Lesson study 

          It is important to mention that a lesson study is a teaching improvement process where teachers try to find new methods that will work well with their students at the moment of giving a class. In order to carry out this lesson study teachers need to do a collaborative research about which of their ideas will work better in the classroom with their students. For that reason, I will write why I agree about applying this methodology to improve the quality of teaching.

            For applying a good lesson study we have several steps such us:

1.      Analyze what we want to achieve with our students

2.      Identify our group of study

3.      Share ideas with other teachers

4.      Teach and observe the class

5.      Find problems

6.      Find solutions

7.      Apply it in other classes.

As a conclusion, I can say that I will apply a lesson study since in this way I will manage the class and problems better by adapting materials or changing my way of teaching but always taking into consideration my students’ needs.

References:

- YouTube,. (2016). What is Lesson Study. Retrieved 30 January 2016, from https://www.youtube.com/watch?v=f58eP_S1hLc

- Tc.columbia.edu,. (2016). what is lesson study. Retrieved 30 January 2016, from http://www.tc.columbia.edu/lessonstudy/lessonstudy.html

- Uwlax.edu,. (2016). Lesson Study Project Overview. Retrieved 30 January 2016, from http://www.uwlax.edu/sotl/lsp/overview.htm

Writing lesson objectives

At the moment of planning a lesson teacher need to take into consideration what they want learners to achieve and the kind of objectives. The reason of writing lesson objectives for a class is because teachers need to provide instructions, guidelines for assessment or to convey instructional intent to others.

We have three kind or types of objectives:

1.      Cognitive: understanding or awareness. For example: list and explain

2.      Psychomotor: special skills.

3.      Affective: attitudes or relationships

Given that, it is necessary to write the objectives of the lesson according to the level of students, their needs and age. Furthermore, we do not have to make our objectives time consuming or so simple because those objectives have the purpose of making students understand in a clear and unambiguous way.

Finally, I will consider these tips at the moment of writing the lesson objectives of my future classes since I need to be focus on students’ comprehension rather to achieve my own goals.

References: 

- Educationoasis.com,. (2016). Writing Learning Objectives. Retrieved 30 January 2016, from http://www.educationoasis.com/curriculum/LP/LP_resources/lesson_objectives.htm

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

- YouTube,. (2016). 3.2 - How to Write Learning Objectives Using Bloom's Taxonomy. Retrieved 30 January 2016, from https://www.youtube.com/watch?v=4DgkLV9h69Q

Bloom’s taxonomy

      What I learned about bloom’s taxonomy is that it was created in order to promote a higher way of thinking and analyzing learning. It is more focused on the way teachers ask questions. For example we have different competences that are demonstrated in specific skills.

-          Knowledge: observation and recall of information

-          Comprehension: understanding information

-          Application: use of information

-          Analysis: identification of components

-          Synthesis: use old ideas to create new ones

-          Evaluation: compare and discriminate between ideas

As a conclusion, I can say that it is really important the way we ask questions because sometimes those questions are not clear and do not have a specific objective. Given that, teachers need to know the level of their students at the moment of asking something.

References:

- YouTube,. (2016). Bloom's Taxonomy for Teachers (Revised). Retrieved 30 January 2016, from https://www.youtube.com/watch?v=KGXANN3MUsg

- Nwlink.com,. (2016). Bloom's Taxonomy of Learning Domains: The Cognitive Domain. Retrieved 30 January 2016, from http://www.nwlink.com/~donclark/hrd/bloom.html

- Cft.vanderbilt.edu,. (2016). Bloom’s Taxonomy | Center for Teaching | Vanderbilt University. Retrieved 30 January 2016, from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Categorizing learners’ mistakes - Unit 29

            At the moment of learning a second language it is normal that students make mistakes and these could be errors or slips that it usually occurs when there is l1 interference or when learners are developing their stage in order to learn the second language.

            Students’ mistakes occur when there are problems of accuracy (when they do not use the correct form of language) and appropiacy (when students do not use the language according to the context or situation).

            For example we have different ways of categorizing learners’ mistakes:

-          Inaccuracy: pronunciation

-          Inaccuracy: grammatical

-          Inappropriate style or register

-          Inaccuracy: lexical

-          Inaccuracy: spelling

-          Inaccuracy: punctuation

All of those mistakes are giving because sometimes students lose motivation or when teachers do not correct mistakes at the right moment. For that reason, it is really necessary to know how to correct learners and make them feel courageous of learning.

            In conclusion, I will apply the knowledge gained on this chapter at the moment of correcting my students’ mistakes by giving them clear examples about the correct use of the language they are learning.

References: 

- Google Books,. (2016). An Introduction to Foreign Language Learning and Teaching. Retrieved 30 January 2016, from https://books.google.com.ec/books?id=-V3fAQAAQBAJ&pg=PA15&lpg=PA15&dq=categorize+learners+mistakes&source=bl&ots=UqapEEYiXY&sig=88P-JtM7QKnTEicmXM34y40QwjU&hl=en&sa=X&ved=0ahUKEwjJueDegdLKAhVGyT4KHThsAkk4ChDoAQgZMAA#v=onepage&q=categorize%20learners%20mistakes&f=false

- YouTube,. (2016). Correcting mistakes in language learning, does it work?. Retrieved 30 January 2016, from https://www.youtube.com/watch?v=Y5CE52uLMgQ

- Google Books,. (2016). Exploring English Language Teaching. Retrieved 30 January 2016, from https://books.google.com.ec/books?id=ZyGZhjYPaHQC&pg=PA14&lpg=PA14&dq=categorize+learners+mistakes&source=bl&ots=JlN93F59Tc&sig=S92N4FAzozah4jj0ckW21G7y4rg&hl=en&sa=X&ved=0ahUKEwjJueDegdLKAhVGyT4KHThsAkk4ChDoAQhLMAk#v=onepage&q=categorize%20learners%20mistakes&f=false

Identifying the functions of learners language - Unit 28

            In a class, students use the language for different purposes and it is called functions of learners. For example, when they are taking part of tasks or interacting with their teacher or classmates, students are using the language for a specific purpose such us: greeting, suggesting, asking for clarification or negotiating about an important topic.

            It is important that teachers take into consideration learners’ needs at the moment of making their students participate in the class. Moreover, educators need to model the language for their learners since they are going to be aware about the use of it and they will use it in an appropriate way because during the entire lesson they are not going to use the same style, they can use a neutral, formal or informal language in order to differentiate the use of each other and when to use them.

            In conclusion, as a future English teacher I will bear in mind the different needs of my students in order to make them use the language appropriately in all the learning contexts because they need to realize that we cannot use the same style with all the people.

References:
- Caballero, E., Caballero, E., & profile, V. (2012). Mis notas para el TKT: Identifying the functions of learners' language. Tktportafolios.blogspot.com. Retrieved 30 January 2016, from http://tktportafolios.blogspot.com/2012/10/identifying-functions-of-learners.html

-  YouTube,. (2016). Functions of Language 1/3: Origins. Retrieved 30 January 2016, from https://www.youtube.com/watch?v=2jc6DbvW31g

- prezi.com,. (2016). Identifying the functions of learners' language. Retrieved 30 January 2016, from https://prezi.com/iv91jmjajd1m/identifying-the-functions-of-learners-language/

Using language appropriately for a range of classroom functions - Unit 27

Using language appropriately for a range of classroom functions - Unit 27

As we already know when we want to communicate with other people we need to have a specific purpose to do it, especially when we talk about communicating inside the classroom since learners need to use the language appropriately because it is not the same to talk to a teacher that to another classmate. I want to start by saying that in the classroom the language has different functions that are the reasons why we use it. For example we have: inviting someone, explaining something or instructing someone to do something.

Moreover, when learners want to share their ideas to others about a specific topic their use of language will depend on the context and their needs. For teachers, it is not so easy to make students speak since they do not know the language perfectly but educators can make them participate in a classroom discourse and try to model the target language by giving clear examples about the pronunciation of a word or the correct use of grammar.

As a conclusion, it is really important and meaningful for students that their teacher can give them models about how to use the language appropriately. In my personal opinion, I will apply the knowledge gained about this topic with my future students since we as future teachers as well , we are the principal tools for learners in order to make them understand and manage the target language correctly.

References:

-  2012books.lardbucket.org,. (2016).Functions of Language. Retrieved 30 January 2016, from http://2012books.lardbucket.org/books/a-primer-on-communication-studies/s03-02-functions-of-language.html

- YouTube,. (2016). Formal Writing: Using Appropriate Language. Retrieved 30 January 2016, from https://www.youtube.com/watch?v=p1jG-mKSQgo

- prezi.com,. (2016). Using language appropriately for a range of classroom functi. Retrieved 30 January 2016, from https://prezi.com/oj-dkjoulfyg/using-language-appropriately-for-a-range-of-classroom-functi/

Selection and use of teaching aids – UNIT 26

            I learned about this unit that teaching aids are all the resources or materials that are available in the class such as: the board, the overhead projector or cd players that teachers use at the moment of giving a class. In order to use these kinds of sources we have to think and analyze our specific teaching purpose and all the aims of the class such as: the subsidiary aims, and the stage aims of the lesson we are preparing.

            In addition it is necessary to use realia in a class since learners need of a real situation with real materials because they are going to make relation their learning with their daily life in order to understand the class better. Furthermore, we have to be aware that the procedure of the lesson goes according with the aims we stablished at the beginning of the class.

            In conclusion, I will always apply this knowledge in my classes because the use of teaching aids in a class will make your class relevant and meaningful for students and they will feel comfortable about the class and about the teacher.

Bibliography

• Slideshare.net,. (2016). Teaching Aids. Retrieved 16 January 2016, from http://www.slideshare.net/deepati1/teaching-aids-39749045

• Templates.joomla-monster.com,. (2016).Welcome to the Teaching Aids. Retrieved 16 January 2016, from http://templates.joomla-monster.com/joomla16/jm-teaching-aids

Selection and use of supplementary materials and activities – UNIT 25

Supplementary materials

            What I learned about this unit is that supplementary materials are additional or extra materials that teachers do not include in a coursebook. These sources are useful for students since their language skills will be in practice in order to improve them. Moreover, it is really important to take into consideration students’ needs and interests at the moment of bringing extra materials to the class since learners need to get interest on the topic or lesson in order to understand and participate in class, teachers can bring movies, games, and books. Furthermore, we have to remember that we could have a mixed ability class where the supplementary materials procedure will need to be adapted to the leaners because all the materials are not going to be motivating for all the students in the class. Also, there are resources already created by other teachers that can be useful for us because it is essential to add variety in our classes. For example: listen to music, use web resources in order to achieve a task or read books that cover learners' expectations.

Finally, I will apply the knowledge learned about this when I could have different kinds of students that need plenty of extra materials in order to achieve all the objectices of the class because as much materials as I could create better understanding from my future learners.

Bibliography

• Sanchez, A. (2013). The selection and use of supplementary materials and.Slideshare.net. Retrieved 16 January 2016, from http://www.slideshare.net/aguedacastillosanchez/the-selection-and-use-of-supplementary-materials-and
• YouTube,. (2016). Lesson Preparation supplementary materials. Retrieved 16 January 2016, from https://www.youtube.com/watch?v=ma4Huav4z4w

Selection and use of coursebook materials – UNIT 24

What I learned about this unit was that coursebook materials are materials that teachers use in a class and it is useful for them and students since those will help them to present an active class and to make students practice their language skills in an interesting way.

It is really important to bear in mind the fact that a coursebook includes a student’s book, a teacher’s book and audio scripts or videos that will be part of the class. Moreover, with a a coursebook teachers will manage the class in an organised and interactive way and students will get interested on the topic of the lesson or in the class since it will be more participative.

In addition, the selection of these materials are based on students’ needs and interests by using questionnaires or diagnostic tests  in order to classify information that will help the teacher to have a description of all the learners of his or her class, this is called class profile.

Finally, I will apply the knowledge gained about this unit at the moment of preparing materials for my students because it is really necessary to take into consideration their needs in order to make the class more interesting and engaging.

Bibliography

-         Lansford, L., & Lansford, L. (2014). How to use coursebooks: the art of pedagogy - Cambridge Conversations. Cambridge Conversations. Retrieved 16 January 2016, from http://www.cambridge.org/elt/blog/2014/08/use-coursebooks-art-pedagogy/

-         Eltresourceful.files.wordpress.com,. (2016). Retrieved 16 January 2016, from https://eltresourceful.files.wordpress.com/2013/10/eaj29-1_how_to_use_a_coursebook.pdf

Consulting reference resources to help in lesson preparation - UNIT 23

What I learned about this unit is that in teachers’ life the use of different kinds of resources is essential because with those they can prepare a good class. Let's start by saying that reference resources are a good option for teachers at the moment of planning a lesson since those contain information about language and teaching. Moreover, it is very important to know where to find relevant reference resources such as: dictionaries or grammar books with meaningful information that will help teachers in their class.

Furthermore, there are many reference resources that will help teachers to explain the use of grammatical structures to their students and grammar books are part of those sources. We also have resources that will help us to know the meaning of words that are diffcult to understand such us monolingual and bilingual dictionaries since these are really necessary because learners would realize about the difference between many words as well as collocations, synonyms or antonyms. Given that, the use of all these sources will make teachers raise their language awareness about how language works.

Finally, I will apply all the knowledge gained about this unit at the moment of preparing a class since in this way, I would anticipate learners’ problems and the most important is that the information I will give to my students will be real and well explained because I looked for meaningful and good reference resources.

Bibliography

•         Library.illinois.edu,. (2016). Retrieved 16 January 2016, from http://www.library.illinois.edu/ugl/howdoi/use_reference_sources.pdf
•   YouTube,. (2016). Reference Resources. Retrieved 16 January 2016, from https://www.youtube.com/watch?v=ssCHQMdq1d0