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Title:

Material Design

Description:

Material Design & Development Week 6 Present Perfect Sample Lesson & Processing Productive Skills Framework Lesson Planning ... – PowerPoint PPT presentation

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Date added: 27 December 2019
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Title: Material Design


1
Material Design Development
  • Week 6
  • Present Perfect Sample
  • Lesson Processing
  • Productive Skills Framework
  • Lesson Planning

2
Homework for Next Week
  • Graves Adapting Course Books
  • Homework p. 210
  • Reading p.211-234

3
Discuss in small groups or with a partner
  • What does S-M-A-R-T stand for?
  • How do we make an SLO specific and measurable?
    What do we need to include?

4
Which is inductive? Which is deductive?
  • Bottom-Up Processing
  • Examples
  • I
  • I
  • I
  • ?
  • Rule
  • Top-Down Processing
  • Rule
  • I
  • I
  • I
  • ?
  • Examples

Ss are given a task which helps them discovery
the rule.
Teacher explains the rule and Ss make examples
following the rule.
5
How to Read a Teachers Mind
  • I am going to ask you some questions.
  • I want you to guess the answers to the questions.
  • Watch me carefully. See if you can read my mind

6
How to Read a Teachers Mind
  • Before we play the game again, read these
    questions and try to guess the rule.
  • Guiding questions
  • What kind of question is the teacher asking? Can
    you give some examples?
  • What does the teacher often do when he asks a
    question?
  • What is the answer when the teacher does that?

7
How to Read a Teachers Mind
  • Discuss with your partner, what is the rule?
  • Ask your partner some questions about yourself
    using the rule.

8
How did you find the rule?
  • Many examples,
  • Teacher draws attention to important details by
    asking questions.
  • Students try to use the rule (or explain their
    guess about the rule)
  • T gives feedback.
  • Students try again.
  • (Repeat steps 3,45 if necessary)
  • Provide many chances to practice to master the
    new rule.

9
Sample Lesson Present Perfect
  • Think about the following
  • What makes this lesson inductive?
  • How do the materials facilitate Ss
    self-investment and discovery?

10
(No Transcript)
11
Card Attack
  • Get into groups of four
  • Each group will get a set of cards
  • You will only have 3 minutes
  • Turn over a card and fill out the chart
  • EX hop hopped hopped
  • Youll get 1 point for each correct word, and
    bonuses for each level you reach without any
    errors.
  • Be careful Mistakes will cost you points and a
    ship. If all your ships are destroyed, you lose.

12
(No Transcript)
13
Processing Present Perfect
  • How did teacher establish context of use?
  • How did this prepare Students to learn the topic
    being taught?
  • Could Teachers activate schema for the present
    perfect tense in Korean Students? Why or why not?
    If no, then what did the T activated?

14
Processing Present Perfect
  • What did the teacher initially assess?
  • How did the teacher assess it?
  • Why did the teacher need to assess this?

15
Processing Present Perfect
  • How did the teacher get the Students to discover
    the rules for the present prefect tense?
  • How did the Teacher get the Students to focus on
    the form?
  • How did the Teacher create a learning
    opportunity, without being directly involved?

16
Processing Present Perfect
  • Look at the lesson plan and label the missing
    stages in terms of the Productive Skills
    Framework Encounter-Internalize-Fluency.
  • Some steps may combine stages
  • E
  • E/I
  • I
  • F

17
Processing
  • This lesson looked like a squid
  • What were the two language chunks?
  • What was the controlled practice for the first
    chunk?
  • What was the practice for the second chunk?
  • Why is Talkopoly not a fluency?
  • Where in the lesson were inductive techniques
    used? How were these activities similar?
    Different?

18
Descriptive vs. Prescriptive Grammar
  • Descriptive Grammar Talks about how grammar is
    actually used by native speakers
  • Prescriptive Grammar Talks about grammar in
    terms of what is right and what is wrong.
  • What kind of grammar do your Students need to
    know?

19
Guided Discovery vs. Collaborative Discovery
  • The present perfect lesson uses guided discovery
    rather than collaborative discovery.
  • Why was this lesson more appropriate for High
    School learners and adults rather than young
    learners (YL) or middle school Students?
  • Meta-linguistic words

20
Using who and which
  • Which is more delicious samgyeopsal or salad?
  • Who is better Kara or Girls Generation?
  • Who is smarter the boy or the girl?
  • Which is more interesting Harry Potter or Lord of
    the Rings?
  • Which is stronger the lion or the mouse?
  • Directions Use the sentences above as a guide
    and put the words in the blue box into the chart.

Who Which

G Dragon elephant the man SM5 umbrella CD
player Psy computer Jeanne MP3 player
21
Collaborative Discovery
  • How did this collaborative discovery activity
    differ from the guided discovery in the present
    perfect lesson?
  • What age level of Students would this activity be
    appropriate for? Why?
  • After the Students had finished the task what
    questions should I ask? Why?

22
Make Your Own Guided Discovery or Collaborative
Discovery Activity
  • A similar process is required to make a
    collaborative discovery or guided discovery
    activity as writing an SLO. You need to
  • Select the grammar topic,
  • Fine-tune What is, isnt included, other
    meanings, negative form, question, typical Ss
    problems
  • Make example sentences and choose one as a
    representative,
  • Decide on a situational context or text to teach
    the grammar form
  • Analyse the form, meaning and use

23
Active vs. Passive Voice
  • Make a collaborative discovery or guided
    discovery activity to help Ss learn how to use
    active and passive voice.

24
What I might do
  • Generate 4-5 passive voice sample sentences e.g.
    (Hangeul was invented by Sejong)
  • Generate 4-5 active voice sentences e.g. (Sejong
    invented Hangeul)
  • Use enhanced input to draw Ss attn to TL
  • Scramble the sentences up
  • Ask Ss to separate the sentences into to columns
    - Blue and Red (see next slide)

25
What I might do
  • Ss cut and paste the sentences in to the columns
  • Ss drawn lines between sentences that mean the
    same thing
  • Ss answer the following Qs
  • What words are first in the blue sentences? What
    words are second?
  • What words are first in the red sentence? What
    words are second?
  • Are the Blue words or Red words the DOERS?
  • Are the Blue words or Red words THINGS?
  • How are the underlined words different?
  • Are there any other differences?
  • What rule can you make?

Blue Red
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