Video 4: Three Teachers: Giving a Lesson

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Из курса от партнера Arizona State University

Teach English Now! Lesson Design and Assessment

2037 оценок

Arizona State University

Teach English Now! Lesson Design and Assessment

2037 оценок

Курс 3 из 4 — Specialization TESOL Certificate, Part 1: Teach English Now!

Learners will be introduced to designing lesson plans based on principles and knowledge of learning objectives, assessment plans, methods, materials, and learning activities. Learners will find and prepare appropriate teaching materials through careful analysis, adaptation and creation of professional resources. Learners will also reflect on the cohesion between lesson design and teaching philosophies.

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Basic Instructional Design

In this module, learners are introduced to lesson design based on theorists such as Robert Gagne and Benjamin Bloom. Learners are introduced to concepts to both begin a lesson (gain attention, state objectives, stimulate recall) and give a lesson (present the content, provide learning guidance, elicit performance). This module also introduces learners to a general lesson plan template that will be used throughout the course and to basic classroom management skills.

Video 3: Instructional Design Theory: Present by Staying Present8:30

Video 4: Three Teachers: Giving a Lesson9:48

Познакомьтесь с преподавателями

Dr. Shane Dixon
Senior International Educator
Arizona State University Global Launch
Dr. Justin Shewell
Senior International Educator
Arizona State University
Jessica Cinco
International Educator
Global Launch

[MUSIC]

>> Welcome back to Teach English Now.

In the last video, we discussed three more of Robert Gagne's Events of Instruction.

This time, discussing events that might be more clearly aligned to the instructional

portion of lesson planning.

They were presenting the content, providing learner guidance and

eliciting performance.

With these three events in mind, let's turn now to three teachers and

see how they might instruct during a lesson.

This time, these three instructors will be teaching at the high beginning or

low intermediate level and they will be teaching a grammatical lesson on

the future tense to junior high aged learners.

Once again, we'll have Jack and Jill give us some immediate feedback.

Let's begin with teacher one.

>> So, let's talk about the future tense.

Remember, this horizontal line shows time and this vertical line means right now.

When we talk about the future, it means some time in the future.

I will draw an X to represent some time in the future.

Remember, we could be talking about tonight, tomorrow, next week or next year.

Any other words?

Yes.

There are many words that help us know we are talking about the future and

there are two ways to express the future.

Be going to and will.

Look at our examples.

A, I'm going to leave at 9 tomorrow morning.

And b, I will leave at 9 tomorrow morning.

These sentences a and b have the same meaning, but

sometimes be going to and will express different meanings.

We will learn the differences a little bit later.

How is this different from the past or the present tense?

Let's look.

If we have the sentence c, Sam is in his office.

What tense is that?

Present, good.

Now, how about sentence d?

Raise your hand if you know.

Sam was in his office.

Yes, correct.

It's the past tense.

So, how would we change this sentence to the future?

Let's do it together.

Sam is going to.

What's the verb?

Be in his office.

Now, let's do one more.

Let's use will this time.

Sam.

Will be in his office.

Great job.

Now, I'm going to read about something I wrote when I was younger.

I was 12 years old when I wrote this and it has a lot of my hopes for the future.

Remember that I will be asking each of you to write about your dream job,

your dream house and your dream family.

While you listen, see if you can hear from my dream job, my dream house and

my dream family.

In ten years, I will be a writer.

I will write many books.

I'm going to have a great, big house.

>> Wow, I love the use of diagrams and examples, Jack.

I like that the teacher has been asking questions all throughout the instruction.

What's your take?

>> Well, Jill, you've known me and we've worked together for 15 years.

So I think you'd agree that I'm not very good at subtle touches, but

there were some nice subtle touches here.

The teacher gave instruction,

then modeled the instruction with something she wrote when she was younger.

Excellently done and even more impressive,

the teacher mentioned the objectives again to help them realize that what she was

modeling is something they will be required to do later.

Pretty nice work.

>> I'll say and speaking of subtle touches, the teacher also stimulated

recall of prior learning by mentioning the present and

past tenses they have worked on in previous lessons.

This teacher is a star.

Let's look at teacher two.

>> Okay, everyone.

Let's turn in your books to page 55.

Who can tell me what the two kinds of future are?

Anyone?

Yes, there is going to and will.

Now, I'll read you five sentences and

I want you to tell me after each sentence if it is future tense or not.

If it is future tense, it had going to or will.

Now, raise your hands if you think the sentence is future.

Let's start with sentence one, we will go to the movies tonight.

Number two, we are going to see an action film.

Number three, we love movies at night.

Number four, we are paying for the the tickets online.

Number five, we will buy popcorn and soda.

>> I really appreciated the activity and it seems like a good way to help students

look for the future tense and practicing their listening skills.

>> True, Jack.

But if you'll go back to the tape, you'll see a glaring problem.

No diagram, no examples.

It seemed like this teacher moved too quickly from presenting content to

providing guided practice.

Let's keep watching.

>> Now let's work in pairs and

I will go around the room as you complete activities four, five and six.

For exercise four, you need to write out your answers.

Exercise five, requires you to take turns asking questions to each other and

exercise six is an interview.

Go ahead and get in your pairs.

>> One thing you're probably surprised that I noticed is

that the activities here aren't all the same.

There is a written, listening and speaking activity.

Great variety.

>> That's true, but

did you notice that the teacher didn't really model any of the exercises?

>> Nope.

>> It might be a bit more difficult for

students to do any of these activities without a bit more direction.

>> I did not notice, Jill.

In fact, I didn't notice that I put on my pants backwards this morning.

But really, I wonder what the final performance might be.

Is it the interview?

If so, I would have loved to have had a model of what a good interview might

look like.

Or maybe they did show it, I don't know.

I wasn't paying attention.

For the sake of time, let's go ahead and move to teacher three.

>> Okay, class. Today's lesson is on the future tense.

You need to complete exercises 1, 2, 4, 5, 7, 8 and 9 and 11 by the end of the class.

And if you have any questions, raise your hand.

We're going to be checking the answers at the very end of class.

>> [LAUGH] A classic example of a teach from the book teacher.

This teacher believes that the books is in charge of the instruction

rather than the teacher.

>> And that's probably bad.

Right, Jill?

There is no instruction, no modeling of the content and no real group or

pair work, so.

Well, I guess it reminds me of the good old days spent with my economics teacher

soccer coach.

Sitting a desk and getting paid, he was living the good life, I tell you.

>> There you have it.

Three teachers giving a lesson.

While you didn't see these three teachers present their full lessons,

we hope this gives you a taste of some of the different ways teachers interpret

these three events and how lesson planning often goes within a classroom.

In the next video, we're going to review Gagne's theory so

far in preparation for our final quiz.

By the way, have you noticed in our video the use of any of the six events we have

been discussing?

Do we in our videos, try to gain your attention,

state objectives, stimulate prior learning?

Do we attempt to present content clearly,

provide you guidance and lead you to perform the material we have taught you?

I sure hope so.

Whether online or in person,

these learning events can give your class structure and substance and

help learners to engage with the material you are presenting.

See you next time.

[MUSIC]

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