If you teach or have taught, how have you used assessment in the classroom?
The assessments have let me know who is ready to move on to the next unit or class.
Then, respond to at least two other posts.
IIB Module 2: Word Sorts
Word sorts would be a useful warm-up exercise to help students with cooperation, sharing previous experience, and stimulating curiosity at solving the riddle of where to put items. I recently attending a workshop where we had to sort words into regular and irregular verbs.
Think back on the parts of the lesson: warmup/review, introduction,
presentation, practice, and evaluation. In what part(s) of the lesson
do you think the strategy of ‘word sorts’ will be most effective? Why?
How do you see yourself using it? Discussion Board
IIA Module 2 - Reciprocal/Peer to Peer Teaching
I can't imagine using the peer-to-peer in a situation other than practice. Perhaps I could first let the students loose to perform some task, such as going to a stop down the block and buying a newspaper. Than I could have them come back and have a peer-to-peer discussion that allows them to create an introduction to the lesson.
Think back on the parts of the lesson: warmup/review, introduction,
presentation, practice, and evaluation. In what part(s) of the lesson
do you think the strategy of ‘reciprocal/peer to peer teaching’ will be
most effective? Why? How do you see yourself using it?
I find that senior adults students want to be able to negotiate voice mail at their respective medical providers offices so that they can make an appointment without having to ask for help from their adult children. Seniors are often more interested in how to call a taxi than are middle aged and younger adults; the latter want help with passing the written driving test. My current students want to learn how to schedule the Accuplacer community college test and want pointers on achieving a score that will place them into an English for-credit course. These topics require using phones, cell-phone, and web-site navigation.
One part of getting to know your students is getting to know their goals and interests. Some of your learners’ goals will be skill-related, some grammar-related, and still others will be goal or situation related. Knowing these will help you contextualize the class and give your students concrete situations to practice their skills.
Below, answer in at least three sentences: What topics do you think adult ESL students would be interested in learning? What are some specific ways you could use these interests in your classroom?
I. INTRO and OBSERVATIONS
A. Introduce yourself with
a. your name,
b. program,
c. length of time you’ve been teaching ESL, and
d. if you speak another language.
1. If so, which one(s) do you speak, and
2. what was your experience learning a new language?
A. My name is Michelle K. Gross. I currently work as a private tutor . Over the last ten years, I have volunteered at the Rockville Senior Center's ESL program and at the Gilchrist Center and worked as an adjunct college instructor for remedial English reading and writing. I can converse in French, Spanish, and Hebrew. My experience learning French and Hebrew differs from my experience learning Spanish. When I started school, my parents pushed me to go to short, daily classes in French and Hebrew, so my grammar and writing are quite developed. For Spanish, I found that my French had already given me a set of grammatical rules, and I learned this language by making a friend on a park bench in a rural town in Mexico. He wrote Newton's first law F = ma and that started my journey to acquiring a language so that I could communicate. Because I learned Hebrew as a liturgical language, my word choice sometimes sounds archaic. I am interested in taking a Yiddish class through the non-profit, the Global Language Network, https://thegln.org/
B. I wouldn't call anything in my teaching experience a struggle, except perhaps a desire to give students more time than one has because many students lack a connection to the English speaking world around them and the teacher becomes the students' lifeline. It is best to establish boundaries from the beginning by providing students with a list of resources and contact information for social services, book clubs, college and community resources, and library services. As a service -- and to avoid student complaints about the cost of materials -- I help the students check out the Oxford Picture Dictionary from their local library. The most rewarding aspect of teaching adult ESL for me happens after the class completes and I happen to meet my students in the community and they initiate a conversation in English with an air of gratitude and excitement as they update me about life since their class finished.
B. Then, answer the following questions in at least three sentences:
a. In your opinion or based on your experience, what are some of the common struggles instructors may have when teaching adult ESL?
b. And what makes teaching adult ESL rewarding for you?
D. Respond to at least two other posts
C. Use at least two full sentences.
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