EDSL 447 | Methods in TESL 1

Midterm

BAL 1.: Health and Well-being

Aim: To ensure that students develop a sense of responsibility for adopting good living habits with respect to health, safety and sexuality.

BAL 2: Personal and Career Planning

Aim: To enable students to make and carry out plans designed to develop their potential and help them integrate into adult society.

BAL 3: Environmental Awareness and Consumer Rights and Responsibilities

Aim: To encourage students to develop an active relationship with their environment while maintaining a critical attitude toward consumption and the exploitation of the environment.

BAL 4: Media Literacy

Aim: To enable students to exercise critical, ethical and aesthetic judgment with respect to the media and produce media documents that respect individual and collective rights.

BAL 5: Citizenship and Community Life

Aim: To enable students to take part in the democratic life of the classroom or the school and develop an attitude of openness to the world and respect for diversity.

CCC 1. Uses information

Systematizes the information-gathering process, Gathers information, and Puts information to use … are the key features of which competency? (CCC# and name)

CCC 2. Solves problems

Analyzes the components of a situational problem, tests possible solutions, and adopts a flexible approach… are the key features of which competency? (# and name)

CCC 3. Exercises critical judgement

Forms an opinion, expresses their judgment, qualifies their judgment … are the key features of which competency? (CCC# and name)

CCC 4. Uses creativity

Becomes familiar with all the elements of a situation, explores, adopts a flexible mode of operation … are the key features of which competency? (# and name)

CCC 5. Adopts effective work methods

Considers all aspects of a task, adjusts their approach, and analyzes their procedure … are the key features of which competency? (# and name)

CCC 6. Uses information and communications technologies

Uses appropriate technologies, takes full advantage of these technologies, and evaluates their uses of this technology … are the key features of which competency? (# and name)

CCC 7. Achieves their potential

Recognizes their personal characteristics, takes their place among others, and makes good use of their personal resources… are the key features of which competency? (# and name)

CCC 8. Cooperates with others

Contributes to team efforts, uses teamwork effectively, interacts with an open mind in various contexts … are the key features of which competency? (CCC# and name)

CCC 9. Communicates appropriately

Becomes familiar with various modes of communication, uses various modes of communication, manages the communication process … are the key features of which competency? (# and name)

ESL C1. Interacts orally in English

Engages in oral interaction, constructs meaning of the message, and regulates own development as a communicator … are the key features of which competency? (# and name)

ESL C2. Reinvests understanding of texts

Broadens knowledge of texts, Constructs meaning of texts, regulates own development as listener, reader and viewer, and carries out a reinvestment task … are the key features of which competency? (# and name)

ESL C3: Writes and Produces Texts

Broadens repertoire of texts, uses the writing and production processes, and regulates own development as writer and producer … are the key features of which competency? (# and name)

Cinema, Literature, Music, TV, Media

Name three examples of the AESTHETIC aspect of culture (Related Content)

Family roles, Interpersonal relationships, world customs, heroes and idols, history, geographical features

Name three examples of the SOCIOLOGICAL aspect of culture (Related Content)

Social skills, politeness, gestures, facial expressions, dialects, accents, idiomatic expressions, humour

Name three examples of the SOCIOLINGUISTIC aspect of culture (Related Content)

Social conventions, greetings, niceties, telephone talk, apologies, logical connectors, instructions, permission, tastes, preferences, offers, requests, fillers, discourse markers, goodbyes,

Name three examples of the FUNCTIONAL LANGUAGE in a person’s language repertoire (Related Content)

Learning the structures with focus on accuracy within the right contexts. 

For students: listening for errors and correcting them when they happen.  Being open to feedback. Using resources.

For teachers: Offering students corrective feedback, when errors impede message.  Designing activities which focus on correcting errors.  Presenting corrections in context.  Making sure students feel comfortable taking risks and supporting students when errors occur.

What does it mean to focus on form? What does it look like for students? For teachers?

• Gesturing / Mimicing actions

• Recast (Restating to verify comprehension)

• Rephrasing (express in alternate way)

• Stall for time (Buy time to think of a response)

• Substitute (use less precise words, circumlocution)

Communication strategies are used by the learner with the intention to solve problems related to participating in and sustaining interaction.

Name two examples of communication strategies.

• Direct attention (decide to pay attention to the task and avoid irrelevant distractors)

• Pay selective attention (decide in advance to notice particular details)

• Plan (foresee the necessary elements to achieve a goal)

• Self-evaluate (reflect on what has been learned)

• Self-monitor (check and correct one’s own language)

Metacognitive learning strategies involve thinking about and planning for learning as well as monitoring the learning task and evaluating how well one has learned.

Name two example of metacognitive learning strategies.

• Activate prior knowledge

• Compare (similarities and differences)

• Delay speaking (take time to listen, process, and speak when comfortable)

• Infer (intelligent guesses based on context, clues, patterns etc.)

• Practice (reusing language in authentic situations)

• Predict (make hypotheses, use clues)

• Recombine (take meaningful parts to create something new)

• Scan for specific information

• Skim (read quickly for an overview)

• Take notes

• Use semantic mapping

Cognitive learning strategies involve manipulating and interacting with the material to be learned, or applying a specific technique to assist learning.

Provide two examples of cognitive learning strategies.

• Asking for help, repitition, clarification, or confirmation

• Cooperating to achieve a common goal

• Giving and receiving feedback

• Encouraging others or yourself

• Lower anxiety (humour, teambuilding, progress checks)

• Take risks (experimentation with language without fear of making mistakes)

Social/affective strategies involve interacting with another person or using affective control to assist learning

Provide two examples of social/affective learning strategies.

• Response process

• Writing process

• Production process

What are the three processes in the related content section

When exploring the text (e.g. I noticed that…, I learned that…, I find … very interesting, The author says…)

When connecting with the text personally (e.g. I have the same problem as …, I also went to…, I can … like this character, I like to … just like this character, That part makes me feel…,)

When generalizing beyong the text (e.g. I wish we all could…, I think that we should…, If this happened in our community…)

What are the three ways students can use the response process

• Preparing to write (Brainstorm, research, outline)

• Writing the draft(s): (notes, adjustments, referring to outline, collaborating)

• Revising: (rethink, meaning, tone, use feedback, reword, rework)

• Editing: (spelling, punctuation, capitalization, using dictionaries, thesauruses, consulting peers)

• Publishing (choosing format, polished copy, sharing with audience, presentation)

What are the five stages of the writing process?