SWOT Analysis of Lesson Plans - Assignment Example

? Assignment Three: Rich Task Three Annotated Lesson Plans followed by Lesson-by-lesson SWOT Analysis 2. Summary 3. References Annotated LessonPlans ESL Bridging (SOSE) Lesson Plan 1 Lesson Number:1 Time of Lesson 1.48pm on 18/07/2011 Duration of lesson 72 minutes Class Size 8 Topic and Focus Australian Map and Map Reading Year Level(s)/ages of students : Year 9 Language Level(s) S1 Aims: The Beginner level students will be familiar with the map of Australia. The Advanced level students will learn the population, geographic features and native plants and animals. Language objective(s) Beginner students are to focus on the pronunciation and meaning of the new key vocabularies: coastline, mainland, Territory, broken line, island, State, border, Tropic of Capricorn, capital city Advanced students will be able to find information to answer each question and make a sentence by using the given vocabularies. Skills objective(s) L, S, R, W as relevant Beginner students: L: listen to teacher for the pronunciation of the words on the first page: coastline, mainland etc. S: Students to repeat after the teacher to work on their pronunciation for each word. R: Students need to read, make sure they understand and follow the instructions for “A Visualising the Topic”. W:Students are not required to write at this stage, other than labelling and drawing broken line to mark the border. Advanced students: L: Not required S: Not required R: Students will be able to read the Map and understand the extra information provided about Australia. W: When answering the questions, students will look for the clues in the passage and map and answer in complete sentences. They will also make a sentence by using the words given in the last section. Cultural objective(s) To introduce students the society and environment of Australia VELS outcomes: Beginner students: To be able to familiar with State, border, territory and capital cities in Australia. To be able to label and draw political map, to be able to know directional words Advanced students: Further understanding on Australia by reading the general information with the map. Content objective(s) The students will learn the entry level of the knowledge of Geography in Australia Assessment Criteria and Method of Evaluation Assessment Criteria Ability to read the simple Australian political map and understand the extra information given below. Will be possible to grade responses in writing – if the verbal responses need to be measured, I should have a short self-assessment, or peer assessment rubric for them to use, so that we have some idea (other than my perceptions) of the words they have learnt in terms of pronunciation and verbal use. Evidence Students’ contribution to the discussion in class and the answers given on the worksheets. The verbal discussion will be measuring pronunciation, fluency and their understanding of the exercise and maps but will be informally assessed; the responses on the worksheets will be a reflection of the written language they have gained – need to assess which I want more: do I place more weighting on the verbal or the written? Do I communicate that decision to the students? “You need to learn what these words and phrases about Australia mean, and be able to use them in your writing (and talking).” Students will demonstrate their understanding through the completion of the exercise sheet given. Resources and Materials 8 copies of map and modified reading from http://www.enchantedlearning.com/school/Australia/Ausmap.shtml and 4 copies of exercise sheets created by Qiao Qian Tan. 4 copies of “Topic 1 Australia: Political” provided by Qiao’s mentor teacher (Reference unknown). Stage of lesson Tasks Time Teacher action Student action Stage 1 Introduction Must indicate in the introduction that their written responses on the worksheets will be assessed: knowledge of the geography and political organization pronunciation ability to use words in talk 5 minutes Find out what do students already knew about Australian map. Specifically (but not only) for the Beginner students The instruction must be clear that the beginners need to be working with me, while the advanced students are free to follow with us, and as soon as they are ready, to continue with the exercise sheets. I would divide the groups now not later*, and allow the advanced students access to the written requirements now already. Ask questions such as “how many states and territories are there in Australia?” “What is the capital city of…?” Let students know that we are going to learn more about Australia today and distribute the handouts. *to the advanced students. Students are encouraged to actively contribute to the prompt questions. Each students will receive the handouts and to listen to teacher’s instructions. Stage 2 Body of lesson Task A Reading 15 minutes Assign each Beginner student to read 2-3 sentences. Stop them when further explanation and clarification are needed. Ask questions to make sure that students understood. Encourage students to raise their hands if they do not understand the content or certain word. Teacher’s verbal emphasis on highlighted vocab necessary. Write down vocabulary on the board. Ask students for meanings. Explain to them if no one knows the meaning. The assigned student will read aloud and the rest of the students will listen and read quietly. Students need to answer when questions or ask questions. Students are to listen, contribute and not to write down anything at this stage. *Remember the option I gave to more advanced students. Task B Exercise sheet **Opportunity arises to have a short rubric to assess the verbal use of the vocabulary and language of the lesson, to complete informally while helping students to complete the worksheets. Tell students you are noting their ability to use the vocab and pronounce the words while you are discussing the exercise with them. 40 minutes Divide students into two groups. *will realistically have done this already at the beginning of the lesson to enable advanced students to continue on their own as far as possible. The exercise “Study of Australian Political Map” would likely be of sufficient duration to keep them busy even if they were not listening at first. Distribute the “Topic 1 Australia: Political” handouts for students in beginner groups. Tell them to only complete until “Writing about Your Own Country” exercise in their exercise books. Teacher will walk around and help students to complete their exercise sheets. Advanced will embark on the “Study of Australian Political Map” handouts which are based on the comprehension reading. Beginner students will start to read the “Australia: Political” handouts and try to answer the questions. Students need to put up their hands should they have doubts. Stage 3: Conclusion Review and Homework 12 minutes Collect the worksheets and exercise books from students. Ask students what they have learnt today. **Would be able to skip this step, and just get them to make a vocab list, with the reminder that they will be tested on the spelling of the vocab they have learnt in this lesson. Ask students to write down the vocabulary on the board as their homework is to revise these words and they will have a spelling test next week. Students need to hand in their completed worksheets. Students need to be able to say a few things on Australia political map. They need to write down the vocabulary and jot down in the diary that they have a spelling test next Monday for SOSE. Lesson One STRENGTHS Lesson differentiates between students and their levels of English proficiency, taking into consideration that they are learning from different bases (Larsen-Freeman, 1991), but gives students the opportunity to manage their own learning to some degree – advanced students can review their work with beginners, without seeming to be “less advanced”. Students are given a common, achievable aim in terms of content – and their desire to assimilate their new culture is catered for – according to Ashman (2009), Australian immigrants tend to a greater or a lesser degree embrace the new norms, practices and values of their adopted country. While the vocabulary students are learning is new, the content is within the capabilities of all the students, no matter their language proficiency – a safe learning environment is created where the language, not the difficulty of content can be engaged with (UNESCO, 2001). Students who can cope are given the opportunity to work at their own pace, and again manage their learning according to their abilities and pace (Black&Dylan, 2001). WEAKNESSES The group of advanced students as opposed to the group of beginner students creates a necessary but uncomfortable division, which requires careful explanation and management. The difficulty of managing even two streams of learning, with the explanations that have to accompany the learning, and the management and observation of the activities, makes anything other than observation as a form of assessment difficult. The lesson is fairly teacher-centred, and a better way of ensuring correct pronunciation could be sought. OPPORTUNITIES Choosing a world map from which to work may present a more complex set of vocabulary but would allow the teacher and students to explore the politics, cultures and economics of States. Of course the local Australian focus could be maintained, perhaps in a follow-on lesson. Differences in thinking between birth countries and Australia can be explored to encourage diversity and inclusivity within this classroom, Peer learning can be effectively utilised as students present their own countries to the class – the teacher and other students can be commentators and critics, with the teacher adding comment to language use and construction, while students add their opinions and differing points of view. THREATS The group structure causes divisions among the students and even discourages some from being motivated to learn English. A very directed focus only on the Australian context may diminish the value of each student’s personal heritage – a balance between the adopted culture and the birth-culture is preferable. ESL Bridging (SOSE) Lesson Plan 2 Lesson Number:2 Time of Lesson 2.05pm on 19/07/2011 Duration of lesson 70 minutes Class Size 8 Topic and Focus Australian Map and Grid Reading Year Level(s)/ages of students : Year 9 Language Level(s) S1(VELS-ESL) Aims: The Beginner level students will learn the political map of Australia and its relevant vocabularies. The Advanced level students will learn the population, geographic features and native plants and animals. . Language objective(s) Beginner students will ask and answer questions with their partner on Australia political map after reading the given passage. Forms of question sentences? Forms of directed answers? Advanced students will be able to read the grid, write down the name of places and the number of the grid square based on the grid given. Spelling of place names? Vocab associated with map reading? Skills objective(s) L, S, R, W as relevant Beginner level: L: Students will listen to the questions asked by their partner so that they can give the correct response. S: Students will answer to the questions asked by their partner as close to the information given by the passage. R: Students will read a short passage before they move on to work in pair. W: Students will write down the answers to the questions given in full sentence. Advanced level: L: Students will listen to the description of the location on P. 19 as the teacher goes through with them. S: Students will be given an opportunity each to describe the location of different things on P. 19. R: Students will learn how to read a grid. W: Students will write down the names of places combined with number of the grid square in full sentence. Cultural objective(s) To further introduce the society and environment of Australia. VELS outcomes: Beginner students: To be able to read and find information within a short paragraph. To be able to exchange information with peers (informally) in public forum (more formally) Advanced students: To be able to use grid to describe an accurate location of places. Content objective(s) Beginner students will learn extra information on Australian political map. Advanced students will be able to give extra information when asked about the location of particular places. Assessment Criteria and Method of Evaluation Assessment Criteria Ability to read and understand the passage and exchange information about Australia political map with partner (for beginner level students) Assessment Criteria Ability to read grid and provide the number of the grid square of each place Evidence By asking their group mate to check if the expected response is given and by listening to conversations Perhaps measuring their own responses as compared to that of the other students – a self-reflective approach can be encouraged By asking their group mate to check if the expected response is given and by listening to conversations Evidence By checking if the accurate number of grid square of the given places And by the ability to describe what they have found accurately in speech and in writing – but informally assessed and corrected by teacher esources and Materials Five copies of the handout “Australia:Political” (provided by Qiao’s mentor teacher; Reference unknown) Five copies of the handout “What is a grid?” from “Moving Into Maps”. Stage of lesson Tasks Time Teacher action Student action Stage 1 Introduction (A) 1. Distribute the “What is a grid?” handouts to the whole class. 2. Start the lesson by introducing the grid. 5-10 minutes “What is a grid?” “What do you use the grid for?” “Looking at the first picture, can you tell where the black sheep is?” “Now look at the second picture, can you see the black sheep?” “Can you tell me where exactly the black sheep is? The accurate location?” “Where exactly is behind the tree/by the river…?is it here? Or is it there? Etc.” “If you look at the third picture, there are straight lines drawn across it and dividing it in squares. What do you think the lines are for?” Teacher goes on to explain the grid (letters and number…) and go through the grid squares with students. Both groups of students are to listen. Students are expected to contribute to the questions asked in class. Students to look at the picture 1 and try to look for the black sheep. It cannot be seen in this photo. It will be very easy for the students to locate the black sheep. Students try to explain it by using the surrounding objects as point of reference. Students are expected to figure it out that it is called a grid. Stage 1 Introduction (B) -After setting Task A 1. Distribute the “Topic 1: Australia: Political” handouts only for the Beginner Students 2. Revise the vocabularies they have learnt last lesson. A quick verbal revision session for all students 10 minutes Teacher to write the vocabulary on the board and go over with students. Teacher will then inform students that they are going to read a passage about Australia political map today and will work on some questions and answers. Make sure students understand the passage, provide explanation if required. Students are expected to read it out loud and will be asked to provide explanation for each vocabulary. They are allowed to refer to their book. Students are to read the passage out aloud. Individual students to read allocated parts of passage. Students will grab this opportunity to ask any questions on the passage. Stage 2 Body of lesson Task A 30 minutes Notify the advanced level students that they can go on to the next page and try to complete the exercise “The city” on their own. Teacher moves on to explain to the students at beginner level that they have a different task to do (Refer to Introduction (B) above.) Students are expected to work on their own. Discussion is permitted. The early finishers are to help those who are still working on their task without distracting them. They can also draw their own grid and write down the grid squares for each place they have put on their grid. Task B The beginner level students start to ask and answer the provided questions in pair. 15 minutes Teacher moves around to help those who are having difficulties. Indicate to students – beginners and advanced – that they should help each other and correct language and grammatical forms as well as the material commentary Students should be working in pair asking and answering questions simultaneously. Task C The beginner level students to write down the answers in the notebook with complete sentences. 15 minutes Teacher reminds students that complete sentence can be very short and simple. Teacher moves around to assist students. Students are to quickly write down the answers they have given orally before they forget. Stage 3: Conclusion 5-10minutes Ask beginner level students on the discovery they have made today “So did you find out anything interesting about Australia today?” “What are they?” Ask the advanced level students which way do they think will provide a clearer image? Just a picture or with grid? Tell students that more work will be done on the maps reading in the next lesson. Will this require any more formalised assessment? Opportunity to expand on knowledge of Australia but also to communicate knowledge of their own countries? Lesson Two STRENGTHS Students are given the opportunity to interact and to measure one another’s language and to formulate questions and statements Active learning is possible – and the methods are varied, so that “question-answer” style does not dominate – there is no “right” or “wrong” methodology, according to Larsen-Freeman (1991); rather the teacher should employ different, varied and innovative practices. Confidence-building activities – reading aloud; working in pairs – are incorporated Freire, (1998) advocates the need to make students aware of the world around them, and the selection of material is appropriate in light of this need. WEAKNESSES Without clear explanation and discussion, students may not understand that they should assist each other respectfully and appropriately. Some students will have to be considered as being shy, or reserved, or culturally averse to reading aloud and this will have to be addressed so that these students also feel comfortable in a public reading context. (But these activities do build confidence, so careful management is required – the goal is to make the environment safe enough for no one to be reluctant). OPPORTUNITIES Opportunities for peer assessment: learning to formulate and structure questions and statements could become the focus in an “interview” lesson. Students could structure their own criteria for assessment or for rubrics which they believe would indicate a peer’s competency in the formulation of sentences and questions. THREATS Particular cultural prejudices may be exposed if students are given freedom to discuss beyond the current work. These would then have to be strategized around, so that they are resolved in appropriate ways. ESL Bridging (SOSE) Lesson Plan 3 Lesson Number:3 Time of Lesson 1.48pm at 24/07/2011 Duration of lesson 72 minutes Class Size 9 Topic and Focus Australian Map and Places of Interest Year Level(s)/ages of students : Year 9 Language Level(s) S1 Aims: Language objective(s) Beginner students will revise the vocabulary and spelling as well as making simple sentences by using these words. Advanced students will learn to plan a trip by using directional language. Skills objective(s) L, S, R, W as relevant Beginner students: L: Students will listen to the teacher for the accurate pronunciation of vocabulary. S: Students will read aloud after the teacher to improve on pronunciation. R: Students will read the passage and understand its content. W: Students will answer the questions according to the passage and make simple sentences. Advanced students: L: N/A S: N/A R: Students will need to read the instructions and map carefully in order to plan their trip. W: Students will learn to write by using directional language. Cultural objective(s) To introduce the places of interest in Australia VELS outcomes: Beginner students: To be able to read and find information within a short paragraph. To be able to exchange information – Important that this is a public and discourse-based communication with information and vocabulary that they should feel comfortable with Advanced students: To be familiar with tourist maps To be able to use the scale bar on a map to measure distances across the map with reasonable accuracy To be able to use directional language to plan a trip to places of interest Empowering of students – perhaps an added activity at a later stage to give one another directions etc. Content objective(s) Beginner students will learn to use the vocabulary in context. Advanced students will apply their map and grid reading skills to real-life map and learn to measure distance. Assessment Criteria and Method of Evaluation Assessment Criteria Ability to read and understand the passage and exchange information about Australia with partner (for beginner level students) Both peer assessment and teacher assessment – but informally so as not to be threatening Ability to measure the distance of two locations on the map Evidence By asking their group mate to check if the expected response is given and by listening to conversations By looking at the response written by students. By looking at the measurement they have done and trip they have planned Resources and Materials 2 copies of Melway and 2 copies of the maps from Master Maps, p. 14 to share 4 copies of map and modified reading from http://www.enchantedlearning.com/school/Australia/Ausmap.shtml and 4 copies of exercise sheets created by Qiao Qian Tan. Stage of lesson Tasks Time Teacher action Student action Stage 1 Introduction Beginner students: catching up on Australian Map Advanced students: introduction of Melway 5 minutes Distribute the envelope with the Australian map jigsaw in it Ask students to put the pieces into a complete map and stick it onto their exercise books and highlight the states and capital cities. Tell students that the jigsaw is to refresh their memory. Gives students 5 minutes to revise their spelling test Distribute Melways to Advanced students Students need to listen to the instructions. Students will then work on the jigsaw Experiential learning rather than formalised – encourage some quiet discussion and talk in English Advanced students will revise their spelling test. Students need to have the Melways ready. Stage 2 Body of lesson Task A Beginner: Reading Passage Advanced: Spelling test and Melway Reading 15 minutes Teacher asks students to read the comprehension again and starts to complete the worksheets while she talks to the advanced students. Gives spelling test. Discuss with students the use of Melway. How do they use a Melway? Go through a few examples with them, for example find the Melway reference of MSC. Students to read the passage quietly and then answer the questions. They can discuss with others if they are not sure of the answers. Students will do their spelling test quickly and cross mark with each other. Peer assessment and results to be recorded by teacher – building trust of one another and assessment systems Students to be expected to use their grid reading skill learnt from last lesson. Students will first need to find out the address and then look for the Melway reference step by step. Task B Beginner: complete worksheet Advanced: Mastering Maps 30 minutes Review of the compass points. Use examples. Teach the measurement of distance. Go through the instructions with students. Ignore the instructions on the book. Teacher will simplify it. Will give students the opportunity to simplify as well – they will have gained some vocab related to map reading and should be able to derive some meaning Beginner students will still be completing their worksheets. Students to give the right answer for the examples given. Find out the measurement in km and cm for examples. Students to keep in mind that when planning the trip, they need to answer the questions asked. Task C Beginners: go through the vocabulary 15 minutes Read with students and work on their pronunciation and understanding. Tell students it will be their turn to have a spelling test next Monday. Students to read aloud and know the meaning. Students then have to learn the spelling to prepare for the spelling test next Monday. They can start to make a sentence. Stage 3: Conclusion 5 minutes Go through what they have learnt today and make sure they understand their homework. Advanced students can plan their two days trip as homework. Beginner students will revise the vocabulary as homework. Lesson Three STRENGTHS Activity to enable students to take responsibility: they can complete the puzzle on their own, but also have the opportunity to interact with other students and learn from each other Life skill is taught with the practical reading of maps – on even a local level – skills to take into their new environment. Creating opportunities for children to take responsibility, peer-learning and teaching, and co-operative learning strategies are cited as valuable in changing attitudes and effective learning in the UNESCO literature (UNESCO, 2001). Similarly, the peer assessment strategy is positive: see Rayner (2007) to empower and give some responsibility to students. WEAKNESSES No plan exists to establish the levels of prior learning, particularly as they relate to for example compass points – the vocabulary needs to be learnt, but students may have sophisticated prior knowledge regarding map work from previous education systems. Clear instruction as to work required before the next lesson is absent – perhaps promise a quiz on the vocabulary learned in the lesson for the next session. OPPORTUNITIES If school authorities and parents/guardians agree, the lessons on map reading could give rise to learning activities outside the classroom, with reading of local maps, planning of “treasure hunt” –type activities where the students are required to follow a map around their local areas. (supervision and logistical requirements are of course a given). Group dynamics and knowledge of one another’s backgrounds could be extended if students are asked to bring their own maps – some would bring maps from their birth countries, some from their new communities. These could be the basis of learning about the adopted culture, geography and society, and at the same time learning about other cultures, geography and societies – and the English vocabulary and grammar could be worked in just as easily. THREATS It becomes unclear that the language of maps (in English) rather than the skills of map reading and route planning is the focus, and students are unmotivated because they are already skilled in this activity – albeit in their birth languages. ESL Bridging (SOSE) Lesson Plan 4 Lesson Number: 4 Time of Lesson 2.05pm at 26/07/2011 Duration of lesson 70minutes Class Size 9 Topic and Focus Land use in Victoria Year Level(s)/ages of students: Year 9 Language Level(s) S1 Aims: Language objective(s) Beginner: Use simple sentences to describe the map Verb use will be particularly noted by teacher and corrected and formulated where necessary Advanced: students are expected to learn some new vocabulary relevant to the use of land in Victoria And to communicate their knowledge informally in conversation and formally in structured, written sentences. Skills objective(s) L, S, R, W as relevant L: Students are to listen and check the response given by other students during the pair work. S: Students are expected to describe what they have seen on the map. R: Students will not only read the map, they will also need to read carefully the additional information attached to the map to answer questions. W: Students will write down more complex answers according to the information given along with the map. Cultural objective(s) To learn the gold mining, wheat production in Victoria. To find out how Victorians use their natural resources. VELS outcomes: Beginner: To be able to pinpoint a location on a map and read the compass Advanced: To be able to read the map and find out what are the resources found in Victoria Content objective(s) Both group of students will learn more vocabulary relevant to map reading at the same time consolidate their map reading skills. Assessment Criteria and Method of Evaluation Assessment Criteria Beginner: Students will need to read the map and describe the surrounding of a particular location. Students will know the four directions on the compass. Advanced: Students demonstrates knowledge of more complex map reading skills and link the map with the activities carried out in different places in Victoria. Evidence Beginner: Students will be able to pinpoint locations and talk to each other about the area shown in the map. Students are able to navigate their way on the game provided. Advanced: Students will be able to answer the questions asked on the writing book and check the responses with each other. Resources and Materials 2 copies of handouts (p. 14-17) from “Moving into Maps” for advanced group to share 3 copies of handouts from “Moving into Maps” for Beginner group to share 9 copies of dictionaries Stage of lesson Tasks Time Teacher action Student action Stage 1 Introduction Group B (Beginner) will do a spelling test Group A (Advanced) will start with Gold mining in Victoria 5 minutes Ask students in Group A to read p. 14 on their own while the teacher gives Group B a spelling test. Students in Group B will quickly do their spelling test – 6 words. Students in Group A will then read p. 14 on their own and look it up in the dictionary for words that they do not understand. Stage 2 Body of lesson Task 1 Group B will work on the simple map. Group A to go through the gold mining in Victoria 20-25 minutes Teacher divides students in pair. Briefly tell them that they need to look at the map, especially the second map carefully before they talk to each other and look for the location together. Teacher move over to Group A to talk about gold mining in Australia. Find out what do they know about gold mining. Group A students to work in pair and together find the different location on the map. Students to listen and contribute. Then, students answer the questions in the book according to the maps. Task 2 Group A: Wheat Production in Victoria Group B: Fun at the show 20 minutes Write the vocabulary on the board. Ask students to look it up in the dictionary. Teacher to go over the wheat production process with students. Remind students the scale of measurement has changed. Do not follow all the instructions in the book. “What is a route?” Ask students to plan a route for Anna and Tony who are the same age as students. Then they will also plan another route for Anna and Tony’s uncle and aunt…(only focus on the first two points). Write an example of a “route” on the board. Students can write down the process of wheat production. Importantly in their own words, and to check each other regarding sentence construction and spelling – they can use the text but should try to formulate their own English Group B will work on the questions on p. 15. Students can then start working on the route. Task 3 Early Finishers’ activity 10 minutes Group A: P. 17 Group B: P. 12 Students work at their own pace. Stage 3: Conclusion Review of the lesson 5 minutes “What is a route?” “How do you plan a route?” “What do you learn about gold mining in Victoria?” “What are the two methods of mining?” Go over the vocabulary. Students are expected to give responses to the questions asked by teacher. Lesson Four STRENGTHS Students – both beginners and more advanced – are able to work quite independently with the teacher facilitating more than directing (see Black & Dylan, 2001). The more practical engagement of students with the map gives an opportunity for students with a different learning style to engage more than usual, independently of their English ability. Planning of routes can be empowering for students who are relatively new in a location and can be extended into their personal and family lives. WEAKNESSES Strategy for directing errant learners is not covered – if students are asked to read quietly, and work independently, they may not be co-operative. The content, while relevant as part of the students’ host culture, may not be strictly interesting to the age-group. OPPORTUNITIES English use can be extended through further exploration of the “routes” idea, with students learning expository talk and writing by giving one another directions, or describing their routes to school, both in the adopted country, and in their birth countries, to encourage a sense of sharing past, not only present, Australian experience with the group. THREATS Students do not find the opening content engaging – they are likely then to disengage and struggle to concentrate – “Joy in learning is regarded as a bothersome distraction” (Cody, 2011). ESL Bridging (SOSE) Lesson Plan 5 Lesson Number: 5 Time of Lesson 2.05pm at 02/08/2011 Duration of lesson 70 minutes Class Size 9 Topic and Focus Land use in Victoria Year Level(s)/ages of students: Year 9 Language Level(s) S1 Aims: Language objective(s) Beginner: Use simple sentences to describe the map Advanced: students are expected to learn some new vocabulary relevant to the use of land in Victoria Skills objective(s) L, S, R, W as relevant L: Students are to listen and check the response given by other students during the pair work. S: Students are expected to describe what they have seen on the map. R: Students will not only read the map, they will also need to read carefully the additional information attached to the map to answer questions. W: Students will write down more complex answers according to the information given along with the map. Cultural objective(s) To learn the gold mining, wheat production in Victoria. To find out how Victorians use their natural resources. VELS outcomes: Beginner: To discover the land use of Australia Advanced: To be able to read the map and find out what are the resources found in Victoria Content objective(s) Both group of students will learn more vocabulary relevant to map reading at the same time consolidate their map reading skills. Assessment Criteria and Method of Evaluation Assessment Criteria Both groups of Students demonstrates knowledge of more complex map reading skills and link the map with the activities carried out in different places in Victoria. Evidence Students will be able to answer the questions asked on the writing book and check the response with each other. Resources and Materials 2 copies of “gold mining” and “Wheat production” handouts from “Moving into Maps” to share 2 copies of “how do Victorians use their natural environment?” handouts from “Moving into Maps” to share Stage of lesson Tasks Time Teacher action Student action Stage 1 Introduction Both groups start on new topic respectively 5 minutes Distribute the relevant handouts for students to share. Talk about what each group will be working on. Ensure students understand that this is “quiet work” with no talking and discussion – dictionary skills will be monitored but not formally assessed. Group A (Advanced) will read about “how do Victorians use their natural environment”. Group B (Beginner) will read about “gold mining” and “wheat production”. Students will work on their own and look it up in the dictionary for words that they do not understand. Stage 2 Body of lesson Reading 30 minutes While students are doing their reading, teacher will go over the “gold mining” handout with Group B Then, teacher will move on to Group A to discuss the how do Victorians use their natural environment” handouts. Students are to read, listen and contribute to discussion. Once they have understood, students can then answer the questions on the handouts. Once the students understood what the reading is about, they can start embark on the questions. Task B Group B: Wheat Production in Victoria Group A: games and activities prepared 30 minutes Write the vocabulary on the board. Ask students to look it up in the dictionary. Teacher to go over the wheat production process with students. Might be an idea to let students present voluntarily without preparation – if they are ready for it Teachers distribute the games/activities for students who finished their quiz early. Students in Group B can write down the process of wheat production. Group B will work on the questions on p. 15. Students in Group A can start working on the games/activities. Stage 3: Conclusion Review of the lesson 5 minutes “What do you learn about wheat production in Victoria?” Go through the production of wheat in Victoria. By asking pointed formulated questions and nominating students to answer Go over the vocabulary. Students to listen and contribute Lesson Five STRENGTHS A set of vocabulary related to a new field is introduced Dictionary use is encouraged – this is believed to be empowering for the students, and help can be given to students who struggle with this skill Much opportunity is given for self-expression and for questions – interaction with the teacher is good (the teacher is pivotal in the classroom according to writers such as Kroll et al. (2000). Games and activities are provided for extension – students are individually considered, given their learning pace, and learning styles (Davis, Sumara, & Luce-Kapler, 2008). WEAKNESSES Students should be observed and specific language requirements should be decided upon for the question-answer session. Lesson is quite heavily reliant on teacher input, with explanation of language, vocabulary and process described in the content. Summary questions may be able to be avoided by more open-response questions, relating to general agricultural production, perhaps even in home countries. Students would be able to display their language skills and vocabulary acquired in the lesson but be able to discuss more widely than the specific texts used. Thus a familiarity with content could be contextualised further to tie in to their own experiences and knowledge. The birth country experience and culture of students is not incorporated even as an introductory discussion. Clear instruction as to work required before the next lesson is absent. OPPORTUNITIES Students who enjoy particular extension activities – the games and activities for extension – can be noted, and future lessons could incorporate the activities students enjoy so as to tailor learning to the individual student and suggest even more variety of learning approaches in future lessons. Environmental concerns are a worldwide focus – this lesson could be an introduction into discussion, lessons, activities related to changing world climates and environments – see Freire (2008) who proposed that students need to learn about their world first, and then knowledge about all else required would follow. Students’ opinions regarding the environment and their experiences in their birth countries could form the basis of their future presentations, or work in class. THREATS Extension games and activities may be more attractive to the learners than the lesson content and may distract from the teacher’s aims. ESL Bridging (SOSE) Lesson Plan 6 Lesson Number: 6 Time of Lesson 2.05pm at 04/08/2011 Duration of lesson 70 minutes Class Size 10 Topic and Focus Mapping Australia Year Level(s)/ages of students: Year 9 Language Level(s) S1 Language objective(s) To learn the language that distinguishes the information between ‘then’ and ‘now’ and construct sentence by using Simple Present and Past tense. Use of language will be highlighted to students so that they are aware of the difference and how they need to construct the past or present tense comments they make. Skills objective(s) L, S, R, W as relevant L: Listen to the contributions made by group partner. S: Exchange opinions with group partner on the information given. R: Read the handouts given carefully to look for important information. W: Write down answers to the questions and jolt down any relevant main points. Cultural objective(s) To think about how the environmental differences within and between Australia and their homeland and why these differences exist. VELS outcomes: To read a range of different maps. To use mapping skills to find out about Australian environments To learn how Australians use human and natural environments To discover why environments change Content objective(s) To learn about human environments, spread of settlement, population, towns and cities and land use in Australia. Assessment Criteria and Method of Evaluation Assessment Criteria Ability to read and understand the details in the handouts and answer the questions in full sentences. Ability to organize information under different headings and sub-headings by using computer. Accurate use of tense within the differing information – their countries and Australia Evidence Students will be able to discuss what they have learnt from the handouts and write down the answers for the questions. Students will display this ability by making PowerPoint slides which include the information gathered from handouts. Resources and Materials 1 copy of p. 122-131 from “SOSE Alive 1: studies of society and environment”, computer lab, whiteboard and marker, 5 copies of dictionary, 5 highlighters, 10 copies of oral presentation rubric, USB Stage of lesson Tasks Time Teacher action Student action Stage 1 Introduction 5 minutes Let students know that we will be delving further into Australia and its surroundings and they will be making PowerPoint slides and they will be giving oral presentation in the next lesson. Divide students into 5 pairs. Distribute different topic handouts for each pair. Students will need to listen to instructions and move around to get into pair. Stage 2 Body of lesson Task A Reading and highlighting main points and answering questions 25 minutes Distribute dictionaries and highlighters. Instruct students to read in pair, highlight the main points and answer the questions in full sentences. Teacher will walk around in the class to check the progress of each group and check their answers to the questions. Students are to read, highlight main ideas and answer questions in their exercise books. They are encouraged to discuss with their partner and look up dictionary for vocabulary. They are also encouraged to seek assistance from teacher anytime. Task B Create PowerPoint slides 20 minutes Get students to turn on and log into the computer. While waiting for the computer to be ready, explain things that need to be included into a PowerPoint slides, such as names, topic, headings and others. Remind students to only include the main points that they have highlighted. Teacher will help individual students who are not familiar with PowerPoint slides. Remind students to save their works as they go. Each pair of students will share one computer and create only one set of PowerPoint slides. Students should ask for help of teacher if they are not familiar with the use of PowerPoint or if there is any technical issue. The use of technology is likely to be familiar to students – they will feel quite empowered by their proficiency and then the language might be consolidated by them seeing it digitally, as personally produced. Stage 3: Conclusion 10 minutes Make sure students have saved their PowerPoint slides. Teacher will also save a copy of each PowerPoint slides into her own USB. Distribute the simplified rubric for their oral presentation. Explain each criterion. Ask students to write in the diary to practice their oral presentation. Opportunity for students to rehearse and tailor their work – they take ownership of their own progress and grades/assessment Each students need to have a copy of the PowerPoint slides they have made. Either save it into USB or attach it onto the email so that they can access to it at home. Students to write in the diary and stick the rubric into their exercise books. Lesson Six STRENGTHS The focus on the use of technology, which is most often familiar to young people The opportunity for students to prepare and present work to their peers – visually and verbally The discussion and distribution of a rubric to guide students’ work and enable them to take responsibility for their achievement and grade (see: Black & Dylan, 2001, and Smith, Sadler & Davies, Date Unknown). The collaborative nature of the work: in pairs WEAKNESSES A structured, brief introduction to the workings of MS PowerPoint is required. OPPORTUNITIES Students’ reactions to the use of computers in the classroom and their learning may present further opportunities to enhance learning through this medium – computer-based research, and the appropriate value judgements students must learn to make regarding Internet research quality The preparation of oral presentations by students based on their own experiences, cultures from home countries, families and communities may be possible after this lesson – to encourage the sense of safety in the classroom and promote inclusivity and diversity (UNESCO, 2001). THREATS Inadequate presentation of what appropriate behaviour by an audience to a speaker/presenter is – students may react derisively to one another’s presentations. ESL Bridging (SOSE) Lesson Plan 7 Lesson Number: 7 Time of Lesson 2.05 pm at 08/08/2011 Duration of lesson 70 minutes Class Size 10 Topic and Focus Mapping Australia Year Level(s)/ages of students: 9 Language Level(s) S1 Language objective(s) To learn the language that distinguishes the information between ‘then’ and ‘now’ and construct sentences (and questions) by using Simple Present and Past tense. Skills objective(s) L, S, R, W as relevant L: Listen and understand the PowerPoint presentations given by each group. S: Ask presenters questions or answer questions posed by presenters if necessary. Presentation will be praised and encouraged – confidence in English can be significantly enhanced by public communication. Cultural objective(s) To discover how the environmental differences within and between Australia and their homeland and why these differences exist. VELS outcomes: To read a range of different maps. To use mapping skills to find out about Australian environments To learn how Australians use human and natural environments To discover why environments change Content objective(s) To learn about human environments, spread of settlement, population, towns and cities and land use in Australia. Assessment Criteria and Method of Evaluation Assessment Criteria Refer to the rubric Evidence Refer to the rubric How will you identify what they have learnt and how will you record or note this Resources and Materials computer lab, projector, USB, a copy of the rubric from last lesson, Whiteboard and marker Stage of lesson Tasks Time Teacher action Student action Stage 1 Introduction 10 minutes Announce that students will be doing their PowerPoint presentations today as discussed. Quickly set up the projector and log into computer. Remind students that they will be assessed according to the rubric given last lesson. Students are to turn on the computers. They are given 10 minutes to go over and practice their oral presentation in pair. Stage 2 Body of lesson Task A Oral presentation 40 minutes Teacher will write down on the board the order of the group to give oral presentation. Control the flow according to time. Teacher will ask some simple questions to check their understanding. Teacher will assist students if they are struggling to give answer. After each group’s presentation, ask students to provide feedback such as “What did you like about the presentation?” “What improvements can you suggest?” Teacher will provide some feedback and compliments on the spot to encourage students. The first group will come up and do their oral presentation and followed by the following groups according to teacher’s instructions. Students are encouraged to ask questions in regards of the presentation. Students are also invited to provide constructive feedback after each presentation. Stage 3: Conclusion 20 minutes Briefly go over each topic to ensure students’ comprehension. Ask questions such as “what are human environments?” “When did the first settler come to Australia?” “What does BOLTSS stand for?” Students are expected to give responses to the questions. Lesson Seven STRENGTHS Students effectively do the teaching (see positive results: UNESCO, 2001). Media incorporation – the familiar environment for the students Interactivity, with teacher and peers able to comment and question as well as make value assessments of their own and others’ work Rubric-based assessment clearly explained to students for consideration in their preparation. WEAKNESSES Time is not set aside to prepare for appropriate speaker-audience interaction. OPPORTUNITIES To extend teacher assessment to include some consideration of peer assessment – perhaps on the same rubric – and to use the graded assessment as part of an overall achievement. This would encourage student responsibility for their own achievement and foster a relationship of trust between teacher and the students (see: Hattie, 2003, among others for comments on peer assessment) THREATS Technology failure Inappropriate audience behaviour 2. Summary An immediate awareness of the shortcomings of anyone’s teaching can be achieved by the kind of review of actual lessons “after the fact” engaged in above. This is certainly a worthwhile and effective process, in line with the thinking of numerous writers in the field. A reflective, innovative approach is necessary (Hattie, 2003). Central to the practice of my teaching is a need to make decisions regarding the precise and exact intention of particular lessons. While I do believe that I want to achieve an inclusive, diversity-embracing classroom experience for students, the exact aims and outcomes of my lessons are sometimes not clear to the students, and perhaps not even to me. A clear and communicative statement of what we hope to achieve is necessary in every lesson and I will be sure to formulate this exactly in future lessons. I am of the opinion that it is essential to respect the originating cultures and identities of the ESL students I teach (see: Ashman, 2009, and others). Sometimes I do not achieve this ideal as the content I work with covers only the Australian experience – I believe this is so because I am concentrating on ensuring that my students become comfortable and familiar with their adopted culture. This is not a bad thing, but I do aim to provide more opportunities for students to share their cultures and identities with one another in class, while not neglecting the improvement of their knowledge and familiarity with Australian contexts. Tied to the opinion above is the idea that the content we are working with should be accessible to the students, and interesting to them within their experience. If they are able to connect the content we are dealing with to prior learning and earlier experiences and knowledge, I am certain their progress will be more effective (Davis, Sumara, & Luce-Kapler, 2008). My personal relationship with students and my interactions with them do, I believe, reflect mutual respect, and my acknowledgement and appreciation for their cultures, but it is also true that I could incorporate this attitude into the actual practice of my teaching, in line with UNESCO (2001) guidelines. It is difficult for me to release some control of assessment in the classroom: my instinct is to want to measure and grade student achievement myself exclusively. Yet, on the occasions when I do ask students to assist one another, and even to point out one another’s errors, they do manage to do so effectively. The incorporation of peer teaching is relatively simple for me; the incorporation of peer assessment is something I will have to work on. Black and Dylan (2001) encourage a highly interactive, dynamic assessment environment, which I would like to emulate. Timing is something which I also have to concentrate on. There have been occasions when the work I assigned to one group of student – for example the Beginner students – was complete long before I had finished with the other group of more advanced students. A focus on getting to know the learning pace and the learning style of each of my students is something I aspire to. Individualised learning is something a successful teacher must be able to come to grips with (Hattie, 2003). When students are paired up, and work together, or are given sufficient reading, with dictionary work tied to it, I find that there is enough time to get to each student, and to deal with differing ability groups effectively. This is, though, not always easy to predict. Similarly, something unpredictable – in terms of students’ reactions, or questions, or comments – always does occur in a lesson, and I need to learn to think “on my feet” to deal with this circumstance effectively. Hattie (2003) proposes that teachers should be able to anticipate, plan and improvise according to events as they take place in the classroom. This is something that I wish to be able to do – on occasion, I am dogmatic in wanting to complete the lesson the way I planned it, and I need to develop a more flexible, adaptable approach. I am still fairly reluctant to open discussion in the classroom beyond the content we work with. When opportunities to compare perhaps the environmental challenges of students’ birth countries to the conditions in Australia, I hesitate in case the discussion is “beyond” the students, or that contentious points will arise. This is an aspect of my teaching on which I will need to work – to be able to resolve disagreements, and expose prejudices, so that we can learn to overcome them together (UNESCO, 2001). This is not always easy since the possibility is that I may have strong views in some areas, contrary to the students’ views. In terms of managing the classroom environment, I am able to strategize to maintain a reasonable sense of order and learning – I have restructured seating plans, and learned to make my expectations clear to students. I do believe that giving the students a sense of responsibility and accountability for their own learning will assist in maintaining appropriate classroom behaviour and interaction, though, and my aim is to create the sense of these in my students’ minds (Kim, 2008). On a practical level, I also want to introduce more use of technology and presentation into my lessons – I felt that lessons in which I have given students the opportunity to present their own work to their peers have worked well. Similarly, I want to develop opportunities for my students to share more of their own backgrounds with the whole class. This will give students a sense of inclusiveness, and show that we are developing respect for one another’s diversity. The process of reflecting and reviewing my own teaching planning and practice has been an effective means to show me how my philosophical perspectives and thinking can be very easily forgotten in the day-to-day activity of the classroom. I will undertake to engage in this kind of reflection and self-assessment on a regular basis. 3. References Ashman, Adrian (2009) “Contemporary Cultures and Education” (Section 1) in Education for Inclusion and Diversity Third Edition, Ashman, Adrian and Elkins, John (Eds.) Pearson Education Australia Black, Paul and Dylan, Wiliam (2001) Inside the Black Box: Raising Standards through Classroom Assessment Bera Short Final Draft published at King’s College London School of Education Cody, Anthony (2011) Confronting the Inequality Juggernaut: A Q&A with Jonathan Kozol From Education Week [American Education's Newspaper of Record], Monday, July 18, 2011. See http://blogs.edweek.org/teachers/living-in-dialogue/2011/07/time_to_get_off_our_knees_why.html?cmp=ENL-EU-VIEWS1 Accessed September 28, 2011 Davis, Brent, Sumara, Dennis and Luce-Kapler, Rebecca (2008) Engaging Minds: Changing Teaching in Complex Times – Second Edition New York, London: Routledge Freire, Paulo (1998) Teachers as Cultural Workers: Letters to Those Who Dare to Teach (Tr. Marcedo, Koike and Oliviera) Boulder, Oxford: Westview Press Hattie, John (2003) Teachers Make a Difference: What is the Research Evidence? Paper delivered at the Australian Council for Education al Research Annual Conference on: Building Teacher Quality at the University of Auckland, October 2003 Kim, Youngrok (2008) Lessons from the educational information policy through the analysis of Finnish policy material Seoul: Korean Education and Research Service Kroll, Linda R., Cossey, Ruth, Dinahue, David M., Galuera, Thomas, Kuhler LaBosky, Vicki, Ersha Rickert, Amanda and Tucker, Phillip (2000) Teaching as a Principled Practice: Managing Complexity for Social Justice Thousand Oaks, London, New Delhi: Sage Publlications Larsen-Freeman, Diane (1991) “Research on Language teaching Methodologies: A Review of the Past and an Agenda for the Future” in Foreign Language Research in Cross-Cultural Perspective, De Bol, Kees, Ginsberg, Ralph B., and Kramsch, Claire (Eds) New York: John Benjamins Publishing Company Ricento, Thomas (2005) “Considerations of Identity in L2 Learning” in Handbook of Research in Second Language Teaching and Learning from the Chapter “Identity, Culture and Critical Pedagogy” of the “Handbook or Research in Second Language Teaching and Learning” by Hinkel, Eli (Ed.) Mahwah, New Jersey: Lawrence Erlbaum Ass, Inc, Publishers Smith, Calvin, Sadler, Royce and Davies, Lynda (Date Unknown) Assessment Rubrics from Issue Paper on Rubrics UNESCO Bangkok (2001) Embracing Diversity: Toolkit for Creating Inclusive, Learner-Friendly Environments New York: United Nations Educational, Scientific and Cultural Organisation Read More