WRITING LESSON OBJECTIVES

Writing lesson objectives

There are many roles which teacher must to fulfill, the most important is a guide where teacher help students to follow a process. For this reason teacher hast to know how to write a lesson objective. First, teacher must realize that he or she waits students will be able to do at the end of the lesson. It is important that teacher knows the goals and objectives are words which have different meaning. For example: A goal is more global it could be completed at the end of the unit. On the other hand, objectives are more specific because these are most focus on reach the goal. 

There are some steps that will be useful at the moment to write lesson objectives such as:

Create a stem.-This part is a guide. It means in what direction will be focus the objective for example: At the end of the class……/At the end of the unit…../

Add a verb.-Then the teacher has to find a verb, it must be a measurable verb.

Determine process or outcomes.-. Finally, teacher must concentrate in what students will do at the end of the lesson.

All of them allow teacher has background information about how to write a lesson objective.

As a conclusion, this piece of information will help teacher to write good objectives. For this reason teacher is consider as a planner who is in charge to design the plan; it must include select materials, face  problems, and try to comply with all stages which it is included.

BIBLIOGRAPHY:

• Educationoasis.com,. (2016). Writing Learning Objectives. Retrieved 30 January 2016, from http://www.educationoasis.com/curriculu.

• Depts.washington.edu,. (2016).Assignment 1. Retrieved 30 January 2016, from http://depts.washington.edu/eproject.

• Uwo.ca,. (2016). Retrieved 30 January 2016, from https://www.uwo.ca/tsc/graduate_student.

• YouTube,. (2016). VideoScribe - Writing Learning Objectives. Retrieved 30 January 2016, from https://www.youtube.com/watch?v=eXxTpDg1thI.

BLOOM´S TAXONOMY

 

Bloom´s Taxonomy

Objectives are the central part into the lesson plan, because Teacher is the person who has the responsibility to educate to their students in the academic and humanistic field.

Bloom had worked in different investigation related on the education, and he deduced that there are three domains into of the educational activities like:

Cognitive.- Involve knowledge

Affective.- Involve the emotional part

Psychomotor.- Involve physical movement.

All of them play an important part in the learning process. It means that the objectives are developing taking into consideration these three domains. In addition, these domains are divided into categories in order to help teacher to choose a suitable objective according with the lesson. In others words the objectives must be clear and it will be according student´s age, learning style, and student´s level.

The most used is the cognitive because this domain involves the knowledge and it is divided into categories like: Knowledge, comprehension, application, analysis, synthesis, and evaluation. All of them follow a sequence where teacher has to choose a category, then he or she is able to choose a good objective according with lesson plan, and with the competence that teacher wants to learners develop.

Consequently, I as future teacher will use this piece of information in order to have previous knowledge about how to write a suitable objective in my lesson plan. For example: if I have to teach teenagers, I will be focus on the cognitive part. As a result I will follow the categories in order to promote the communicative competence and create autonomy in the learners.

BIBLIOGRAPHY:

• Atherton, J. (2016). Bloom's taxonomy.Learningandteaching.info. Retrieved 30 January 2016, from http://www.learningandteaching.info/learn.

• Teaching.uncc.edu,. (2016). Writing Objectives Using Bloom's Taxonomy | The Center for Teaching and Learning | UNC Charlotte. Retrieved 30 January 2016, from http://teaching.uncc.edu/learning-resources/articles-books/best-practice/goals-objectives/writing-objectives.

• Drive.google.com,. (2016). Meet Google Drive – One place for all your files. Retrieved 30 January 2016, from https://drive.google.com/drive/folders/0B9XOE-d1itZJUzRoWUlwaVh1bm8.

 

LESSON STUDY

Lesson study

As future teachers we know that lesson study is a professional development process which objective is to find a problem inside the class and solve it in a systematic way.

This process has to follow different stages. First, teacher must plan the class, and then he or she has to teach the content as teacher already planned before. After that, he or she must observe everything that happens in the class. Finally, teacher has to criticize about the last step because he or she must be aware what are students’ weakness and strengths. It is important that students and teacher behave in a natural way in order to have real information as a result, because teacher must do a report about the class that teacher planned before.

Teacher must focus on try to answer the questions which he or she asked before. In others words with the lesson study approach, teacher allows to anticipate how students will interpret the subject, what kind of difficulties they have and how will support their learning.

I would like to use lesson study approach when I can work because it will be used to improve my teaching and will try to solve academic problems which it probably would happen in my future class.

BIBLIOGRAPHY:

• Tc.columbia.edu,. (2016). what is lesson study. Retrieved 27 January 2016, from http://www.tc.columbia.edu/lessonstudy/

• Sedl.org,. (2016). The Lesson Study Approach: Collaboration and Creativity Are Key to Teaching Mathematics Concepts - SEDL Letter, Improving Achievement In Mathematics and Science, Volume XV, Number 1, December 2003 . Retrieved 27 January 2016, from http://www.sedl.org/pubs/sedl-letter/v15n01/4.html.

• Uwlax.edu,. (2016). Lesson Study Project Overview. Retrieved 27 January 2016, from http://www.uwlax.edu/sotl/lsp/overview.

UNIT 29 CATEGORISING LEARNERS´ MISTAKES

Categorising learners´ mistakes

Mistake is a controversial word into the learning process, the major part of teachers want to students don´t make any mistakes at the moment to acquire the target language. As a result students may feel frustrated because they don´t have the opportunity to experiment with the language. But teacher can change this reality that happen in the major part of schools, high schools, and so on. How can teachers do that? First, they must take account that mistakes are divided into slips and errors. The first one, are mistakes that students don´t be able to correct by themselves, they need teacher´s support in order to students don´t fossilized the language. On the other hand, slips are mistakes which students are able to correct by themselves because they probably have previous knowledge that help them in order to avoid mistakes. And also there are others kind of mistakes like L1 interference where students use the language incorrectly because they have a lack of accuracy. For this reason teacher has to teach the foreign language depending on the context or teacher could use a correction code in order to help students to correct their mistakes by themselves.

Consequently, Teacher has to realize that there are a lot of mistakes, is for that teacher must categorize mistakes depending how the mistake is? There are others mistakes like pronunciation, and writing which students make when they use the target language. It means that students use an inappropriate language, but it is a natural process because where the teacher has to be a guide in order to encourage students. As a result, students feel comfortable when teacher gives them a task or activity promoting learner autonomy because they will have the need to learn more and more.

BIBLIOGRAPHY:

• Antimoon.com,. (2016). The role of mistakes in language learning | Antimoon. Retrieved 26 January 2016, from http://www.antimoon.com/how/mistakes-in-learning.htm.
• Edutopia,. (2014). It’s a Mistake Not to Use Mistakes as Part of the Learning Process. Retrieved 26 January 2016, from http://www.edutopia.org/blog/use-mistakes-in-learning-process-richard-curwin.
• Asq.org,. (2016). Mistake Proofing - ASQ. Retrieved 26 January 2016, from http://asq.org/learn-about-quality/process-analysis-tools/overview/mistake-proofing.html.
• Here!, S., Hacker, L., Here!, S., & Hacker, L. (2013). The Art of Making Mistakes - How and why mistakes help you to learn languages (Guest post by Luca) - Fluent in 3 months - Language Hacking and Travel Tips. Fluent in 3 months - Language Hacking and Travel Tips. Retrieved 26 January 2016, from http://www.fluentin3months.com/make-mistakes/

UNIT 28 IDENTIFYING THE FUNCTION OF LEARNER´S LANGUAGE

Identifying the function of learner´s language.

Function is known as the reason or the purpose of the use of the language, it doesn´t matter if they use formal, informal, or neutral language. In the field of communication students use the language unconsciously, it means they practice language when they do any activity. For example: teacher gives students a task where they must to work in pairs, and the objective of this task is that students practice a dialogue using the target language. They have to talk between them and they put in practice their speaking activity without think that they are interacting. As a result they are using interacting as a function.

Consequently, in the class the teacher has to follow a sequence or plan where he or she presents students different stages with different functions in order to use many exponents as much as possible. As a result students realize that exponent varies depending on the function. For the next time they probably know how to use the language correctly. For example: Teacher enters to the class, and students figure out that the correct function is greeting where the exponent could be Good morning, but you have to take into consideration that exponent can vary depending on the level of formality. Then, teacher probably introduces a topic and after that students could say “sorry I am not understood could you repeat that again, please”. Here we have the function asking for clarification. As we know teacher is the person who is a guide it means that teacher is an instructor where students must practice the language appropriately with the teacher´s help.

BIBLIOGRAPHY:

• Sciencedirect.com,. (2016). The Use and Functions of Mother Tongue in EFL Classes. Retrieved 25 January 2016, from http://www.sciencedirect.com/science/article/pii/S1877042815044973.
• Iteslj.org,. (2016). Sert - The Functions of Code switching in ELT Classrooms (TESL/TEFL). Retrieved 25 January 2016, from http://iteslj.org/Articles/Sert-CodeSwitching.html.
• Htsb.org,. (2016). Retrieved 25 January 2016, from http://www.htsb.org/wp-content/uploads/2014/07/Academic-Language-Functions-toolkit.pdf.
• YouTube,. (2016). Real World - Helping students with functional language Chris Redston. Retrieved 25 January 2016, from https://www.youtube.com/watch?v=dw4HkSVwZ0s.

UNIT 27 USING LANGUAGE APPROPRIATELY FOR A RANGE OF CLASSROOM FUNCTIONS

Using language appropriately for a range of classroom functions.

Language is a system to communicate where people can express feelings, ideas, and experiences, through the voice, gestures, and written symbols. It means that people must use a correct language depending on the age. For this reason the function plays an important role into the language because as we know the purpose of the communication is called function, and this is expressed through exponents.

In addition, teacher into the teaching process must take into consideration the class profile in order to students use the language appropriately. It means teacher should recognize the learner´s age, learner´s need, and learner´s level in order to students practice the language correctly. After that, teacher must fulfill his or her roles in order to students can practice the language through the context. For example: Teacher can motivate students through function encouraging where students need to put effort in order to develop the language, for this reason teacher should create confidence between teacher and students allowing them feel comfortable in the class. Then, there are other functions like instructing, modeling, prompting, instructing where students can follow a sequence into the learning process who are able to practice the language avoiding a lot of use of their mother tongue. For that teacher can control them through activities identifying the formality or informality the student’s language.

BIBLIOGRAPHY:

• Educ.ualberta.ca,. (2016). Functions of Language. Retrieved 25 January 2016, from http://www.educ.ualberta.ca/staff/olenka.
• Englishclub.com,. (2016). Functional Language | English Club. Retrieved 25 January 2016, from http://www.englishclub.com/vocabulary/functional-language.htm.
• Commonenglishphrases.com,. (2016). Difference between English functions and phrases | . Retrieved 25 January 2016, from http://www.commonenglishphrases.com/2011/07/english-functions-and-phrases/

UNIT 26 SELECTION AND USE OF TEACHING AIDS

Selection and use of teaching aids

Teaching aids are an excellent tool at the moment to teach because learners have opportunity to interact with the language using resources like technological and printed nowadays the technology is considered vital. Teaching aids are divided into visual, Audio, and audio-visual aids.

Furthermore, visuals are flashcards, realia, board, overhead projector. Those are used in order to involve students into the content, then there are audio aids like cd player, tape recorded where learners can listen native speakers through conversations. Finally, teacher can use audio-visual aids like DVD player where students can interact in a complete way because students can watch movies where they can develop their skills in an innovative way. For this reason it is important to select good teaching aids taking into consideration the aims like main, subsidiary, and stage aims. All of them respond on the students ‘need as priority.  For example in class with beginners when teacher wants to start with grammar, the bok isn´t enough because learners must learn inductively; it means through situation where they must discover the language through experiment it is a good way to learn because the mistakes help students to improve and wide their knowledge.

BIBLIOGRAPHY

• Mcop.rw,. (2016). Retrieved 16 January 2016, from http://www.mcop.rw/sites/default/files/doc
• Hesperian.org,. (2016). Retrieved 16 January 2016, from http://hesperian.org/wp-content/uploads/pdf/en_hhwl_2012/en_hh
• YouTube,. (2016). visual aid for teachers. Retrieved 16 January 2016, from https://www.youtube.com/watch?v=g3hT6Ocf39w